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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Read the untranslated law here: https://www.retsinformation.dk/Forms/R0710.aspx?id=120582

Overview (table of contents) Annex 1

Annex 2

Annex 3

Annex 4

Annex 5

Annex 6

Annex 7

Annex 8

Annex 9

Annex 10

Annex 11

Annex 12

Annex 13

Annex 14

Annex 15

Annex 16

Annex 17

Annex 18

Annex 19

Annex 20

Annex 21

Annex 22

Annex 23

Annex 24

Annex 25

Annex 25

Annex 27

Annex 28

Annex 29

Annex 30

Annex 31

Annex 31

Annex 33

Annex 34

Annex 35

Annex 36

Annex 37

Annex 38

Annex 39

Annex 40

Annex 41

Annex 42

Annex 43 full text notice on a common secondary education electives (electives notice)

Under section 15, paragraph 3, of the law on education to the matriculation examination (stx) (gymnasieloven), see. lovbekendtgørelse nr. 444 8. May 2007, article 14, paragraph 2, of the law on education to the higher commercial examination (hhx) and the higher technical examination (htx), see. lovbekendtgørelse nr. 446 of 8. in May 2007, and section 10, paragraph 4, and article 11, paragraph 2, of the law on education to the higher preparatory examination (hf-law), see. lovbekendtgørelse nr. 445 of 8. May 2007 shall be determined:

§ 1. Supply, the organisation and the organisation, etc. of electives for this Ordinance is subject to the rules, which, incidentally, is set for the education, where the course is offered, including the restrictions which have been imposed for the provision of courses in the relevant training.

§ 2. The individual educational institution may, pursuant to this notice, without prejudice. However, § 1, offer subjects that are mentioned in annex 1.

§ 3. The content and objectives of teaching is demonstrated by the respective learning plans as described in annex 2-43.

(2). In curriculums, see. (1) the term "pupils" covers both students and trainees and the term "school" both school and course.

§ 4. The notice shall enter into force on the 1. August 2008, see. However, paragraph 3.

(2). At the same time repealed Executive Order No. 802 of 28. June 2007 on the common to the secondary education electives (electives notice).

(3). For students, who in January 2006 has begun a study with study guidelines subject Philosophy and technology (C), annex 10 (Philosophy and technology C) of Decree No. 1349 by 15. December 2004 on common to the secondary education electives (electives notice) apply up to and including the summer exam Inc. medical exam 2010.
The Ministry of education, the 30. June 2008 Torben Christoffersen head/Marianne Winther Earl Annex 1

Overview of lesson plans – electives, June 2008









Annex 2





Arabic (A)







Annex 3





Arabic B







Annex 4





Astronomy C







Annex 5





Dancing B







Annex 6





Computer Science (C)







Annex 7





Business Administration C







Annex 8





Philosophy B







Annex 9





Philosophy C







Annex 10





Financing (C)







Annex 11





French begin language (B)







Annex 12





French language (C) continues







Annex 13





Greek C







Annex 14





Sport Science (B)







Annex 15





Information Technology (C)







Annex 16





Innovation C







Annex 17





International technology and culture C







Annex 18





Italian (B)







Annex 19





Japanese (A)







Annex 20





Japanese B







Annex 21





Chinese (A)







Annex 22





Chinese B







Annex 23





Cultural Understanding (B)







Annex 24





Cultural Understanding (C)







Annex 25





Latin C







Annex 26





Market Communication C







Annex 27





Materials Technology (C)







Annex 28





Multimedia (C)







Annex 29





Organisation (C)







Annex 30





Programming C







Annex 31





Psychology B







Annex 32 Psychology C







Annex 33





Religion B







Annex 34





Rhetoric C







Annex 35





Russian B







Annex 36





Spanish B







Annex 37





Statics and reinforce learning C







Annex 38





Statistics (C)







Annex 39





Technology (C)







Annex 40





Turkish (A)







Annex 41





Turkish B







Annex 42





German beginner B







Annex 43





German language continues (C)





 

 





Annex 2

Arabic (A) – an elective, June 2008

1. Identity and purpose

1.1 Identity

Arabic is a færdighedsfag, vidensfag and workshop. Its subject area is the Arabic language, and by extension, knowledge and understanding of the history, culture and society in the Arab world and other regions with Arabic-speaking populations.

1.2 Purpose

Through work with Arabic language develops students ' ability to communicate in Arabic. The study of Arabic language and culture gives knowledge and insight, which provides the pupil as well understanding of Arab society and culture that ensures increased understanding and intercultural awareness. Arabic provides knowledge of a culture, which plays a significant role in the globalised world, and sharpens students ' aesthetic attention. Finally, Arabic students able to through cultural meeting to reflect on their own culture in comparison with Arabic culture.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the main content when the spoken standard Arabic about known as well as general subjects facilitated through various media

– participate in the conversation and discussion on a clear and fairly liquid standard Arabic about known as well as general topics as well as understand and use common terms on one of the important dialects

– read and understand simple texts, modern fiction as well as non-fiction

-orally present and explain a known issue on a clear and fairly fluent in Arabic

– express themselves in writing on a single and coherent to Arabic on a given issue and be able to translate a simple text from Danish to Arabic

– analyze and interpret texts of different genres as well as put the individual text into the cultural, historical and social contexts
– apply the acquired knowledge of Arabic culture, history and society in conversation in Arabic and in the work of the studied subjects, as well as be able to get a different perspective to the other culture and society.

-practice the knowledge of how to learn a foreign language in the daily work with Arabic

– apply a-and bilingual dictionaries and an Arabic grammar as well as be familiar with the use of it in Arabic.



2.2 Core fabric

Nuclear substance is:




– pronunciation, intonation and readings

— listening and speaking skills, including the ability to engage in dialogue and to the original submission and presentation of texts or topics in Arabic

– sound and image media as support for listening and reading comprehension, as well as speaking and writing skill

– fiction and non-fiction texts of varying degrees, which sheds light on the Arab world's cultural and social development, with emphasis on the 20th century. and 21. century

– the subject's central assistive devices, including computer

– Arabic history, culture and society, which has relevance for the studied topics, as well as the central social conditions in the Arab world and among the Arab minority cultures in the West.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance consists of various historical, cultural and social expression, as has its starting point in the Arab world. It shall elaborate and put into perspective the core substance and expand the professional horizon, so that students meet the academic goals.

3. organisation

3.1 Didactic principles

The subject's disciplines must be experienced as a whole, in accordance with the trade objectives primarily focused on the application aspect. Teaching should give students the opportunity to acquire the knowledge of the language, which is needed to develop the communicative competences.

At the heart of teaching pupils the option of own language stand production and expansion in relation to the professional goals. Fluent languages use precedence over linguistic precision.

Listening, reading and communication strategies must give students the tools to be able to initiate and maintain communication in spite of language barriers. The teaching of grammar, vocabulary, text analysis and foreign language acquisition is involved, as appropriate, and taking into account the professional progression.

Teaching takes place to the greatest possible extent in Arabic.

3.2 forms of work

Central to the teaching is the professional progression.

Begins teaching include conversation exercises, which gives students a basic communicative competence, as further developed in freer dialogues and conversation. It also includes regular listening, reading and writing training as well as targeted and systematic work with vocabulary.

After the starting teaching organised work mainly through 6-8 items, and ensuring their professional objectives are integrated in this work.

Working forms and methods is varied and adapted on an ongoing basis the professional goal, work towards in that topic. The teaching is organised with progression in the choice of working methods, so that students achieve student competence and independence in their work. The focus will be on working methods, which develops pupils ' communicative skills as well as their ability to read and understand texts. Language comprehension is ensured by the fact that students hear spoken Arabic disseminated through various media.

Written work incorporated in day-to-day teaching, partly as aid discipline to the oral dimension, on the one hand, as an independent discipline, where students have the opportunity to both train and demonstrate their linguistic knowledge and ability and to develop the ability of writing to explain the content page.

Work with Arabic culture, history and society be integrated continuously working with topics.

3.3 It

It is an integral part of Arabic education and incorporated in all disciplines from the first alphabet learning. It is used as a tool in support of the text the work and for the work with the færdighedsmæssige side of language acquisition and use relevant programs for interactive exercises and training programs to strengthen the language acquisition, as well the receptive as the productive.

3.4 Interaction with other subjects

Arabic is covered by the general requirement of interaction between the subjects and forms part of the General study preparation and general language understanding according to the provisions included in these courses.

When Arabic is part of a study, it must interact with other disciplines on subjects of linguistic, cultural, intercultural and historical art. When Arabic is acting as an elective, included it in interaction with other language study in order to develop a general linguistic awareness and knowledge of how to learn a foreign language.

4. Evaluation

4.1 ongoing evaluation

Conducted ongoing individual evaluation conversations between teacher and student. More completed progression or items evaluated targeted and forward-looking of the teacher and students together. That evaluates broad compared to the professional goals. The evaluation must be forward-looking.

Students perform tests for self-assessment in relation to the professional goals.

4.2 Sample Forms

There is a written and an oral examination.

The written test

There is a centrally lodged written test of 5 hours duration.

The main ingredient is a sample task in free written expression skills in Arabic, on the basis of a contemporary Arabic language text material between 2/3 and 1 normal page, if applicable. supplemented with Visual material.

The examinee must apply all AIDS apart from communication with the outside world, and translation programs, IE. software or Web-based applications that can translate whole sentences and whole texts from one language to another.

The oral test

The test consists of three parts.




1) Presentation in Arabic by an unidentified, unwrought Arabic language text material with a scale of around 4 normal pages. Text material must be related to one of the most studied topics. The topics included as the basis for the sample, taken together, cover the professional goals and core substance. It studied the topic involved in the presentation, which is followed by an in-depth conversation. Text material handed out the day before the test, and the preparation time is at least 24 hours. All devices are allowed.

2) Conversation in Arabic on the basis of an unknown picture material on general topics.

3) Text understanding based on an unknown, unwrought Arabic language prose text of a scale of approximately 1 normal page. The text referenced in the main drag on the Danish.



To paragraphs 2 and 3 are given an overall preparation time of 30 minutes. The examinee must use all devices apart from communication with the outside world.

There are two examinees per hour.

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

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

4.3 evaluation criteria

By both the written and the oral test assessed the extent to which the testees ' performance meets the professional objective, as specified in 2.1.

At the written test will be given to the fact that the examinee can extract the essential of the supplied text material, express themselves in writing in Arabic, dispose and produce a content, as well as to the examinee demonstrates safety in the relevant morphology and syntax and mastered a general vocabulary as well as idiomatik.

One character is given on the basis of a global assessment.

At the oral test will be given to the fact that the examinee in Arabic may present and relate/compare the unknown text material and incorporate relevant elements of Arab culture, history and society from the studied subject. In addition, emphasis is placed on conversation skill and comprehension. Consistent use of language is more important than accuracy in detail. The Arabic part of the exam are weighted highest.

One character is given on the basis of a global assessment.
Annex 3

Arabic B-electives, June 2008

1. Identity and purpose

1.1 Identity

Arabic is a færdighedsfag, vidensfag and workshop. Its subject area is the Arabic language, and by extension, knowledge and understanding of the history, culture and society in the Arab world and other regions with Arabic-speaking populations.

1.2 Purpose

Through work with Arabic language develops students ' ability to communicate in Arabic. The study of Arabic language and culture gives knowledge and insight, which provides the pupil as well understanding of Arab society and culture that ensures increased understanding and intercultural awareness. Arabic provides knowledge of a culture, which plays a significant role in the globalised world, and sharpens students ' aesthetic attention. Finally, Arabic students able to through cultural meeting to reflect on their own culture in comparison with Arabic culture.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the main content when the spoken standard Arabic about known as well as general subjects facilitated through various media

– participate in the conversation and discussion on a clear and fairly liquid standard Arabic about known as well as general topics as well as understand and use common terms on one of the important dialects
– read and understand simple texts, modern fiction as well as non-fiction

-orally present and explain a known issue on a clear and fairly fluent in Arabic

– express themselves in writing on a single and coherent to Arabic on a given issue and be able to translate a simple text from Danish to Arabic

– analyze and interpret texts of different genres as well as put the individual text into the cultural, historical and social contexts

– apply the acquired knowledge of Arabic culture, history and society in conversation in Arabic and in the work of the studied subjects, as well as be able to get a different perspective to the other culture and society.

-practice the knowledge of how to learn a foreign language in the daily work with Arabic

– apply a-and bilingual dictionaries and an Arabic grammar as well as be familiar with the use of it in Arabic.



2.2 Core fabric

Nuclear substance is:




– pronunciation, intonation and readings

— listening and speaking skills, including the ability to engage in dialogue and to the original submission and presentation of texts or topics in Arabic

– sound and image media as support for listening and reading comprehension, as well as speaking and writing skill

– fiction and non-fiction texts of varying degrees, which sheds light on the Arab world's cultural and social development, with emphasis on the 20th century. and 21. century.

– the subject's central assistive devices, including computer

– Arabic history, culture and society, which has relevance for the studied topics, as well as the central social conditions in the Arab world and among the Arab minority cultures in the West.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance consists of various historical, cultural and social expression, as has its starting point in the Arab world. It shall elaborate and put into perspective the core substance and expand the professional horizon, so that students meet the academic goals.

3. organisation

3.1 Didactic principles

The subject's disciplines must be experienced as a whole, in accordance with the trade objectives primarily focused on the application aspect. Teaching should give students the opportunity to acquire the knowledge of the language, which is needed to develop the communicative competences.

At the heart of teaching pupils the option of own language stand production and expansion in relation to the professional goals. Fluent languages use precedence over linguistic precision.

Listening, reading and communication strategies must give students the tools to be able to initiate and maintain communication in spite of language barriers. The teaching of grammar, vocabulary, text analysis and foreign language acquisition is involved, as appropriate, and taking into account the professional progression.

Teaching takes place to the greatest possible extent in Arabic.

3.2 forms of work

Central to the teaching is the professional progression.

Begins teaching include conversation exercises, which gives students a basic communicative competence, as further developed in freer dialogues and conversation. It also includes regular listening, reading and writing training as well as targeted and systematic work with vocabulary.

After the starting teaching organised work mainly through topics, and ensuring their professional objectives are integrated in this work.

Working forms and methods is varied and adapted on an ongoing basis the professional goal, work towards in that topic. The teaching is organised with progression in the choice of working methods, so that students achieve student competence and independence in their work. The focus will be on working methods, which develops pupils ' communicative skills as well as their ability to read and understand texts. Language comprehension is ensured by the fact that students hear spoken Arabic disseminated through various media.

Written work incorporated in day-to-day teaching, partly as aid discipline to the oral dimension, on the one hand, as an independent discipline, where students have the opportunity to both train and demonstrate their linguistic knowledge and ability and to develop the ability of writing to explain the content page.

Work with Arabic culture, history and society be integrated continuously working with topics.

3.3 It

It is an integral part of Arabic education and incorporated in all disciplines from the first alphabet learning. It is used as a tool in support of the text the work and for the work with the færdighedsmæssige side of language acquisition and use relevant programs for interactive exercises and training programs to strengthen the language acquisition, as well the receptive as the productive.

3.4 Interaction with other subjects

Arabic is covered by the general requirement of interaction between the subjects and forms part of the General study preparation and general language understanding according to the provisions included in these courses.

When Arabic is part of a study, it must interact with other disciplines on subjects of linguistic, cultural, intercultural and historical art. When Arabic is acting as an elective, included it in interaction with other language study in order to develop a general linguistic awareness and knowledge of how to learn a foreign language.

4. Evaluation

4.1 ongoing evaluation

Conducted ongoing individual evaluation conversations between teacher and student. More completed progression or items evaluated targeted and forward-looking of the teacher and students together. That evaluates broad compared to the professional goals. The evaluation must be forward-looking.

Students perform tests for self-assessment in relation to the professional goals.

4.2 Sample form

There will be held an oral examination. The test consists of two parts:




1) Statement and detailed conversation in Arabic as well as text understanding based on an Arabic-language prose text by an unknown extent at 2/3 the normal page. The text has a thematic connection with a studied topic, which is involved in the conversation in Arabic. The topics included as the basis for the sample, taken together, cover the professional goals and core substance.

2) Conversation in Arabic on the basis of an unknown picture material or in an unknown audio material of 2-3 minute length.



Given a total preparation time on 48 minutes. Examination time is 24 minutes.

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

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

4.3 evaluation criteria

At the oral test assessed the extent to which the testees ' performance meets the professional objective, as specified in paragraph 2.1.

In the assessment, emphasis is placed on the fact that the examinee in Arabic may present and relate/compare the unknown text material and incorporate relevant elements of Arab culture, history and society from the studied subject. In addition, emphasis is placed on conversation skill and comprehension. Consistent use of language is more important than accuracy in detail. The Arabic part of the exam are weighted highest.

Given a character on an overall assessment.
Annex 4

Astronomy C – electives, June 2008

1. Identity and purpose

1.1 Identity

Astronomy represents a key science contributions to the man's realization of its own location in time and space. On the basis of observations and theories about the universe and its various astronomical structures establishes a connection between the past and the profession today's performances on the world, marked by curiosity and fascination. Teaching profession sheds through its connection to current astronomical research Central, universal questions, which opens for involvement of multiple disciplines and can stimulate interest in a professional immersion in natural science.

1.2 Purpose

The subject astronomy, contributes to the overall goal of training with focus on General formation know that students through work with astronomical observations, data, theories and models are given insight into the nature of scientific work and ways of thinking. The astronomical world view, which is in perpetual change, occupies a central place in teaching, and students should familiarize themselves with the marked shift in the recognition of man's position in the universe through the ages.

2. Professional objectives and technical content

2.1 Academic goals

Students should:




– be able to orient themselves on the starry sky and be able to identify planets and selected constellations

– could explain basic astronomical phenomena, including day and night, moon phases, eclipses, as well as the changing of the seasons

– could explain the significant shift in the astronomical world view

– be able to collect, process and interpret astronomical data

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

– could manipulate a basic astronomical text and explain the took professional concepts and the scientific reasoning

– could seek information about an astronomical topic from different sources and assess reliability

– could disseminate astronomical topics for a selected segment.



2.2 Core fabric

Nuclear substance are as follows:

Man's place in the universe
– the basic characteristics of the terrestrial planets, including their internal structure, surface and atmosphere

– The structure and dynamics of the solar system, including the Sun's effect on various objects in the solar system

– The Galactic coordinate system-building and especially the Sun's location

– the cosmic zoom, including methods for determining distances in the universe.



The universe's development and dynamics




– Big Bang model with focus on cosmological redshift, the universe's age, the cosmic microwave background radiation and the formation of the light elements

– Stellar formation, development and finally, including element synthesis

– Planet formation and the conditions for life.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary material that fills about 40 per cent of training time, must be chosen so that it perspektiverer and deepens the nuclear substance while it supports the objectives of the teaching. In the selection of the substance must, in particular, the emphasis is on addressing both current astronomical topics such as opportunities to engage students ' other subjects in the work.

3. Teaching organisation

3.1 Didactic principles

The teaching is organised in the form of courses, which must meet one or more of the professional goals. The technical content of each course can be both core fabric from both professional areas such as additional substance. Each training course is to be seen as a whole meet all the professional goals.

The teaching is based on a professional basis and at natural in general mathematics (C), but must also be adapted to the pupils ' actual academic prerequisites. It is not intended that formal mathematical reasoning should play a significant role in the work with the astronomical issues.

Inclusion of current astronomical phenomena and relevant new findings from the astronomical research is an essential principle for the Organization of teaching, even if it means that it is necessary to derogate from the proposed plan in advance, as long as all the goals are met.

Observations and experiments play an essential role for the subject. Students should, as part of teaching make independent observations, where the first-hand can become acquainted with relevant instruments and methods for the treatment of the collected data. Education shall be organised so that the interaction between theories, models and astronomical data becomes clear to students.

3.2 forms of work

Education shall be organised so that there is variation in the respective work forms. If possible, work is multi-disciplinary with selected topics.

The astronomical portfolio

Each student must under the teacher's guidance build its own portfolio, which is part of the ongoing evaluation of student's standpoint and as part of the basis for the oral exam in the subject. The astronomical portfolio consists for the pupil's own choice of:




– materials, which are handed out by the teacher or have been in the context of teaching

– materials that are a result of the pupil's own information retrieval and processing thereof

– material attached to the student's observations and other experimental work

– student's written work in the profession, including project reports and reports of sightings and other experimental work

— the products associated with the pupil's dissemination of the profession.



Writing work

The goal of the written work in astronomy is to ensure students ' immersion in the subject, with an emphasis on the experimental work and the dissemination of professional insight. The written work includes:




– reporting and post processing of observations and other experimental work

– calculations and explanations based on simple models

– dissemination of professional insight in the form of texts, presentations and similar to a specific audience or as a result of project work

– Professional test.



Experimental work

The goal of the experimental work in astronomy is to ensure students familiarity with the scientific working methods and give them insight into the interplay between theory and experiment. The experimental work include:




– own observations of, among other things. the night sky with or without assistive devices

– treatment of own or other people's data

– digital imaging

– analysis and interpretation of processed data

– virtual experiments.



3.3 It

Students should work with the collection and processing of information from various sources, including the Internet, and in this context is discussed, how to assess the reliability of the information.

It-based equipment for gathering astronomical data and subsequent treatment included naturally in the teaching. Data processing involves both numerical calculations as automatic processing of image information.

Application of planetarie programs and other simulation programs are included in the teaching in the context of students ' observations, the theoretical treatment of the topics and as virtual experiments.

3.4 Interaction with other subjects

Astronomy is covered by the general requirement of interaction between the subjects. In the General gymnasium included the subject in general study preparation in accordance with the rules which apply to this course.

The teaching of astronomy assumes that students have a general nature technical basis. Astronomy as electives will be involved in organising the pupils ' knowledge and skills from other subjects, so that they contribute to the perspective of the subjects and lighting of the subject's educative pages.

If astronomy is part of a study, organized training courses, where the interaction with fællesfag or study retningsfag plays a significant role in the illumination of historical or current astronomical topics.

4. Evaluation

4.1 ongoing evaluation

Education shall be organised so that each student will have the opportunity to regularly assess its dividend as well as participate in the evaluation and adjustment of teaching. The pupil's overall effort in the profession, including the oral communication as well as the astronomical portfolio and the written work included in the evaluation of the student's standpoint. The evaluation should make clear how far the pupil has come with respect to the acquisition of the subject's objectives, and devise ways to improve the position.

4.2 Sample form

An oral examination shall be held on the basis of a broad task in those areas, the team has worked with tasks must collectively cover all areas. in the team's training description. A list of tasks shall be sent to the censor and approved of this before the meeting is held.

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

Examination forms itself as a conversation between the examinee and examiner. The testees ' astronomical portfolio must, as a general rule, be involved in the examination.

4.3 evaluation criteria

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

Emphasis is placed on:




– technical overview, including whether the examinee can involve relevant and significant astronomical elements in the professional interview

– secure knowledge of the subject's concepts, models and methods, so that the examinee can make a professional analysis, including account for the technical argumentation

– ability to connect observations, data and models as the basis for a professional reflection with the involvement of the subject's perspectives.



One character is given on the basis of an overall assessment of the oral performance.
Annex 5

Dance B – electives, June 2008

1. Identity and purpose

1.1 Identity

The subject deals with dance as physical and cultural phenomenon and thus includes artistic, popular as well as popular dance forms. The profession has a theoretical as well as practical dimension, based on a European cultural heritage and its global relationships. The course builds on the current dance science, which opens for interfacing with other subjects.

1.2 Purpose

The subject dance contributes to the overall goal of education know that students acquire basic skills in dancing as well as improvising, choreographing and analysing dance. Students gain ability to combine theory and practice dancing on a reflected manner.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– create, execute and analyze various forms of dance

– perform dance steps and movements and analyse them formally

– an account of significant dance forms in Europe and see them in a cultural perspective

– apply the key concepts from the most widespread dance technical and theoretical terminologies

– analyzing a dance, dance genre or dance culture from a cultural perspective

– reflecting on the sensory learned and describe bodily, physical and aesthetic expression.



2.2 Core fabric

Nuclear substance is:




– a broad historical overview of dance in Europe

– two dance historical periods: one before and one after 1950

– practical and analytical work with scenic and social dance forms

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

– dance improvisation and choreography with a focus on development and the realisation of an idea
– basic concepts and notions of art and cultural studies.



2.3 Additional fabric

Students will not be able to meet the academic goals alone by using the core substance. The supplementary substance in the subject dance should get a different perspective and deepen nuclear substance and, in General, expanding the professional horizon, so that students can meet the academic goals.

3. organisation

3.1 Didactic principles

The teaching emphasis on that subject's disciplines is experienced as a whole. The theoretical work is done with ever order the practical, and the practical work with the involvement of the theoretical still in a quest against extension of students ' recognition of dance as a workshop. In this way increases the students ' reflection level.

By virtue of the essential role played by the sensuous orientation plays in the subject, the bodily expansion and the reflection of this be in focus. The purpose of the subject's purpose of organised tuition, so there are good opportunities to develop the relevant sensory skills.

3.2 forms of work

The teaching is organized as themes and projects where several elements in the subject are included. Project and theme classes alternate with periods of course work systematically with the necessary basic knowledge in the individual disciplines. Students must be in approximately 50 per cent of the subject's work the duration of physical exercise of dance: solo, couple and group dances as well as basic improvisation and composition.

In project work, students work in groups and make a choreography, including formulating an idea and implement it for a defined audience. In this phase is the teacher's role the constructively critical supervisor and commentator.

In connection with project work, students prepare a report that explains and argues for the project idea, please explain the theories and techniques that are chosen, reflect on and evaluate the process and product.

Company visits and visits by guest teachers must be part of the subject's activity forms.

3.3 It

It must be included in the subject's theoretical and practical dimensions, as the students here get acquainted with modern dance notation programs, computer techniques as part of the performance, the video as a work tool and the like.

3.4 Interaction with other subjects

The teaching of dance (B) shall be organised in such a way that students are given the opportunity to apply skills and relevant knowledge, which they achieve in other disciplines or professions, as they contribute to the perspective of the fabric and lighting by Dan's educative pages.

With its project-oriented and practice-based learning can dance relatively easily integrated in interdisciplinary project with all other subjects, including science. The cultural subjects puts more up for investigation of cultural studies or for outright performance in a co-production with the other arts, and language courses for ethnic cultural studies or to indøvelse of linguistic patterns.

4. Evaluation

4.1 ongoing evaluation

The professional goals are the basis for the ongoing evaluation of the students ' point of view in particular and education as a whole. These goals must therefore always be the basis for the ongoing oral and written evaluation. The basic and recurrent question is therefore: How are the students ' position in relation to the professional objectives and sub-objectives? For the evaluation can be sufficiently differentiated, the Faculty group at the individual educational institution on the basis of the professional objectives develop intermediate targets and present them to students at the beginning of teaching.

4.2 Sample form

The test is two-tiered and has a total duration of a total of 35 minutes per examinee.

The first part of the test consists of a presentation of the Group's dance project. The Group has a size of between 2 and 8 examinees. The presentation must last at least 1 ½ minutes per examinee, however, must be no more than 15 minutes the entire presentation. There is no examination takes place during this part of the sample.

At the presentation, the group can apply a limited number of helpers, whose action should appear clear of examiner and examiner. Aides to be judged not by the sample.

The second part of the test lasts 30 minutes, and is given a preparation time of 30 minutes to do so. In the first 5 minutes of this part of the sample conducted a conversation about the presentation that the examinee starred in during the first part of the sample.

In the remaining time examined the examinee in material that has not been thoroughly prepared and analyzed in education. The sample material can consist of up to several parts and can be pictures, småtekster and/or up to 3 minute video quotes. The material chosen by the examiner and, in so far as it is known, is supplied with data such as performance place and year as well as title and possibly. author. By fragments be attached if necessary. a short summary.

4.3 evaluation criteria

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

Vedførste part of the test will be given to the following factors:




– the technical execution of the choreography, dance

– the testees ' insight into and awareness of the entire project,

– the testees ' ability to dialogue with the examiner and examiner to include comparisons between his own choreography and dance knowledge, and

– the testees ' ability to dialogue with the examiner and examiner to develop new ideas attached to their own choreography.



By the second part of the test will be given to the following factors:




– the material difficulty,

– the testees ' ability to independently dispose of his presentation,

– the testees ' detailed description and analysis of the material,

– the testees ' ability to flesh out and abstracting,

– the testees ' ability to draw lines to the relevant theories and undergone substance,

– the testees ' ability to use the subject's methods and terminology,

– the testees ' ability to enter into dialogue with the examiner and examiner, and

– the testees ' ability to disseminate accurate, nuanced and detailed.

– One character is given on the basis of a global assessment.

Annex 6

Computer science (C) – an elective, June 2008

1. Identity and purpose

1.1 Identity

Computer science deals with the methods and concepts that are the Foundation of current manifestations of information technology. The core subject areas are information, structure, process and model. These concepts appear in many professional contexts, and in computer science develops and deals with General methods to the understanding of the concepts.

1.2 Purpose

In the acquisition of subject is trained the ability to understand and model the fact that data. A knowledge of the technical possibilities and constraints that form a basis for qualified opinion on and discussion of information technology and its uses.

Work with constructive projects increase abstraction ability and stimulates creativity. At the same time taught a way of working, where theory and practical application of this combined.

Through the subject's work forms appropriated and trained independence, ability and competence to seek out knowledge.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– organize and represent information as data

– apply the algorithms

– describe compound systems built up of virtual levels

– describe compound systems built by communicating components

– describe the protocols and interfaces between systems, including between the system and the users

– develop, test and demonstrate less systems

– on their own visit, acquire and disseminate technical information

– identify where computer science used in their surroundings.



2.2 Core fabric

Nuclear substance is:




– the universal von Neumann-principle

– representation and structuring of data

– the concept of algorithm

– interfaces and protocols

– programming and testing

– networking, communications and security

– architectures of composite systems.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. Additional substance shall ensure that the themes/issues will be elucidated from several points of view, so each of these constitute a whole with core fabric as the Foundation.

3. organisation

3.1 Didactic principles

The teaching is organized around one or more themes/issues where in each of these brought multiple points of view, so it's going to be a whole.

The teaching takes as its starting point the project work form, where pupils through a creative process to reach the goals of the project.

In project work, emphasis is placed on the interaction between the learner's own production of relevant information and the acquisition of knowledge and the use of this. The student's creativity and creates joy must be a driving force in education.

3.2 forms of work

In teaching problem solving with PBL is prominent. The organisation takes the form of a series of projects, which demand be exchanged between projects based on a given task, a given subject area and a specific goal.

Work with the subject's themes can be done both in groups and individually. The work is documented on an ongoing basis in an e-space. EVS. written work must be drawn up in the form of reports of selected parts of the projects.

3.3 It
Teaching makes extensive use of it tools. Project work is supported through electronic communication and knowledge sharing, which also enables educational differentiation. In the preparation of reports used word processing and presentation tools. The various technological themes using each their specific collection of it tools. By problem solving used the Internet extensively to search.

3.4 Interaction with other subjects

Computer science has a natural interaction with most other subjects at four different levels:




– discipline-specific it tools can be used in projects

– other fags data can be made to the target area for projects

– aspects of computer science can be studied on the other fags grounds

– other fags methods can be used as tools.



These opportunities must be exploited to the extent that students find that computer science is part of a larger whole.

If the computer is part of a field of study, the interaction take place in association with the other Studio retningsfag.

4. Evaluation

4.1 ongoing evaluation

The ongoing documentation of the various projects be subject to evaluation. Furthermore, forms possibly. writing work to the evaluation of the students ' professional position and insight into data logical method of working.

4.2 Sample Forms

The school chooses for each hold one of the following two sample forms.

Try form a): oral examination on the basis of a task, which is to develop a system or part of a larger system.

Examination time is 24 minutes. There is a preparation time of about 3 hours, where the examinee individually or in a group of up to 3 persons to prepare a synopsis of task solution. In the preparation of the synopsis all devices must be used.

The synopsis is the basis for the individual oral test that forms itself as partly a presentation of the synopsis, and a subsequent conversation, where also the professional elements from education beyond what is included in the synopsis, to be involved. In the conversation can also be laid in relation to the synopsis the testees ' own productions.

Sample form b): oral examination on the basis of a task, which is to develop a system or part of a larger system.

Term papers should be known not later than 5 working days before the test examinees. There must be so many tasks that all technical elements of the teaching are represented in these.

Examination time is 24 minutes. There is a preparation time of approx. 24 hours, where the examinee individually or in a group of up to 3 persons shall prepare a draft of a proposed solution. Time consuming parts of system development carried out only in outline form with regard to consideration of the final and complete development of the system.

The examination is an individual and takes as its starting point the task solution. It shapes itself as partly a presentation of task solution, on the other hand, a subsequent conversation, where details and unfinished sub-elements of the task solution.

4.3 evaluation criteria

The assessment is an assessment of the extent to which the examinee responds to the technical objectives, as specified in 2.1.

Only performance at the oral test is used as an assessment basis.

When assessing the emphasis is on whether the examinee:




– is able to independently examine the elaboration of data structures and application of algorithms

– can describe the system in relation to the virtual levels

– can describe the system's internal communications as well as interfaces to and communication with the associated systems and users

– demonstrates a skill to apply technical information, which is found in the preparation of presentations for the oral test

– can describe how the testing of the system can be

– can relate the system for similar systems from the outside world.



Given one character on an overall rating.
Annex 7

Business Administration C – electives, June 2008

1. Identity and purpose

1.1 Identity

Economics is a social science subjects, which includes knowledge in strategy, economics, organization and marketing. The course provides knowledge about the conditions and the possibilities for establishing and developing a business in an international and market-oriented society. Business Economics deals with the company's decisions and behavior in interaction with the outside world.

1.2 Purpose

Through the teaching of Business Administration develop the students ability to remain reflective of the company's establishment and development, its value creation as well as its basic afsætningsmæssige, organisational and economic possibilities. In addition, students through teaching promote the ability to remain reflective of the company and its importance for the social development. Finally, students develop the ability to work with basic business problems through the use of the subject's theory in a faithful and international context.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– explain the company's interaction with the outside world

– use knowledge about the company's industry and market conditions to discuss and assess the company's strategic options

– explain the issues in connection with the establishment of a company

– use knowledge about a company's organizational relationship to discuss and assess the company's development opportunities

– use knowledge about a company's afsætningsmæssige to discuss and assess the company's parameter setting

– use knowledge about the company's financial situation to discuss and assess the company's underperformance.



2.2 Core fabric

Nuclear substance is:




– the enterprise and its environment

-line of business analysis, including market and competition conditions

– the company's idea, goals and strategy

– the corporate business plan

– organizational structures and management

– the company's parametermix

– financial management, including accounting understanding and budgeting.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug is topical business economic substance perspektiverer and elaborates on the professional goals around the company's establishment or development. The additional fabric must have a scale equivalent to about 15 per cent of the subject's total training time.

3. organisation

3.1 Didactic principles

In economics and business administration working with current reality and close issues, with specific companies analyzed from a holistic point of view. Business economic theory involved to create structure and understanding.

An inductive and case-based learning principle has a central place in the organisation of teaching. Through the inductive and case-based teaching promoted students ' ability to organize, articulate and convey technical argumentation.

The business economic issues be looked at from the company's point of view. The individual and society are stakeholders in relation to the company's business decisions and behaviour. The teaching of business studies theory includes quantitative and qualitative models on both the strategic, tactical and operational level.

3.2 forms of work

Education shall be organised with variety and progression in the choice of forms of work.

The teaching includes working with exercises based on concrete and delimited business economic issues so that students gain skills in working with business models.

The teaching is organised with at least one coherent course, equivalent to at least 10 per cent of the total training time. The course is organised so that students ' ability to demonstrate professional skills will be promoted, and so that their ability to discuss and evaluate business problems with the use of the subject's theory in a faithful and international context will be developed.

3.3 It

The teaching is organised taking into account the fact that it is included as a tool. In connection with the case work and project work organised teaching taking into account that students should have access to electronic communication platforms and the Internet.

3.4 Interaction with other subjects

When the subject is part of a field of study in stx, has a professional interaction with other subjects about international or cross-cultural issues. Furthermore the subject cooperation with the social sciences in the context of business economics and economic policy issues as well as with science subjects in the context of innovation, the establishment of the company and cost-benefit considerations.

4. Evaluation

4.1 ongoing evaluation

The basis for the ongoing evaluation is the professional goal. Through individual mentoring and evaluation are achieving students along the way in the overall course of a clear understanding of the level and the development of the professional standpoint. Including activities that stimulate the involvement of individual and collective reflection on the benefits of teaching.

4.2 Sample Forms

There will be held an oral examination. The school selects one of the following two sample forms.

Try form a): oral examination on the basis of an unknown text material and a number of questions. The sample material is sent to the censor and approved of this prior to the test.
Examination time is approximately 24 minutes per examinee. Given ca. 48-minute preparation time.

Examination forms itself as a conversation between the examinee and examiner. A sample material must not be used for the three exams on the same day, and not by the following exam days on the same team.

Sample form b): oral examination on the basis of one of the examinee selected coherent training course and a unknown text material on a scale of 1-2 normal pages. The sample material, and a description of the coherent training course sent to the censor. The sample material is approved of this prior to the test.

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

The exam is two-fold.

The first part consists of the testees ' presentation of a coherent courses supplemented with detailed questions from the examiner. The second part takes its starting point in the unknown text material and shapes up as a conversation between the examinee and examiner. Examination time is distributed evenly between the two parts. A sample material must not be used for the three exams on the same day, and not by the following exam days on the same team.

4.3 evaluation criteria

The evaluation assessed the extent to which the examinee is able to satisfy the subject's goals.

The examinee should including be able to:




– structuring and disseminating technical fabric

– formulate technical argumentation

– demonstrate professional skills

– discuss and evaluate business problems with the use of the subject's theory in a faithful and international context.



Released one amassed character based on an overall assessment of the testees ' performance.
Annex 8

Philosophy (B) – an elective, June 2008

1. Identity and purpose

1.1 Identity

The elective philosophy deals with philosophical problems and philosophical reasoning. Philosophy deals with issues that are fundamental for human life and for all subjects and Sciences. It is the creature, across the academic and scientific boundaries, to make still deeper questions and to reflect critical of possible answers and arguments. Profession sues both a systematic as a history of ideas and a theoretical perspective on its issues.

1.2 Purpose

Students should acquire knowledge and skills to recognize, treat and discuss philosophical issues and theories that have been and are constituent of our culture. Philosophy subject presents-bearing performances and main methods in the basic human and scientific approaches to the world. The subject thus promotes the understanding of how philosophical-and reality concepts are involved in human, social and natural sciences. Students be able to analyze and relate to different forms of knowledge and values in the global knowledge society.

Thus the individual student's skills are sharpened to an independent critical reasoning as a thinking, informed and authoritative man.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– recognize and account for philosophical issues

– demonstrate overview and relate to an exploded philosophical arguments in one longer text (text snippets)

-demonstrate knowledge about the philosophical issues and theories relating to fundamental notions of human, society and nature in both practical as theoretical philosophy

– demonstrate an understanding of concepts and theories of philosophical problems, idéhistoriske and systematic coherence and development

– explain the important traditional solutions to given philosophical problems

– treat and discuss a philosophical problem illuminated by material from the latest time (last 20 years)

-demonstrate ability to handle the conceptual definitions and distinctions

– behave with elemental knowledge of argumentation theory and logic

– engage in academically-based discussion on a problem of classical philosophical treated or trivial in nature

– explain and assess ethical aspects of personal, social or scientific issues

– distinguish between different knowledges and vidensnormer (exact, empirical, hermeneutical, practical), such as the prevailing across and within the various disciplines and fields of science

– formulate and convey the result of an immersion in a philosophical problem in connection with a project work.



2.2 Core fabric

Nuclear substance is below philosophical disciplines and their main issues:




– epistemology

– human, social and natural sciences theory of science

– philosophy of science

– metaphysics

— Ethics

– social philosophy

— philosophy of life

– argumentation theory and logic.



Teaching should ensure a basic philosophy and history of ideas overview of the different periods: antiquity, middle ages, the Renaissance, the Enlightenment, modern and latest time.

2.3 Additional fabric

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

The actual implementation takes place, bearing in mind the location, the profession has in the given context. Take into account whether the subject appears in a field of study or as an elective, and to the objectives of the secondary education, the subject is included in.

3. organisation

3.1 Didactic principles

By applying different teaching methods teaching is organised in such a way that students achieve the skills described in the professional goals. To be used as well as deductive inductive teaching principles. The progression must, among other things. ensured through the selection of different teaching methods and materials.

The work is based mainly on reading:




(a)) primary philosophical texts

b) secondary literature (collectively called philosophical texts).



Read also:




c) history literature where appropriate;

d) other material (texts/movies/shows/works of art) with philosophical content.



3.2 forms of work

The teaching is organized with three to six topic course, which together cater to in 2.2 mentioned philosophical disciplines. At least one subject sequence must deal with texts from the latest time. Under each topic sessions, there must be examples of a tekstnær examination of philosophical primary texts. In the course of teaching read one longer philosophical text (20-40 pages, depending on the text's character).

There must also be examples of a treatment that takes as its starting point in students ' own reading of philosophical texts or other philosophical material. Students should be presented for at least one example of other material with philosophical content, see. 3.1, item d).

Implemented a project in which students for illumination of one of the examined subject courses on their own finds, analyzes and discusses additional philosophical texts or other material with philosophical content. The project chosen by the student, can be single disciplinary or interdisciplinary. The work, which is organised individually or in groups, completed with a project report (3-5 pages per participant).

3.3 It

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

In the context of instruction can the Internet and other electronic media used, both for information retrieval and in connection with discussion groups.

A critical approach to the use of ICT and use of knowledge on the Internet must support students ' development of the overall digital literacy.

3.4 Interaction with other subjects

Students should be presented with examples that illustrate how other subjects can deliver fabric that inspires to philosophical analysis and consideration. Conversely, students are presented with examples that illustrate how philosophy can put into perspective and inspire other subjects.




– For stx and hf applies, that the teaching should be examples of interaction with both the humanist as the social and natural science disciplines.

– For hhx, examples of interaction with other disciplines can be done within the humanities, economic and social sciences.

– For stx and hhx, if the subject is study retningsfag, examples are given from the other Studio retningsfag.

– For stx applies that philosophy is subject to the general requirement of interaction between the subjects and forms part of the General study preparation.



4. Evaluation

4.1 ongoing evaluation

The student must during the course at least once in each semester imparted a clear understanding of the level and the development of the professional standpoint. In a follow-up guidance shall be given specific instructions on how the improvements in the professional position can be achieved. In the Guide should be included reflection on the student's performance, including the professional efforts in project work, group work and individual student presentations.

4.2 Sample form
An oral examination shall be held on the basis of the project and an unknown philosophical text of no more than 3 normal pages, chosen by the examiner, within one of the reading course. The text is sent to the censor and approved of this prior to the test.

The exam consists of a discussion of the project report and, on the other hand, the presentation and discussion of the unknown philosophical text.

Examination time is approximately 30 minutes per examinee. Provided approximately 60 minutes of preparation time.

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

4.3 evaluation criteria

In the assessment, emphasis is placed on the extent to which the testees ' performance meets the professional goal in 2.1.

Furthermore, there is emphasis on the testees ' ability to present a philosophical problem in a clear and orderly manner and to dispose and structure examination time.

Given one character on an overall rating.
Annex 9

Philosophy C – electives, June 2008

1. Identity and purpose

1.1 Identity

The elective philosophy deals with philosophical problems and philosophical reasoning. Philosophy deals with issues that are fundamental for human life and for all subjects and Sciences. It is the creature, across the academic and scientific boundaries, to make still deeper questions and to reflect critical of possible answers and arguments. Profession sues both a systematic as a history of ideas and a theoretical perspective on its issues.

1.2 Purpose

Students should acquire knowledge and skills to recognize, treat and discuss philosophical issues and theories that have been and are constituent of our culture. Philosophy subject presents-bearing performances and main methods in the basic human and scientific approaches to the world. The subject thus promotes the understanding of how philosophical-and reality concepts are involved in human, social and natural sciences. Students be able to analyze and relate to different forms of knowledge and values in the global knowledge society. Thus the individual student's skills are sharpened to an independent critical reasoning as a thinking, informed and authoritative man.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– recognize and account for philosophical issues

-demonstrate knowledge about the philosophical issues and theories relating to fundamental notions of human, society and nature, within both the practical as theoretical philosophy

– demonstrate an elementary knowledge of philosophical problems, concepts and theories idéhistoriske and systematic coherence and development

– explain the important traditional solutions to given philosophical problems

-demonstrate ability to handle the conceptual definitions and distinctions

– behave with elemental knowledge of argumentation theory

– engage in academically-based discussion on a problem of classical philosophical treated or trivial in nature

– recognize and account for as well as assess ethical issues

– distinguish between different knowledges and vidensnormer (exact, empirical, hermeneutical, practical), such as the prevailing across and within the various subjects and science areas.



2.2 Core fabric

Nuclear substance is:




– essential issues in theoretical philosophy

– essential issues in the field of practical philosophy

– Elementary argumentation theory

philosophy and history of ideas-a elementary outline of the main periods: antiquity, the Renaissance, the enlightenment and modern times.



2.3 Additional fabric

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

The actual implementation takes place, bearing in mind the location, the profession has in the given context. Take into account whether the subject appears in a field of study or as an elective, and to the objectives of the secondary education, the subject is included in.

3. organisation

3.1 Didactic principles

By applying different teaching methods teaching is organised in such a way that students achieve the skills described in the professional goals. To be used as well as deductive inductive teaching principles. The progression must, among other things. ensured through the selection of different teaching methods and materials.

The work is based mainly on reading:




(a)) primary philosophical texts

b) secondary literature (collectively called philosophical texts).



Read also:




c) history literature where appropriate;

d) other material (texts/movies/shows/works of art) with philosophical content.



3.2 forms of work

The teaching is organized with two to five subject courses, which together cater for both the humanities, the social sciences and the natural sciences field of study. Under each topic sessions, there must be examples of a tekstnær examination of philosophical primary texts. There must also be examples of a treatment that takes as its starting point in students ' own reading of philosophical texts or other philosophical material.

Students should be presented for at least one example of other material with philosophical content, see. 3.1, item d).

In connection with at least one of the topic sessions, students to the lighting of the subject on their own find, analyze and discuss additional philosophical texts or other material with philosophical content. The work, which takes place in groups, ending with that groups shall make for the rest of the team.

3.3 It

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

A critical approach to the use of ICT and use of knowledge on the Internet must support students ' development of the overall digital literacy.

3.4 Interaction with other subjects

Students should be presented with examples that illustrate how other subjects can deliver fabric that inspires to philosophical analysis and consideration. Conversely, students are presented with examples that illustrate how philosophy can put into perspective and inspire other subjects.




– For stx and hf applies, that the teaching should be examples of interaction with both the humanist as the social and natural sciences the main areas.

– For hhx, examples of interaction with other disciplines can be done within the humanities, economic and social sciences.

– For stx and hhx, if the subject is study retningsfag, examples are given from the other Studio retningsfag.

– For stx applies that philosophy is subject to the general requirement of interaction between the subjects and forms part of the General study preparation.



4. Evaluation

4.1 ongoing evaluation

The student must during the course at least once in each semester imparted a clear understanding of the level and the development of the professional standpoint. In a follow-up guidance shall be given specific instructions on how the improvements in the professional position can be achieved. In the Guide should be included reflection on the student's performance, including the professional effort in group work and by individual student presentations.

4.2 Sample form

An oral examination shall be held on the basis of 1-3 lyrics on together no more than 4 standard pages, chosen by the examiner, of which at least 2 normal pages must be well-known philosophical texts, see. the definition given in paragraph 3.1.

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

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

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

4.3 evaluation criteria

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

Emphasis is placed on the testees ' ability to present a philosophical problem in a clear and orderly manner and to dispose and structure examination time.

Given one character on an overall rating.
Annex 10

Financing C – electives, June 2008

1. Identity and purpose

1.1 Identity

Finance is a social science subjects, which includes knowledge of financial institutions and financial markets, as well as knowledge of the company's capital procurement and use of capital. The course provides knowledge about the company's options to procure and use capital in the best possible way, taking into account the price formation, which is taking place on the international financial markets. Financing dealing with the company's financial decisions and behaviour, taking into account the developments in the outside world.

1.2 Purpose
Through teaching in finance, students develop the ability to remain reflective of the company's financial situation and opportunities on an international financial market. Students must develop the ability through teaching to independently identify and work with financial problems through the use of financial theories in a faithful and international context.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– account for financial institutions and companies

– use knowledge about international financial markets to discuss prices on financial products

– analyze and assess a company's balance sheet structure

– use knowledge on financial investment products to discuss and assess the company's financial operations

– formulate and disseminate information on the company's cost of capital

– use knowledge about financing with equity and outside capital to discuss and assess the company's funding.



2.2 Core fabric

Nuclear substance is:




– financial institutions and companies

– financial markets

– financial investments

– the company's balance sheet structure

– financing with equity

– financing with foreign capital.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug is currently financial substance perspektiverer and elaborates on the professional goals around capital procurement and use of capital. The additional fabric must have a scale equivalent to about 15 per cent of the subject's total training time.

3. organisation

3.1 Didactic principles

In finance working with current reality and close issues, with specific financial issues are analyzed from a holistic point of view. Financial theory should be involved in order to create structure and understanding.

An inductive and case-based learning principle has a central place in the organisation of teaching. Through the inductive and case-based teaching promoted students ' ability to organize, articulate and convey technical argumentation.

The financial issues are viewed from the company's point of view. The individual and society are stakeholders in relation to the company's business decisions and behaviour. The teaching of financial theory includes quantitative and qualitative models.

3.2 forms of work

Education shall be organised with variety and progression in the choice of forms of work.

The teaching includes working with exercises on the basis of specific and limited financial issues so that students gain skills in working with financial models.

The teaching is organised with at least one continuous period, equivalent to at least 10 per cent of the total training time. The course is organised so that students ' ability to demonstrate professional skills will be promoted, and so that their ability to discuss and assess the financial issues with the use of the subject's theory in a faithful and international context will be developed.

3.3 It

The teaching is organised taking into account the fact that it is included as a tool. In connection with case-work and longer coherent courses organised teaching taking into account that students should have access to electronic communication platforms and the Internet.

3.4 Interaction with other subjects

When the subject is part of a field of study, have it interact with other subjects about international issues. Furthermore the subject with social sciences in conjunction with the company's financial investment and financing needs as well as in connection with issues related to financial institutions and markets.

4. Evaluation

4.1 ongoing evaluation

The basis for the ongoing evaluation is the professional goal. Through individual mentoring and evaluation are achieving students along the way in the overall course of a clear understanding of the level and the development of the professional standpoint. Including activities that stimulate the involvement of individual and collective reflection on the benefits of teaching.

4.2 Sample Forms

There will be held an oral examination. The school chooses for each hold one of the following two sample forms:

Try form a): oral examination on the basis of an unknown text material on a scale of 1-2 normal pages and a number of questions. The sample material is sent to the censor and approved of this prior to the test.

Examination time is approximately 20 minutes per examinee. Given a 40-minute preparation time.

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

Sample form b): oral examination on the basis of, on the one hand one of the examinee selected coherent training course and a unknown text material on a scale of 1-2 normal pages. The sample material, and a description of the coherent training course sent to the censor. The sample material is approved of this prior to the test.

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

The exam is two-fold.

The first part consists of the testees ' presentation of a coherent courses supplemented with detailed questions from the examiner. The second part takes its starting point in the unknown text material and shapes up as a conversation between the examinee and examiner. Examination time is distributed evenly between the two parts.

4.3 evaluation criteria

The evaluation assessed the extent to which the examinee is able to satisfy the subject's goals.

The examinee should including be able to:




– structuring and disseminating technical fabric

– formulate technical argumentation

– demonstrate professional skills

– discuss and assess the financial issues with the use of the subject's theory in a faithful and international context.



Given one character on an overall rating.
Annex 11

French begin language B – electives, June 2008

1. Identity and purpose

1.1 Identity

French is a færdighedsfag, a vidensfag and a workshop. The subject's central workspace is the French language, partly as a general means of communication in European and other international contexts, partly as a means of knowledge and as a shortcut to understanding of other Romance languages and cultures. Furthermore, it deals with the subject culture, history and society in France and other French-speaking countries.

1.2 Purpose

Through the work of French language students develop their ability to communicate in French. The study of French language culture and literature provides knowledge and insight, which provides students as well understanding of francophone communities and cultures which ensures increased understanding and intercultural awareness. The course develops students ' understanding of French culture's position in the European main currents, as well as the students ' sense of the aesthetic dimension of the subject's expression. Finally, French subject students able to through cultural meeting to reflect on their own culture in comparison with French-speaking cultures.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the main content, a single French when talking about known as well as general subjects facilitated through various media

– participate in conversation in a single and coherent French about known as well as general topics

– read and basically understand the rough French fiction as well as factual in a single language

– orally explain a known topic on a single and coherent French

– express themselves in writing about known as well as general topics on a single and coherent French

– apply the acquired knowledge of French and francophone culture and society in conversation in French and in working with the studied topics

– relate it acquired knowledge of French and francophone culture and society to the other culture and society

– make use of the knowledge of how to learn a foreign language, in the daily work

– use the two-language dictionaries and a basic French grammar.



2.2 Core fabric

Nuclear substance is:




– the basic principles of the language's structure and use, both related to conversations and texts structure and on the required syntax and morphology, which is appropriate for the language's audio

– a basic vocabulary and idiomatik, as the students need in conversations both on general topics and on the studied topics

– the fundamentals of French pronunciation and intonation, pattern as well as productive

– contemporary oral and written literary and non-literary forms of expression from France and one of the other French-speaking countries

– historical, cultural and intercultural relationship that has relevance for the studied topics

– Central societal conditions in France.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric consists of different cultural, literary, historical and social expression, as has its starting point in the francophone world. It shall elaborate and put into perspective the core substance and expand the professional horizon, so that students meet the academic goals.

3. organisation

3.1 Didactic principles
The subject's disciplines must be experienced as a whole, in accordance with the trade objectives primarily focused on the application aspect. Students should acquire the knowledge of the language, which is needed to develop the communicative competences, and centrally in teaching stands students ' opportunities for own language production and expansion in relation to the professional goals. Knowledge of languages is not an end in itself, and fluency takes precedence over linguistic precision. Some familiarity with listening, reading and communication strategies must give students the tools to be able to initiate and maintain communication.

Grammar, text analysis and foreign language acquisition is involved, as appropriate, and taking into account the professional progression.

Teaching takes place as far as possible in French.

3.2 forms of work

Central to the teaching is the professional progression. After the starting teaching organised work through 3-5 different topics, and it must be ensured that professional goals are integrated herein. Working modes be selected taking into account the variety and progression, and that gives preference to interactive forms of work with a view to the development of students ' communicative competence. Understanding of spoken French is ensured by that students hear the language conveyed through various media.

Work with French culture and society are involved/be integrated continuously working with the substance.

Writing work involved to a limited extent as a discipline to support the oral dimension.

3.3 It

It is an integral part of French education, in terms of both content and language skills. On the content page uses it to information retrieval within the studied topics.

In the work with the written language skill used relevant interactive exercises and training programs.

3.4 Interaction with other subjects

Where possible, included French in interaction with other disciplines on subjects of linguistic, cultural, intercultural and historical art. The subject interacts with other language study in order to develop a general linguistic awareness and knowledge of how to learn a foreign language.

4. Evaluation

4.1 ongoing evaluation

Through individual instruction and the use of testing, screening and self assessment, pupils will get under way in the overall course of a clear understanding of the level and the development of the professional standpoint. That involved activities that stimulate the individual and common reflection on the benefits of teaching. The basis for the evaluation should be the professional goals.

The evaluation must be forward-looking.

4.2 Sample form

There will be held an oral examination consisting of two parts, with a total eksaminationstid in 30 minutes:




1) Statement and detailed conversation in French, as well as text understanding based on an unknown, unwrought French-language prose text with a scale of about one standard page. The text in connection with one of the most studied topics, which are involved in the conversation in French. The topics included as the basis for the sample, taken together, cover the professional goals and core substance.

2) Conversation in French with a starting point in an unknown picture material on general topics.



For both items is given an overall preparation time of 1 hour. The examinee must apply all AIDS apart from communication with the outside world.

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

4.3 evaluation criteria

By the test assessed the extent to which the testees ' performance meets the professional objective, as specified in 2.1.

Emphasis is placed on the fact that the examinee in French can account for the unknown text material and incorporate relevant elements of French and frankofon culture, literature and society from the studied subject. In addition, emphasis is placed on conversation skill on general topics and text understanding. Consistent use of language is more important than accuracy in detail.

One character is given on the basis of a global assessment.
Annex 12

French language (C) continues – electives, June 2008

1. Identity and purpose

1.1 Identity

French is a færdighedsfag, a vidensfag and a workshop. The subject's central workspace is the French language, partly as a general means of communication in European and other international contexts, partly as a means of knowledge and as a shortcut to understanding of other Romance languages and cultures. Furthermore, it deals with the subject culture, history and society in France and other French-speaking countries.

1.2 Purpose

Through the work of French language students develop their ability to communicate in French. The study of French language culture and literature provides knowledge and insight, which provides students as well understanding of francophone communities and cultures which ensures increased understanding and intercultural awareness. The course develops students ' understanding of French culture's position in the European main currents, as well as the students ' sense of the aesthetic dimension of the subject's expression. Finally, French subject students able to through cultural meeting to reflect on their own culture in comparison with French-speaking cultures.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the main content, a single French when talking about known as well as general subjects facilitated through various media

– participate in conversation in a single and coherent French about known as well as general topics

– read and basically understand the rough French fiction as well as factual in a single language

– orally explain a known topic on a single and coherent French

– express themselves in writing about known as well as general topics on a single and coherent French

– apply the acquired knowledge of French and francophone culture and society in conversation in French and in working with the studied topics

– relate it acquired knowledge of French and francophone culture and society to the other culture and society

– make use of the knowledge of how to learn a foreign language, in the daily work

– use the two-language dictionaries and a basic French grammar.



2.2 Core fabric

Nuclear substance is:




– the basic principles of the language's structure and use, both related to conversations and texts structure and on the required syntax and morphology, which is appropriate for the language's audio

– a basic vocabulary and idiomatik, as the students need in conversations both on general topics and on the studied topics

– the fundamentals of French pronunciation and intonation, pattern as well as productive

– contemporary oral and written literary and non-literary forms of expression from France and one of the other French-speaking countries

– historical, cultural and intercultural relationship that has relevance for the studied topics

– Central societal conditions in France.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric consists of different cultural, literary, historical and social expression, as has its starting point in the francophone world. It shall elaborate and put into perspective the core substance and expand the professional horizon, so that students meet the academic goals.

3. organisation

3.1 Didactic principles

The subject's disciplines must be experienced as a whole, in accordance with the trade objectives primarily focused on the application aspect. Students should acquire the knowledge of the language, which is needed to develop the communicative competences, and centrally in teaching stands students ' opportunities for own language production and expansion in relation to the professional goals. Knowledge of languages is not an end in itself, and fluency takes precedence over linguistic precision. Some familiarity with listening, reading and communication strategies must give students the tools to be able to initiate and maintain communication.

Grammar, text analysis and foreign language acquisition is involved, as appropriate, and taking into account the professional progression.

Teaching takes place as far as possible in French.

3.2 forms of work

Central to the teaching is the professional progression. The work is organised through 3-5 different topics, and it must be ensured that professional goals are integrated herein.

Working modes be selected taking into account the variety and progression, and that gives preference to interactive forms of work with a view to the development of students ' communicative competence. Understanding of spoken French is ensured by that students hear the language conveyed through various media.

Work with French culture and society are involved/be integrated continuously working with the substance.

Writing work involved to a limited extent as a discipline to support the oral dimension.

3.3 It

It is an integral part of French education, in terms of both content and language skills. On the content page uses it to information retrieval within the studied topics.

In the work with the written language skill used relevant interactive exercises and training programs.

3.4 Interaction with other subjects

Where possible, included French in interaction with other disciplines on subjects of linguistic, cultural, intercultural and historical art. The subject interacts with other language study in order to develop a general linguistic awareness and knowledge of how to learn a foreign language.

4. Evaluation

4.1 ongoing evaluation
Through individual instruction and the use of testing, screening and self assessment, pupils will get under way in the overall course of a clear understanding of the level and the development of the professional standpoint. That involved activities that stimulate the individual and common reflection on the benefits of teaching. The basis for the evaluation should be the professional goals.

The evaluation must be forward-looking.

4.2 Sample form

There will be held an oral examination. The test consists of two parts, with a total eksaminationstid in 30 minutes:




1) Statement and detailed conversation in French, as well as text understanding based on an unknown, unwrought French-language prose text with a scale of about one standard page. The text in connection with one of the most studied topics, which are involved in the conversation in French. The topics included as the basis for the sample, taken together, cover the professional goals and core substance.

2) Conversation in French with a starting point in an unknown picture material on general topics.



For both items is given an overall preparation time of 1 hour. The examinee must apply all AIDS apart from communication with the outside world.

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

4.3 evaluation criteria

By the test assessed the extent to which the testees ' performance meets the professional objective, as specified in 2.1.

Emphasis is placed on the fact that the examinee in French can account for the unknown text material and incorporate relevant elements of French and frankofon culture, literature and society from the studied subject. In addition, emphasis is placed on conversation skill on general topics and text understanding. Consistent use of language is more important than accuracy in detail.

One character is given on the basis of a global assessment.
Annex 13

Greek C – electives, June 2008

1. Identity and purpose

1.1 Identity

Greek is a language-and workshop that deals with antiquity as the basis of European culture. The subject deals with the Greek original texts and monuments, in which the values, concepts and idioms that were normative for European culture, comes to expression.

1.2 Purpose

Through working with key Greek texts and monuments from antiquity and with texts and monuments that can put those students achieve insight into the Greek language and culture with an emphasis on the ability to see long lines and connections in European culture. The course enables students to analyze and interpret texts and monuments in a historical context and gives them the concepts to understand and reflect on their own and other cultures.

The linguistic knowledge and cultural understanding achieved in Greek, strengthens students ' competence by giving them study prerequisites and method to put it into general language and humanistic issues and problems.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– read and translate Greek texts into Danish with easier use of the subject's assistive devices: dictionary, grammar and parallel translation

– put the lyrics into their historical, social and cultural context and relate to their importance in European culture

– justify the translation in a syntactic analysis

– use of morphological knowledge to recognize the common forms in attic Greek

– identify key words and concepts in the Greek texts, and recognize them as foreign words, loan words and oversættelseslån in other languages, including the languages of science

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



2.2 Core fabric

Nuclear substance is:




– easier Greek originals, possibly. complemented by lighter wrought Greek texts from classical and Hellenistic period

– Greek morphology and syntax in the extent, the lyrics to the

– Basic Greek vocabulary

– Greek words and concepts in the modern European languages

– the main lines in Greek history and culture in classical times.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance in Greek deepens the read Greek texts and puts them into a larger perspective.

3. organisation

3.1 Didactic principles

The teaching emphasis on that subject's disciplines is experienced as a whole. Read at least three authors or genres. After a possible phase begins to read the texts in the wholes that are sufficient to permit a representative impression of the work, the genre or author. To be included in the rough text in teaching. Text reading forms the starting point for the work of Greek culture and its importance in Europe's culture. In the linguistic work, emphasis is placed on that students acquire a method, which they can use to understand and translate a Greek text.

3.2 forms of work

In teaching are included throughout the process varied forms of work. Although the weight in the beginning phase is on the language learning, cultural substance involved already from the beginning, and it is utilized both in the work of cultural substance and with the learning of grammar.

3.3 It

Students should familiarize themselves with the resources for the classical subjects on the Internet and must learn how to use Web-based tools for text reading and to find and assess additional material.

3.4 Interaction with other subjects

When Greek forms part of a 2-or 3-year secondary education, is the subject covered by the general requirement of interaction between the subjects and forms part of stx in general study preparation and in general language understanding, in accordance with the provisions applicable for these courses.

4. Evaluation

4.1 ongoing evaluation

Teaching and students ' yield of which is evaluated on an ongoing basis. The evaluation must apply greater coherence and wholeness than real substance.

4.2 Sample form

An oral examination shall be held on the basis of a text piece not exceeding 1/3 normal page chosen by the examiner. Examination questions shall not be provided with indicative questions or headings and unloaded representative wide among the read Greek texts. The sample material is sent to the censor and approved of this prior to the test.

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

The examiner presenting clean copies of all the texts and books, which have been used in education. During the examination may only the notes that the examinee has drawn up during the preparation, are allowed. As notes is regarded translation of vocabulary and individual terms, but not the translation of the whole examination the text or parts thereof. By examination used a clean copy of the text.

Examination forms itself as a conversation between the examinee and Examiner with the possible involvement of external examiners. Being tested in recitation, translation, linguistic analysis and content understanding. The whole examination the text to be translated. To hear both a statement of understanding content text the play's content and an appropriate perspective. The examiner shall ensure that all four disciplines involved.

4.3 evaluation criteria

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

In assessing the importance of the examinee:




– has acquired such a familiarity with the Greek typeface, text without major difficulties can be read out

– can translate independently to a text closely, but however, colloquial Danish

– recognize and identify commonly occurring single forms from its morphological knowledge and specify lookup forms

– can apply morphological knowledge in the syntactic analysis

– can justify the translation in linguistic analysis

– can account for text site content

– can provide examples in the text rather than on how the Greek has contributed to the European ordskat

– can put the text into a relevant perspective.



One character is given on the basis of an overall assessment of the testees ' performance.
Annex 14

Sport B – electives, June 2008

1. Identity and purpose

1.1 Identity

The subject sport takes its starting point in the physical activity and involve knowledge from the natural and health sciences, and the humanities and social sciences areas. The course gives insight in the importance of physical activity for health in the broadest sense. Sports skills, reduced pleasure and knowledge provides experience with the body and its movement options. Through versatility and contemplation and by the inclusion of theory creates the subject understanding of cultural values of sport.

1.2 Purpose

Through the subject achieved a significant degree of sports skills and insight in and understanding of science, technology and sport areas. Students develop the ability to combine practical experience with theoretical knowledge in relation to training and health and be able to critically analyze and assess conditions that have an impact on the influence of physical activity on the body. Students gain knowledge of the importance of and a prerequisite for being in good physical training mode and gain a broad understanding of the sport's contribution to the development of personal identity and social skills. Students should through versatile physical education experience the joy of moving, so that they are motivated to continue physical activity.

2. Professional objectives and technical content

2.1 Academic goals
Focus area physical activity

Students should:




– master the versatile and basic sports skills, as well as individual sports are represented at a higher level

– master selected sports disciplines and activities, consistent with the genres:

(a)) technical and tactical skills in different kinds of ball games

(b)) and free movements choreographed to music and sound

c) technical skills within other classic and new feats





– develop body awareness

– engage in different types of working relationships.







Area of focus theory understanding

Students should:




– have a basic knowledge of key work physiological and functional anatomical fabric

– have a basic knowledge of selected areas within the humanities and social science sport theory with emphasis on Danish conditions within sports history and sports sociology

-be able to analyse and assess physical activity in a fitness and health perspective

-be able to analyse and reflect on the cultural values of sport.



Focus area training

Students should:




– organise and perform work physiological testing as well as targeted basic training and heating applications

– draw up, implement and evaluate own physical training sessions

– improve the own training mode through selected physical training sessions.



2.2 Core fabric

Nuclear substance is:




– versatile sporting disciplines and activities, consistent with body mastery and ball mastery

– sports disciplines and activities as well as training, consistent with the thematic areas, with the involvement of the subject's immersion theory

– natural and health sciences, as well as Humanities and social science theories of training, lifestyle and sports habits

– sports are represented, which focuses on cooperation and ethics and promotes self-esteem.



2.3 Additional fabric

In addition to the core substance included additional substance, which, in interaction with other subjects in kindergarten-perspektiverer nuclear substance. Along the road expands students ' professional horizons, and the awareness of the subject's possibilities.

3. organisation

3.1 Didactic principles

The teaching emphasis on that subject's practical disciplines integrate with theory of physical activity, exercise and health. The versatility of the discipline of choice are catered for by the fact that genres (a), (b) and (c) (see point 2.1, the focus area physical activity) each part with at least 25 per cent.

In the initial phase, it is central to the subject the physical activity, where the training aspect, together with the appropriate coupling to the natural and health sciences, as well as Humanities and Social Sciences will be included as an awareness-raising element in teaching.

Next, the teaching is organised so that theory and practice are weighted equally. Both the practical and the theoretical education are organised in a number of thematic progression in such a way that the connection between the practical and theory clarifies. Working with pupils ' ability of critical analysis and reflection, their autonomy and ability to cooperate.

Teaching should take into account the progression, variation, security as well as to the physiological gender difference and gender-differentiated and gender-integrated both takes place.

3.2 forms of work

Education shall be organized into lengthy courses which cater for the immersion. In the initial phase to the individual modes integrate physical activity, theory and training, while teaching then differentiates between practical and theoretical instruction. The theoretical substance is discussed as both classroom instruction and practical experimental teaching.

The student must work both independently and in groups, and has to be made to a number of written reports in the course of the school year, which involves a number of areas of science.

Sessions should give students a comprehensive experience of the subject's possibilities and programmes must ensure that both sexes are motivated to continue physical activity. Teaching should therefore be directed against both the even and disorganized as the organised and commercial sports deals.

3.3 It

In connection with the teaching of sport, students make use of it to, among other things. to acquire knowledge about health, lifestyle and sports habits, in connection with the use of different test forms and processing thereof, as well as to inform them about opportunities to take exercise and sport in their spare time.

3.4 Interaction with other subjects

The profession is included in close cooperation with a number of other subjects, in stx within, inter alia, General study preparation, study areas and the natural scientific basic course. The sporting integrity of the theoretical breadth and depth allows for interaction within and across both the natural and health sciences, humanities and social sciences as the artistic and creative field of study. This interaction ensures that students gain the necessary understanding of the specific sports professional elements at the same time that they be made aware of the further perspectives of physical activity and exercise in relation to lifestyle, body ideals and general education.

4. Evaluation

4.1 ongoing evaluation

The professional goals are the basis for the ongoing evaluation of the subject. Students are assessed on the basis of a global assessment and on the basis of a comprehensive, gender-integrated and gender-differentiated teaching within the focus areas in point 2.1.

Both students ' ability to connect theoretical knowledge on a personal training sessions, their ability to work thematically with individual feats in a clutch of subject's theoretical and practical areas, their practical skills such as their sports theoretical knowledge must be included in the total rating.

4.2 Sample form

There is a practical/oral examination in the course of 45 minutes duration per examinee.

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

In the practical part of the sample examined in two of the thematic progression, which has been part of the team's training. The thematic courses to cover two of the genres (a), (b) and (c) described in paragraph 2.1. There are examined primarily in practical skills, but also understanding of the theme's theoretical contexts can be involved. This part takes place – depending on the content of the thematic progression-individually or in groups. Even students are examined after the drawing of lots on exam day in 2 of the 3 genres described in point 2.1.

As part the sample material, the individual examinee a playbook for the contents of the practical part of the sample.

In the oral part of the sample draws the examinee an individual task, which must be formulated as a case that enables critical reflection of the examinee and shows his ability to use his versatile theoretical knowledge in a practical problem. The examination takes its starting point in the testees ' review of the case and shapes up as a conversation between the examinee and Examiner with the possible involvement of external examiners. Voucher material must be known as well as unknown.

The sample material (scriptwriting, caseopgaver as well as the timetable for the phasing-out of the sample) must be censor not later than 5 working days before the test organization and approved by the censor, before the test begins.

4.3 evaluation criteria

On the basis of the professional objectives (see section 2.1) assessed the examinee of the practical part of the exam, on its mastery of sports skills and his ability to couple the theme's theoretical contexts for practice. For the oral part of the examinee for its ability to be assessed through the analysis and assessment of a case-based approach to demonstrate insight into sport practice and science areas.

One character is given for an overall assessment of the testees ' practical and oral performance.
Annex 15

Information technology (C) – an elective, June 2008

1. Identity and purpose

1.1 Identity

Information technology is at the heart of modern society, with the focal point in technologies to find, use, processing and dissemination of data and information.

The subject deals with the interaction between information technology and the technological development and the use of information technology in education, profession and society. The course gives theoretical insight into and practical skills in the use of these technologies.

1.2 Purpose

The subject contributes to the technological-educative and preparatory study purposes by giving pupils a guidance tool in the globalised world and an it alert in professional and interdisciplinary contexts.

The course enhances students ' ability to relate to the individual, education, the professions and society's use and abuse of information through theoretical insight and practical work with information technology.

The course will contribute to students ' understanding of information technology location in the other disciplines and forming a qualified technological-educative basis for choice of higher education.

The course contains practical, experimental and innovative elements that make students able to handle it as a technology still under development.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– explain the basic features of it components (hardware and software) and the interaction between them

– explain the basic interaction between it components and user
– describe the different security needs and risk factors in use to a given it system

– use it as interactive media for documentation and communication

– present and disseminate data and information with the use of information technology tools

– explain the common rules for the use of it

– work with systematic search strategies for collecting information and examine and evaluate the information critically

-Select and use ICT components as a tool for solving a problem related to the pupil, education and society's use.



2.2 Core fabric

Nuclear substance are as follows:

It-components and the interaction between them




– Basic hard-and software terminology, functionality and application

– network

– storage and communication formats.



The interaction between it components and user




– physical interfaces

– interaction, user interface and ease of use.



It-Security




– virus and hacking

– protective ways.



Information technology-dissemination




– composition, layout, and image processing

– shape and color

– media choice and style.



It rules




– Ethics and legislation

– Etiquette in connection with it-based communication

– Copyright and plagiarism.



It tools




— documentation, dissemination and visualization

– databases

– vidensøgning

– modelling and calculation.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a magnitude equal to 20 per cent of the total training time and shall be selected in such a way as to:




– contribute to the achievement of the professional goals

-supports the use of it in interdisciplinary contexts

– Displays the current developments within the subject.



3. organisation

3.1 Didactic principles

The teaching profession should promote the pupil's curiosity and learning like through a creative and experimental approach to the subject's topic areas. Between survey-building course, experimentation, exercises and projects where the focus is both on process and product. Working with various forms of documentation such as event viewer, website, CD-ROM, multimedia and video. Training is given be differentiated so that every student develops in the educational process.

Students should have a say in the choice of project tasks. The results of project tasks should be included as a part of teaching, through presentation and presentation in class.

3.2 forms of work

The teaching is organised on the basis of the competences gained in the profession through the use of ICT in education and other subjects and in interdisciplinary contexts.

Learn the plan's professional goal is reached via an interaction between course based, themed and project organised education. The project organized training must ensure that the student is going to work with the subject's methods and tools in a multidisciplinary and realistic context.

The project organized training must contain progression with respect to:




– Professional width

– Professional depth

– autonomy.



The approach must in possible be based on experimentation and testing, where the it components will be tested, tested and used.

There must be delivered questionnaire tasks that explores the individual professional goals and project tasks, including a final project, which includes the subject's elements in an academic and interdisciplinary context. The project has a corresponding to 20 hours duration. The project consists of a product and a report. The report should describe the development of the finished product. The report must have at most one range of 15 pages.

The project drawn up within the framework of the project proposal prepared by the school. The examinee shall prepare a project description approved by the school, when the description is sufficiently broad and level appropriate academic.

Together with the project delivered the examinee a synopsis, briefly describing the product and documentation. The final project must be included in the Foundation of årskarakteren in elective and shall, where appropriate, could be used as a basis for the oral test.

3.3 It

Since the subject's right in that area is information technology, teaching can be conducted only with extensive use of it tools for experiments, testing and preparation of documentation.

The Internet is used as a search tool for information, tutorials, examples, application sharing and library modules with enforcement of copyright rules and documentation requirements.

3.4 Interaction with other subjects

The it profession is all fags meeting place. Part of the subject's competencies to be achieved in collaboration with other subjects of education. Cooperation also implies that the subject gives the learner skills that can be useful in education and other subjects.

The supplementary substance shall be selected in such a way that the technical content as well as the professional skills that are developed by working with content that complements the objectives of both the Studio retningsfag as compulsory subjects.

4. Evaluation

4.1 ongoing evaluation

Students must have continuous feedback on their academic level in relation to the objectives set. The evaluation shall be based on the student's daily work performance. This is done on the basis of:




– project tasks

– oral exercises and logbooks

– Defense of project tasks

– oral presentation.



4.2 Sample form

Oral examination on the basis of the testees ' final project, see. section 3.2.

Before the test, the school sends a copy of the synopsis to censor. Examiner and examiner are discussing before the test, which issues the examinee must deepen. The project report is prior to sample not directed and narrated by the teacher.

Examination time is 24 minutes. No preparation time.

The examination takes its starting point in the testees ' presentation and submission of the project complemented with one or more already prepared questions from the examiner. The examination then shapes itself as an in-depth conversation, which may include topics throughout the subject's core drug and supplementary material.

4.3 evaluation criteria

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

Emphasis is placed on:




– the presentation of the project

– the analysis and the description of the project

– problem solving and choice of solutions

– the quality of the practical product

– presentation and defense of the project

– written presentation and documentation

– Professional width, depth and independence in answering questions within the subject's topic areas.



One character is given on the basis of an overall assessment of the testees ' oral performance.
Annex 16

Innovation C – electives, June 2008

1. Identity and purpose

1.1 Identity

Innovation is a social science subjects, which includes knowledge in the field of invention, innovation and diffusion. The course provides knowledge on idea development and commercialization, as well as the importance of innovation as well as micro-macro level. Innovation concerns itself with innovative processes, project management and project or business plan.

1.2 Purpose

The purpose of education is to promote students ' ability to work systematically with idea generation. Furthermore, it is the aim that students develop commercial decisiveness and ability of risk management through the application of methods for the implementation of innovative projects and the start-up of new companies in an international economy. Finally, it is the aim that students should develop their ability to be able to work with knowledge of innovative processes in reality close issues.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– explain the importance of innovations for the development of society, and how social conditions are important for innovation activities

– explain the importance of innovation for the competitiveness of enterprises and organisations development

– explain the invention and be able to apply methods for generating new ideas

– use knowledge about the phases of the innovation process to discuss and assess specific issues

– an account of diffusion at the enterprise, industry and international level

– use knowledge on relevant methods to develop and evaluate a project or a business plan in the context of innovation.



2.2 Core fabric

Nuclear substance is:




– innovation and social development

– innovation and competitiveness

– the invention and development of ideas

– the innovation process

– diffusion

– business plan/project cycle.



2.3 Additional fabric
Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a magnitude equal to about 25 per cent of the total training time and must be selected so that it, along with the core substance contributes to the development of professional goals. The supplementary substance should also be selected so that it supports the students ' perception of that work with innovative processes requires application of knowledge and methods from different disciplines. Finally, the additional fabric put areas from nuclear substance and developing these professional goals, acquired from here.

3. organisation

3.1 Didactic principles

Innovation has a basis in the current and reality close issues. The teaching is organised and problem-oriented project organized with the inclusion of cases for lighting of the subject's theory. In the context of case-teaching involvement of external collaborators in the form of company representatives or entrepreneurs.

In addition, organised teaching with emphasis on the fact that the pupil's commercial decisiveness and risk tolerance developed.

3.2 forms of work

The teaching is organised with varying forms of work, including critical reflection on the choice of work methods, and there must be an interaction between the individual work and group work. The choice of work forms is done taking into account the development of students ' creativity.

Education shall be organised by at least a longer continuous period, equivalent to at least 10 per cent of the total training time. In the course students prepare a thesis, which deals with essential academic areas within both the nuclear substance as supplementary material. The project takes the form of a business plan or a project report.

3.3 It

The teaching is organised taking into account the fact that it is included as a tool. In connection with case-work and longer coherent courses organised teaching taking into account that students should have access to electronic communication platforms and the Internet.

3.4 Interaction with other subjects

When the subject is used as Studio retningsfag, have it interact with other subjects around creative processes and development of ideas and with social science, natural science and technological subjects on the development of the project or business plans.

4. Evaluation

4.1 ongoing evaluation

Through individual mentoring and evaluation are achieving students along the way in the overall course of a clear understanding of the level and the development of the professional standpoint. Including activities that stimulate the involvement of individual and collective reflection on the benefits of teaching. The basis for the evaluation should be the professional goals.

4.2 Sample form

There will be held an oral examination.

Oral examination on the basis of a project. The projects are sent to the external examiner for review prior to conducting the test.

Examination time is approximately 30 minutes per examinee. No preparation time.

The examination takes its starting point in the testees ' presentation of his project, complemented with detailed questions from the examiner.

It is only the oral performance, to be assessed.

4.3 evaluation criteria

In assessment included the extent to which the examinee is able to satisfy the subject's goals. The examinee should including be able to:




– Select, organize and disseminate technical fabric from your project

– formulate technical argumentation

– demonstrate professional skills

– discuss and assess innovative issues with use of the subject's terminology, methods and models in a grounded in context.

– dispose a presentation

– argue for the choice of work methods.



Given one character on an overall rating.
Annex 17

International technology and culture C – electives, June 2008

1. Identity and purpose

1.1 Identity

The subject's right in that field is international and intercultural dimensions of technology addiction. International technology and culture is a discipline with both the humanities, social sciences and technology professional elements. The focus is on international organizations, international cooperation and Denmark's participation therein. There is also emphasis on forms of production and commercial structures and the coherence with social conditions, living conditions and culture.

1.2 Purpose

The aim is that students gain insight into the technology's international character and the intercultural relationship, which is of importance for the national and international technological development. Furthermore, the aim is that students gain a background in order to understand and produce simple area analysis with an emphasis on the interaction between international cooperation, technology and culture.

2. Professional objectives and technical content

2.1 Academic goals

International cooperation

Students should be able to:




– explain the essential importance of international organisations for international cooperation

– an account of the evolution of trade's importance to the international cooperation as well as contemporary historical perspective.



Technology

Students should be able to:




– explain and compare the technological development in industries across countries, as well as assess the causes of the found development

– look at the found technological development importance nationally and internationally.



Culture

Students should be able to:




– analyse causes of cultural differences and conflicts in specific areas as well as

– the consequences of such.



2.2 Core fabric

Nuclear substance is:




– international cooperation, including international production, competition, Division of labor and trade

– technology and technology analysis, including education, the environment and working conditions

– culture and region-specific cultural theory, including cultural Constitution, cultural differences, kulturlig, cultural conflicts and influence.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric is selected in order to put into perspective the international cooperation on the basis of a historical and an organizational dimension. The emphasis is on technology trends and technology context with cultural and social structure.

3. organisation

3.1 Didactic principles

In teaching applied area studies, involving relevant neighbouring professional disciplines. Working from both an inductive and a deduktivt teaching principle with main emphasis on the inductive.

3.2 forms of work

On the basis of area studies selected themes based on the core substance so that it focuses on the interplay between technological development and cultural circumstances and needs.

The teaching is carried out with an interaction between paper and project process, culminating in a report. Project sessions conducted with area studies, starting with the core substance. For each area of study culminating in a project report. One of area studies is optional.

The written work may have the character of electronic presentations. Drawing up a final assignment, provided by the school and forming the basis for the oral test. The task can be made in groups of up to 3 students. The task will be delivered no later than one week prior to the exam period.

3.3 It

It is involved in the context of information retrieval with emphasis on sources that sheds light on areas of current development.

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

It shall also be used in reporting and dissemination through written, audio and visualization.

3.4 Interaction with other subjects

The subject can interact with a number of other disciplines, where the subject especially complements the international dimension. Nearby areas of expertise are technology, languages and social studies.

4. Evaluation

4.1 ongoing evaluation

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

4.2 Sample form

Oral examination on the basis of the testees ' final assignment which is made locally, see. section 3.2. A list of task the wording of eksaminandernes final tasks sent to the examiner prior to the test. The final task is prior to sample not directed and narrated by the teacher/examiner.

Examination time is 24 minutes. No preparation time.

The examination takes its starting point in the testees ' presentation and the presentation of his final assignment, supplemented with one or more already prepared questions from the examiner. The examination then shapes itself as a detailed conversation throughout the subject's core drug and supplementary material.

4.3 evaluation criteria

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

Emphasis is placed on the testees ':




– oral defense of the report

– ability to explain and argue for the report's issue, working method and results

– the ability to be able to put into perspective within the topic area, including the ability to enter into dialogue with the examiner.



One character is given on the basis of a global assessment.
Annex 18

Italian B-electives, June 2008
1. Identity and purpose

1.1 Identity

Italian is a færdighedsfag, a vidensfag and a workshop. The course includes a practical as well as theoretical page. The subject's central workspace is the Italian language as a means of communication and knowledge. Italian is also a window to other Romance languages and cultures.

1.2 Purpose

Through the work of Italian language develops students ' ability to communicate in Italian. The study of Italian culture and literature provides knowledge and insight, which provides student understanding of Italian society and culture as well as increased ensures understanding and intercultural awareness. Italian provides knowledge of a culture, which plays a significant role in Europe's cultural development and sharpen students ' aesthetic attention. Finally puts Italian profession students able to through cultural meeting to reflect on their own culture in comparison with the Italian culture.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the main content when spoken a single Italian about known as well as general subjects facilitated through various media

– participate in conversation in a single and coherent Italian about known as well as general topics

– read and basically understand the rough Italian fiction as well as factual in a single language

– orally explain a known topic on a single and coherent Italian

– express themselves in writing about known as well as general topics on a single and coherent Italian

– apply the acquired knowledge of Italian culture and society in conversation in Italian and in the work of the studied topics

– relate it acquired knowledge of Italian culture and society to the other culture and society

-practice the knowledge of how to learn a foreign language in the daily work with Italian

– use of bilingual dictionaries and a basic Italian grammar.



2.2 Core fabric

Nuclear substance is:




– the basic principles of the language's structure and use, both related to conversations and texts structure and on the required syntax and morphology

– a basic vocabulary and idiomatik, as the students need in conversations both on general topics and on the studied topics

– the basic elements of the Italian pronunciation and intonation, pattern as well as productive

– contemporary oral and written literary and non-literary forms of expression from Italy

– historical, cultural and intercultural relationship that has relevance for the studied topics

– Central societal conditions in Italy.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric consists of different cultural, literary, historical and social expression, as has its starting point in Italy. It shall elaborate and put into perspective the core substance and expand the professional horizon, so that students meet the academic goals.

3. organisation

3.1 Didactic principles

The subject's disciplines must be experienced as a whole, in accordance with the trade objectives primarily focused on the application aspect.

Teaching should give students the opportunity to acquire the knowledge of the language, which is needed to develop the communicative competences.

At the heart of teaching pupils the option of own language stand production and expansion in relation to the professional goals. Fluency takes precedence over linguistic precision.

Listening, reading and communication strategies must give students the tools to be able to initiate and maintain communication in spite of language barriers.

The teaching of grammar, vocabulary, text analysis and foreign language acquisition is involved, as appropriate, and taking into account the professional progression.

Teaching takes place to the greatest possible extent in Italian.

3.2 forms of work

Central to the teaching is the professional progression.

After the starting teaching organised work mainly through 3-5 different topics, and it must be ensured that professional objectives are integrated in this work.

Working forms and methods is varied and adapted on an ongoing basis the professional goal, work towards in that topic.

The teaching is organised with progression in the choice of working methods, so that students achieve student competence and independence in their work.

The focus will be on working methods, which develops pupils ' communicative competencies. Language comprehension is ensured by the fact that students hear spoken Italian disseminated through various media.

Worked with Italian culture and Italian society be integrated continuously working with topics.

Writing work involved to a limited extent as a discipline to support the oral dimension.

3.3 It

It is an integral part of Italian education.

It is used as a tool in support of the text the work and for the work with the færdighedsmæssige side of language acquisition and use relevant programs for interactive exercises and training programs to strengthen the language acquisition, as well the receptive as the productive.

3.4 Interaction with other subjects

Where possible, included Italian in interaction with other disciplines on subjects of linguistic, cultural, intercultural and historical art. The subject interacts with other language study in order to develop a general linguistic awareness and knowledge of how to learn a foreign language.

4. Evaluation

4.1 ongoing evaluation

Conducted ongoing individual evaluation conversations between teacher and student. That evaluates broad compared to the professional goals. The evaluation must be forward-looking.

Students perform tests for self-assessment in relation to the professional goals.

4.2 Sample form

There will be held an oral examination. The test consists of two parts, with a total eksaminationstid in 30 minutes:




1) Statement and detailed conversation in Italian and text understanding based on an unknown, unwrought Italian language prose text with a scale of about one standard page. Text material must be related to one of the most studied topics. The topics included as the basis for the sample, taken together, cover the professional goals and core substance. Text material be included in the presentation, which is followed by an in-depth conversation.

2) Conversation in Italian with a starting point in an unknown picture material on general topics.



To both points are given a comprehensive preparation of 1 hour.

The examinee must apply all AIDS apart from communication with the outside world, and translation programs, IE. software or Web-based applications that can translate whole sentences and whole texts from one language to another.

There are two examinees per hour.

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

4.3 evaluation criteria

By the test assessed the extent to which the testees ' performance meets the professional objective, as specified in 2.1.

Emphasis is placed on the fact that the examinee in Italian can account for the unknown text material and incorporate relevant elements of Italian culture, literature and society from the studied subject. In addition, emphasis is placed on conversation skill on general topics and text understanding. Consistent use of language is more important than accuracy in detail.

One character is given on the basis of a global assessment.
Annex 19

Japanese A – electives, June 2008

1. Identity and purpose

1.1 Identity

Japanese is a færdighedsfag, vidensfag and workshop. Its subject area is the Japanese language and, by extension, knowledge and understanding of the culture and society of Japan.

1.2 Purpose

Japanese must at A-levels give students insight into the Japanese language and the Japanese world.

Through linguistic insight students achieve communicative competence, oral as well as written, reading competence and awareness of the Japanese language and of language acquisition in General.

Through insight into the Japanese world develops the students their sense of the aesthetic dimension, and they acquire knowledge and understanding of Japanese culture and society as well as intercultural competence that goes beyond the familiar North-European world.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the main contents of the uncomplicated standard spoken Japanese

– the standard Japanese pronunciation is understandable and natural

– read and understand the simpler modern texts, fiction as well as non-fiction

– use a vocabulary, which enables them to communicate in Japanese about everyday situations and on the studied topics and texts

– apply the central shape learn and sentence building in an uncomplicated, but coherent and reasonably correct Japanese spoken language

– carry out an independent presentation of a text or an item on Japanese, engage in a dialogue about this and argue for the own view

– texts and topics studied relate/compare to Japanese culture and society as well as display basic intercultural competence

– write in essence correct Japanese in various messaging scenarios with the use of key sentence construction

– make use of the subject's appropriate assistive devices

– apply the strategies for language acquisition and understanding of other cultures.



2.2 Core fabric

Nuclear substance is:
– pronunciation, intonation and readings

– texts of various types and scale, which highlights key aspects of Japanese culture and society

– sound and image media as support for listening and reading comprehension, as well as speaking and writing skill

– a general vocabulary and idiomatik to use for oral and written communication, with a special focus on the studied topics

– the Japanese writing systems, including approximately 500 kanji

– the central parts of Japanese grammar

– the subject's central assistive devices, including computer

– Japanese society and Japanese culture that develops students ' sense of the aesthetic dimension.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance.

The supplementary drug, as perspektiverer and extends the core substance, is linguistic knowledge and awareness and competencies, which further develops the ability for language acquisition, including principles for text analysis and text interpretation.

3. organisation

3.1 Didactic principles

In the process, there is a natural development from the strict teacher-directed learning to the more and more student-led learning.

The pupil must, as quickly as possible, achieve a basic communicative competence, as motivating for the acquisition of other skills. The teacher is in this initial phase the key linguistic role model and thus the natural link between pupil and substance.

At the end of the course the student should be able to exercise greater autonomy, and the teacher occupies more closely the role of consultant.

The current written work is aimed not only at writing, but supports the learning of grammatical skills, vocabulary and fluency.

Educational differentiation is a natural didactic principle in the entire process.

3.2 forms of work

Oral

The actual beginning lessons is natural teacher-led and include regular listening and reading training, systematic learning of bends and grammatical structures, as well as targeted and systematic work with the vocabulary.

Via-driven dialogues achieves students a basic communicative competence, as further developed in freer and freer conversation dialogues on the basis of the reading texts. The conversation about the texts takes place in the beginning teacher-led, but gradually more autonomous learners must be able to explain to a text or a topic, and the ultimate goal is the presentation of a text or a topic in Japanese.

Working systematically with lookup skill, recitation, translation and text understanding.

Project work, both special and interdisciplinary, is part of the process, but without the linguistic work is neglected.

Writing

The written dimension is introduced very early on. Students must quickly start to use the Japanese writing systems, both by hand and on computer, and with elementary writing exercises.

After starting phase change the written work of nature, extent and severity as to rise. The communicative competence a priority is still high, but work is being done at the same time, targeted to reach all of the professional goals. In this regard, we work intensively with dictionary and reference use, and pupils are habituated to take advantage of all it opportunities.

3.3 It

It is an integral part of Japanese teaching and taken into consideration in all disciplines.

At the end of the course included it naturally in connection with the submission and presentation of the class as well as in interdisciplinary collaboration.

3.4 Interaction with other subjects

Japanese (A) is subject to the general requirement of interaction between the subjects, and the subject is included in the General study preparation and general language comprehension.

In and after the basic course of cooperating Japanese naturally with Danish and other languages.

Japanese collaborates with a wide range of subjects, particularly the linguistic-Humanities, social sciences and artistic.

In larger interdisciplinary projects with the written dimension have Japanese contacts with the other language-and workshop and with a number of other subjects such as history and social studies as well as the artistic subjects. Such projects are written in Danish.

4. Evaluation

4.1 ongoing evaluation

Already in the starting teaching tested students continuously by the teacher and by itself using cd-rom and it-based vocabulary and grammar training programs, and teacher testing also pupils using small written assignments, which deal with specific linguistic problems.

Larger completed courses evaluated focused and forward-looking of the teacher and students together.

Teacher's ongoing evaluation includes both the pupil's weak and strong points and focus on those areas, eleven in particular must focus on.

4.2 Sample Forms

There will be held an oral and a written test in the subject.

The written test

Japanese (A) ends with a written test on the basis of a core made set of tasks.

The test duration is 5 hours. The examinee must apply all AIDS apart from communication with the outside world, and translation programs, IE. software or Web-based applications that can translate whole sentences and whole texts from one language to another.

On the basis of a Japanese text material, supplemented with the picture material shall be tested in reading and lookup skill, comprehension, translation from Danish to Japanese and free written language skill.

The oral test

There is a three-part oral examination on the basis of a text material for presentation from one of the larger texts or one of the studied subjects, a raw prose text of a scale of approximately 1 normal page from one of the larger texts or one of the subjects from the latter half of the curriculum, which the examinee has not pulled for presentation, as well as a ekstemporal text of approx. 1/3 normal page on general topics.

The topics included as the basis for the sample, taken together, cover the professional goals and core substance.

Examination time is 30 minutes per examinee, Inc. censorship.

Text material for presentation will be assigned by random draw approximately 24 hours before the way the start. For the rest of the material, which is deducted at the beginning of the test, given a preparation time of 30 minutes. In the preparation time must the examinee use all devices except for communication with the outside world, and translation programs, IE. software or Web-based applications that can translate whole sentences and whole texts from one language to another.

The first part of the test consists of translation of the Danish ekstemporalteksten.

The second part consists of the testees ' presentation in Japanese of the beforehand-drawn text or subject material and a conversation in Japanese about the content of the presentation.

The third part consists of readings of a smaller number of lines which the examinee in preparation time even have chosen from the drawn-out text at the beginning of the test, and a shorter, additional conversation in Japanese about the text.

Examination time is allocated between the three parts, so that the first part represents the max. 5 minutes, second part is approximately 15 minutes and the third part ca. 5 minutes.

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

4.3 evaluation criteria

The samples will be judged by the extent to which the testees ' performance meets the professional objective, as specified in 2.1.

At the written test places particular emphasis on:




– reading and comprehension with the use of appropriate assistive devices

– drafting ability in various messaging scenarios on an essentially correct Japanese

– autonomy in relation to the specimen.



Given a single character on the basis of an overall impression of the testees ' reply.

At the oral test places particular emphasis on:




– understandable and natural pronunciation and intonation

– General and text-related vocabulary, sentence construction and expression skills on a more or less correctly in Japanese

– lookup skill and understanding by translating ekstemporal text

– presentation and text understanding

– Overview and perspective.



Given a single character on the basis of an overall impression of the testees ' performance.
Annex 20

Japanese B-electives, June 2008

1. Identity and purpose

1.1 Identity

Japanese is a færdighedsfag, vidensfag and workshop. Its subject area is the Japanese language and, by extension, knowledge and understanding of the culture and society of Japan.

1.2 Purpose

Japanese B gives students insight into the Japanese language and the Japanese world. Through linguistic insight students achieve communicative competence, oral as well as written, reading competence and awareness of the Japanese language and of language acquisition in General. Through insight into the Japanese world develops the students their sense of the aesthetic dimension, and they acquire knowledge and basic understanding of Japanese culture and society as well as the basics of intercultural competence that goes beyond the familiar North-European world.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the main contents of simple, spoken standard Japanese

– single standard Japanese pronunciation is understandable and natural

– read and understand adapted texts, fiction as well as non-fiction, and easier, uadapterede lyrics

– use a vocabulary, which enables them to communicate in Japanese about everyday situations and on the studied topics and texts
– apply the central shape learn and sentence building in an understandable and simple coherent Japanese spoken language

– on an elementary level understand the studied topics on the basis of knowledge of Japanese culture and society as well as display basic intercultural competence

– write Japanese on computer as well as in his hand and express themselves in writing on a single, but more or less correct Japanese.

– make use of the subject's appropriate assistive devices

– apply the strategies for language acquisition and understanding of other cultures.



2.2 Core fabric

Nuclear substance is:




– pronunciation, intonation and readings

– texts of various types, which highlights key aspects of Japanese culture and society

– sound and image media as support for listening and reading comprehension, speaking and writing skill

– a basic vocabulary and idiomatik, as the students need in conversations both on everyday topics and on the studied topics

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

– the most central parts of Japanese grammar

– the subject's most central assistive devices, including computer

– Japanese society and culture, which develops pupils ' sense of the aesthetic dimension.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance.

The supplementary drug, as perspektiverer and extends the core substance, is linguistic knowledge and awareness and competencies, which further develops the ability for language acquisition, including the most elementary principles of text analysis and text interpretation.

3. organisation

3.1 Didactic principles

In the process, there is a natural development from the strict teacher-directed learning to the more and more student-led learning.

Students should as quickly as possible, achieve a basic communicative competence, as motivating for the acquisition of all other competencies. Japanese teacher is in this initial phase the key linguistic role model and thus the natural link between pupil and substance.

At the end of the course, students could demonstrate greater autonomy. The teacher, however, is still an active opponent in the continued training of the communicative competence, including the linguistic correctness.

Ongoing work aims not only at writing writing skill, but supports the learning of grammatical skills, vocabulary and fluency.

Educational differentiation is a natural didactic principle in the entire process.

3.2 forms of work

Oral

The actual beginning lessons is natural teacher-led and include regular listening and reading training, systematic learning of bends and grammatical structures, as well as targeted and systematic work with the vocabulary.

Through guided dialogue and conversation exercises in starting phase, pupils achieve a basic communicative competence, as further developed in freer and freer conversation dialogs.

After the communicative competence still priority phase begins at most, but dialogue and conversation be supplemented now with more text-based disciplines, in particular record and characteristics. A colloquial vocabulary must continue to be built and maintained.

In text reading working systematically with lookup skill, recitation, translation, survey reading and comprehension.

The conversation takes place at the beginning of the lyrics often teacher-led, but students should gradually gain skill in taking a certain independent initiative in conversation.

Writing

The written dimension is introduced very early on. Students must quickly start to use the Japanese writing systems – both in handwriting and on computer — and with small writing exercises in support of the communicative skill.

After starting phase involved the written work as aid discipline to the oral dimension. Working with dictionary and reference use, and students weaned to exploit all the subject's information technology opportunities.

3.3 It

It is an integral part of Japanese teaching and taken into consideration in all disciplines. Already in the beginning phase used CD-ROM or network-based websites. Later, students learn to use vocabulary and other language programs individually and differential, and to use it for communication and elementary information retrieval.

3.4 Interaction with other subjects

Japanese B can naturally cooperate with Danish and other languages.

On the substantive area can Japanese cooperation with a wide range of subjects, particularly the linguistic-Humanities, social sciences and artistic.

4. Evaluation

4.1 ongoing evaluation

Already in the starting teaching tested students continuously by the teacher and by itself using cd-rom and it-based vocabulary and grammar programs, and teacher training programs are testing students also using small written assignments that deal with specific problems.

Larger completed courses evaluated focused and forward-looking of the teacher and students together.

Teacher's ongoing evaluation includes both the students ' weak and strong sides and focuses on those areas, students in particular, must put in on.

4.2 Sample form

An oral examination shall be held on the basis of a text material on a scale of 1 – 1 ½ standard pages from one of the major texts, which are reviewed in teaching, and a ekstemporal text of approximately 2/3 the normal page.

Examination time is approximately 24 minutes per examinee.

Given ca. 48-minute preparation time. In the preparation time must the examinee use all devices except for contact with the outside world, and translation programs, IE. software or Web-based applications that can translate whole sentences and whole texts from one language to another.

The test is two-fold.

The first part of the test consists in the translation into Danish of the first third of the ekstemporalteksten and summary of the main features of the rest of the Danish.

The second part consists of readings of a smaller number of lines that the examinee in the preparation time has chosen from the drawn text, testees ' shorter presentations in Japanese about the drawn text; and a conversation in Japanese about the text.

The topics included as the basis for the sample, taken together, cover the professional goals and core substance.

Examination time is allocated between the two parts, so that the second part is at least 2/3 of the examination time.

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

4.3 evaluation criteria

At the oral test assessed the extent to which the testees ' performance meets the professional objectives as specified in 2.1.

There should be a particular emphasis on:




— comprehensible pronunciation and intonation

– plain text and related vocabulary

– communication ability and oral expression skills in a simple, understandable coherent Japanese spoken language

-lookup and translation skill as well as readings in connection with ekstemporalteksten

– knowledge of and ability to incorporate relevant elements in relation to the studied topics.



Given a single character on the basis of an overall impression of the testees ' performance.
Annex 21

Chinese A – electives, June 2008

1. Identity and purpose

1.1 Identity

Chinese is a skill-, knowledge-and workshop. Its subject area is the Chinese standard language (putonghua), as it is spoken and written in the People's Republic of China. In addition, include the subject knowledge and understanding of language, culture and society in China and other regions with Chinese-speaking populations.

1.2 Purpose

It is the purpose of teaching is that students acquire skills in Chinese spoken language and written language, insight into Chinese linguistic, social and cultural conditions as well as the necessary competence to proceed with study Chinese on higher education.

The linguistic skills include intercultural communicative skills with the emphasis on oral expression and, to a lesser extent, written forms of expression. Insight into the language, culture and society in China includes knowledge of and understanding of Chinese linguistic, cultural and social conditions, which puts the student able to relate to the linguistic and social development in contemporary China and the cultural forms that arise therefrom.

Finally, the Chinese at A-level to develop the student's ability to put Chinese texts into a larger multidisciplinary context.

2. Professional objectives and technical content

2.1 Academic goals

Students should:




-be able to understand the main contents of spoken Chinese disseminated as everyday communication about known, studied topics

– be able to communicate in Chinese about known, studied topics by pronunciation Chinese understandably, use a basic vocabulary within the studied topics and texts as well as apply the Central syntactic and grammatical forms more or less correctly in an uncomplicated, but understandable Chinese spoken language

– could understand and relate/compare studied texts and topics about the linguistic, cultural and social conditions in China as well as display basic intercultural competence

– could translate read and unread adapted fiction as well as nonfiction texts that do not present special difficulties

– could write simple short texts in various messaging scenarios with Chinese characters using. Chinese word processing and the use of written language's basic sentence construction

– make use of the subject's appropriate assistive devices
-be able to apply strategies for language acquisition

– achieve intercultural understanding.



2.2 Core fabric

Nuclear substance is:




– systematic and progressive training of pronunciation and intonation through pronunciation exercises, especially training of tones and pronunciation of the notoriously difficult sounds

– systematic and progressive training of listening and speaking skills, including the ability to engage in dialogue about and independent presentation of known, studied everyday topics

– systematic and progressive training of a partially active, partly passive vocabulary of approximately 2100 central Chinese words

– Media-based material as support for language learning, including listening comprehension, reading comprehension and fluency, as well as support for cultural and social understanding

– systematic and progressive training of an active skrifttegns stores at ca. 300 central Chinese characters selected according to skrifttegns radicals

– systematic and progressive training of a passive skrifttegns stores at ca. 700 central characters, which can be recognized in the lyrics, the media and Chinese word processing by the

– textbook texts in the form of dialogues as well as adapted nonfiction and fiction texts to illuminate the cultural and societal relationships in modern China

– the central parts of Chinese grammar including basic syntax, complements, prepositions, as well as a basic knowledge of the use of aspect types and sentence particles

– different types of short and simple written assignments with the inclusion of appropriate information technology, including Chinese word processing

– the application of the relevant Central devices, grammars and dictionaries, including computer-based programs

– Introduction to Chinese cultural and social conditions on a scale that gives the student the opportunity to understand and put into perspective the studied texts and themes.



2.3 Additional fabric

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

Included texts, and other forms of expression, which have a starting point in the Chinese-speaking world, including aesthetic expressions such as movies, photos/art, music, dance and drama.

3. organisation

3.1 Didactic principles

In the process, there is a natural development from a tight teacher guided learning to a more student directed learning.

The goal is to give the student from the beginning basic communicative skills, as motivating for the later acquisition of other skills and competencies. The teacher is in this initial phase the key linguistic role model and thus the natural link between pupil and substance. At the end of the course the student should be able to exercise greater autonomy, and the teacher occupies more closely the role of consultant.

The current written work is aimed not only at writing skills, but support the learning and development of speech-language and vocabulary.

Educational differentiation is a natural didactic principle in the entire process.

The teacher will inform the student about the aforementioned didactic principles and purpose of the various elements of the teaching.

3.2 forms of work

Oral

Central to the teaching is the professional progression.

After the starting teaching organised work mainly through about 4 different topics, and it must be ensured that professional objectives are integrated in this work.

Working forms and methods is varied and adapted on an ongoing basis the professional goal, work towards in that topic.

The teaching is organised with progression in the choice of working methods, so that students achieve student competence and independence in their work.

The focus will be on working methods, which develops pupils ' communicative competencies. Language comprehension is ensured by the fact that students hear spoken Chinese disseminated through various media.

Work with Chinese culture and Chinese society be integrated continuously working with topics.

Writing

The phonetic pinyin system with tone marks are introduced from the beginning. Later presented the Chinese characters slowly and systematically, taking into account in particular to maintain students ' interest in the Chinese written language. In addition, teaches the pupil to write a limited number of characters in your hand and in Chinese word processing.

The communicative competence a priority is still high, but work is being done at the same time, targeted to achieve the competencies, which is a prerequisite in order to be able to respond to the tasks in the final written test. In this context, work is being done with short writing assignments, and student habituated to dictionary and reference usage as well as to take advantage of all it opportunities.

3.3 It

It is an integral part of Chinese teaching and taken into consideration from the first vocabulary and character learning for the final try.

Already in the beginning phase used CD-ROM or network-based websites. Later, students learn to use vocabulary and other language programs individually and differentiated and to use it for communication. In addition, it is used to clarify the cultural and social conditions.

At the end of the course included it naturally in connection with the submission and presentation of the class in the context of interdisciplinary collaboration and at the oral test.

3.4 Interaction with other subjects

Chinese (A) is subject to the general requirement of interaction between the subjects and forms part of the General study preparation and general language understanding, in accordance with the provisions applicable for these courses.

Where possible, included Chinese in interaction with other disciplines on subjects of linguistic, cultural, intercultural and historical art. The subject interacts with other language study in order to develop a general linguistic awareness and knowledge of how to learn a foreign language.

4. Evaluation

4.1 ongoing evaluation

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

4.2 Sample Forms

There is a written and an oral examination.

The written test

The basis for the written test is a three-tier, Central made set of tasks. The whole task Kit handed out at the start.

The test duration is 5 hours. In the first hour or professional computer assistive devices must not be used. After 1 hour collected all replies to the first part of the task, and then must set all devices, including Chinese word processing systems, used to reply to the second and third parts of the task set. Communication with the outside world and the use of translation programs, IE. software or Web-based applications that can translate whole sentences and whole texts from one language to another are not allowed.

The first subsample consists of a translation into Danish of 30 Chinese words written with characters as well as translation of 30 Danish words into Chinese written with characters. The Chinese words are selected on the basis of a predefined list of 300 Chinese words.

The second subsample consists of translation into Danish by an unknown adapted Chinese text on ca. 300 characters written with characters supplemented with transcription system pinyin. The text may not summon the special difficulties.

In the third test will be written, starting with a short paper on Danish, a short text in the form of a letter, a message, a diary or similar on the Chinese text with characters.

The oral test

An oral examination shall be held on the basis of one of the examinee chosen training course and a known text material on a scale of approximately 1 normal page. There must be no coincidence between the well-known text and the topic, the examinee has selected for his presentation.

Text material as well as a list of course sent to the censor and approved of this prior to the test.

Examination time is 30 minutes per examinee. Given 1 hour of preparation time. All devices are allowed apart from communication with the outside world, and translation programs, IE. software or Web-based applications that can translate whole sentences and whole texts from one language to another.

The test is two-fold.

The first part of the test consists of the testees ' presentation on Chinese by it self chosen topic with the use of notes and various forms of presentation materials that the examinee has prepared in advance, and the examinee is part of a conversation with the examiner on the topic of the presentation.

The second part takes its starting point in the drawn text and shapes up as a conversation between the examinee and examiner on the text's topic. Examinee and examiner during the conversation can also involve other texts or topics from the read cycle.

Examination time is allocated between the two parts, so that the first part constitutes about half of the examination time.

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

4.3 evaluation criteria

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

At the written test will be given to:




– translation of colloquial Danish

– drafting ability in a message situation on a more or less understandable and grammatically correct Chinese

– correct rendering of characters

– autonomy in relation to the specimen.
In assessment prioritized the bite-sized, Danish translation higher than the text close translation. In assessment of eloquence, lays more emphasis on mastery of a varied and relevant signs and vocabulary as well as on intercultural competences than on a linguistically more correctly responding to small scale that shows the dependence of the specimen and have a limited syntax and vocabulary.

In addition, the weighting of immediate understandability.

Given a single character on the basis of an overall assessment of the testees ' reply.

At the oral test will be given to:




— comprehensible pronunciation with emphasis on correct and clear pronunciation of tones

– General and topic-related vocabulary, syntax and expression skills in an understandable and reasonably correct Chinese spoken language

– presentation, text understanding and intercultural competences.



In assessment of performance places great emphasis on pronunciation and vocabulary. In addition, places more emphasis on the fact that the examinee is able to communicate appropriate than on perfect linguistic correctness.

One character is given on the basis of an overall assessment of the testees ' performance.
Annex 22

Chinese B-electives, June 2008

1. Identity and purpose

1.1 Identity

Chinese is a skill-, knowledge-and workshop. Its subject area is the Chinese standard language (putonghua), as it is spoken and written in the People's Republic of China. In addition, include the subject knowledge and understanding of language, culture and society in China and other regions with Chinese-speaking populations.

1.2 Purpose

It is the purpose of teaching is that students acquire skills in Chinese spoken language and written language, insight into Chinese linguistic, social and cultural conditions as well as the necessary competence to proceed with study Chinese on higher education.

The linguistic skills include intercultural communicative skills with the emphasis on oral expression and, to a lesser extent, written forms of expression. Insight into the language, culture and society in China includes knowledge of and understanding for the country's linguistic, cultural and social conditions, which puts the student able to relate to the linguistic and social development in contemporary China and the cultural forms that arise therefrom.

2. Professional objectives and technical content

2.1 Academic goals

Students should:




-be able to understand the main contents of spoken Chinese disseminated as everyday communication about known, studied topics

– be able to communicate in Chinese about known, studied topics by pronunciation Chinese understandable and use a basic vocabulary within the studied topics and texts

– could understand studied texts and topics about the linguistic, cultural and social conditions in China

– could translate read adapted fiction as well as nonfiction texts that do not present special difficulties

– make use of the subject's appropriate assistive devices

-be able to apply strategies for language acquisition

– achieve basic intercultural understanding.



2.2 Core fabric

Nuclear substance is:




– systematic and progressive training of pronunciation and intonation through pronunciation exercises, especially training of tones and pronunciation of the notoriously difficult sounds

– systematic and progressive training of listening and speaking skills, including the ability to engage in dialogue about and independent presentation of known, studied everyday topics

– systematic and progressive training of a partially active, partly passive vocabulary of approximately 1400 central Chinese words

– Media-based material as support for language learning, including listening comprehension, reading comprehension and fluency as well as support for cultural and social understanding

– systematic and progressive training of an active skrifttegns stores at approximately 150 key Chinese characters

– systematic and progressive training of a passive skrifttegns stores of about 600 central characters, which can be recognized in the lyrics, the media and Chinese word processing by the

– textbook texts in the form of dialogues as well as adapted nonfiction and fiction texts to illuminate the cultural and societal relationships in modern China

– basic parts of Chinese grammar

– the application of the relevant Central devices, grammars and dictionaries, including computer-based programs

– Introduction to Chinese cultural and social conditions on a scale that gives the student the opportunity to understand and put into perspective the studied texts and themes.



2.3 Additional fabric

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

Included texts, and other forms of expression, which have a starting point in the Chinese-speaking world, including aesthetic expressions such as movies, photos/art, music, dance and drama.

3. organisation

3.1 Didactic principles

In the process, there is a natural development from a tight teacher guided learning to a more student directed learning.

The goal is to give the student from the beginning basic communicative skills, as motivating for the later acquisition of other skills and competencies. The teacher is in this initial phase the key linguistic role model and thus the natural link between pupil and substance.

At the end of the course the student should be able to exercise greater autonomy, and the teacher occupies more closely the role of consultant.

The current written work is aimed not only at writing skills, but support the learning and development of speech-language and vocabulary.

Educational differentiation is a natural didactic principle in the entire process.

The teacher will inform the student about the aforementioned didactic principles and purpose of the various elements of the teaching.

3.2 forms of work

Oral

Central to the teaching is the professional progression.

After the starting teaching organised work mainly through about 3 different topics, and it must be ensured that professional objectives are integrated in this work.

Working forms and methods is varied and adapted on an ongoing basis the professional goal, work towards in that topic.

The teaching is organised with progression in the choice of working methods, so that students achieve student competence and independence in their work.

The focus will be on working methods, which develops pupils ' communicative competencies. Language comprehension is ensured by the fact that students hear spoken Chinese disseminated through various media.

Work with Chinese culture and Chinese society be integrated continuously working with topics.

Writing

The phonetic pinyin system with tone marks are introduced from the beginning. Later presented the Chinese characters slowly and systematically, taking into account in particular to maintain students ' interest in the Chinese written language. In addition, teaches the pupil to write a limited number of characters in your hand and in Chinese word processing and habituated to use dictionaries, relevant handbooks as well as it-based utilities.

3.3 It

It is an integral part of Chinese teaching and taken into consideration from the first vocabulary and character learning to the final presentation by the exam.

Already in the beginning phase used CD-ROM or network-based websites. Later, students learn to use vocabulary and other language programs individually and differentiated and to use it for communication. In addition, it is used to clarify the cultural and social conditions.

At the end of the course included it naturally in connection with the submission and presentation of the class in the context of interdisciplinary collaboration and by oral examination.

3.4 Interaction with other subjects

Where possible, included Chinese in interaction with other disciplines on subjects of linguistic, cultural, intercultural and historical art. The subject interacts with other language study in order to develop a general linguistic awareness and knowledge of how to learn a foreign language.

4. Evaluation

4.1 ongoing evaluation

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

4.2 Sample form

An oral examination shall be held on the basis of one of the examinee chosen training course and a known text material written with Chinese characters with a scale of about one standard page. There must be no coincidence between the well-known text and the topic, the examinee has selected for his presentation.

Text material as well as a list of course sent to the censor and approved of this prior to the test.

Examination time is 30 minutes per examinee. Given 1 hour of preparation time. All devices are allowed apart from communication with the outside world, and translation programs, IE. software or Web-based applications that can translate whole sentences and whole texts from one language to another.

The test is two-fold.

The first part of the test consists of the testees ' presentation on Chinese by it self chosen topic with the use of notes and various forms of presentation materials that the examinee has prepared in advance, and the examinee is part of a conversation with the examiner on the topic of the presentation.
The second part takes its starting point in the drawn text and shapes up as a conversation between the examinee and examiner on the text's topic.

Examination time is allocated between the two parts, so that the first part constitutes about half of the examination time.

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

4.3 evaluation criteria

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

In the assessment, emphasis is placed on:




— comprehensible pronunciation with emphasis on correct pronunciation of tones

– General and topic-related vocabulary, syntax and expression skills in an understandable and reasonably correct Chinese spoken language

– presentation and text understanding

– pronunciation and vocabulary.



In addition, places more emphasis on the fact that the examinee is able to communicate appropriate, than on linguistic correctness.

Given a single character on the basis of an overall impression of performance.
Annex 23

Cultural understanding B-electives, June 2008

1. Identity and purpose

1.1 Identity

Cultural understanding is a humanistic subjects, and the subject has interfaces for the socio-professional group. Cultural understanding is that all people are part of relationships, where they take part in cultural significant production. The subject cultural understanding deals with how culture is produced and reproduced, and it reveals the role that culture plays for ourselves and for others. The subject deals with cultural expression, identity formation as a cultural process and provide tools in order to meet and understand cultures.

1.2 Purpose

The purpose of cultural understanding is that students develop their ability to communicate both within as across cultures. Through the work of cultural processes promoted opportunities to commit themselves in a world marked by cultural diversity. Finally, students develop their knowledge and understanding of cultural change.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




-describe and analyze different forms of cultural expression

– an account of issues related to communication across cultures

– explain the complexity of interaction between cultures

– reflect on themselves and their own values as a result of a process of cultural history

– formulate own courses of action on the basis of a cultural development

– an account of different cultural theories

– apply different culture theories in a practical context

– carry out a cultural analysis within a defined problem field

– disseminate culture analytical issues on the basis of their own or others ' material.



2.2 Core fabric

Nuclear substance is:




– forms of cultural expression in space and time

– cultural comparison, synchronous and diakront

– interaction and communication across cultures

– integration, assimilation and segregation

– the national and the global

– majorities and minorities

– identity formation as a result of a cultural and historical process

– Ethics, morality and culture

– theories about culture and identity

– cultural analytical terminology

– cultural analysis and cultural examination methods.



The teaching is organized, so that working with the 8 courses, where the main focus of the individual modes are added on, respectively:




– culture theory

– meeting of cultures

– non-Western culture

– cultural comparison

– cultural development

– cultural identity

– the national and the global

– European and non-European culture.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance to be selected, so that it, in cooperation with the nuclear substance contributing to the fulfilment of the professional goals. The supplementary drug elaborates and perspektiverer nuclear substance. The supplementary substance consists mainly of current issues related to the profession.

3. organisation

3.1 Didactics

The teaching of the subject must be carried as an interaction between theory and empiricism.

Organised teaching deduktivt, the theoretical substance subsequently used on close issues from reality. The main emphasis should be put on the use of inductive methods, in which the students themselves to formulate questions, gather and reworks material and presents the result.

3.2 forms of work

The teaching is organised with progression, so that students are increasingly reflecting about the choice of material, theory and method. Working methods must change within and between the various courses. Emphasis must be placed on the student work of actuating.

In one of the sessions must include a cultural analysis based on even collected material.

3.3 It

The teaching is organised taking into account the fact that it is used in the context of information retrieval, material collection and presentation.

3.4 Interaction with other subjects

When the culture of understanding acting as Studio retningsfag, included it in interaction with other Humanities and social sciences on international and intercultural issues.

4. Evaluation

4.1 ongoing evaluation

The basis for the ongoing evaluation is the professional goal. After each course of an evaluation, so that students get a clear understanding of the technical point of view and how it evolves. Evaluation forms also the basis for an individual and joint reflection on the benefits of teaching.

4.2 Sample Forms

To be held on the oral test. The school selects one of the following two sample forms:




a) oral examination on the basis of a theme and an unknown material. The sample material is sent to the censor and approved of this prior to the test.



Examination time is approximately 30 minutes. Given 2 hours of preparation time.

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

A sample material must not be used for the three exams on the same day, and not by the following exam days on the same team.




b) oral examination on the basis of the collected material, on the other hand, an examinee of unknown material and a number of questions. The sample material is sent to the censor and approved of this prior to the test.



Examination time is approximately 20 minutes. Given a 40-minute preparation time.

The exam is two-fold.

The first part consists of the testees ' presentation of his collected material supplemented with detailed questions from the examiner. Second part shapes up as a conversation between the examinee and examiner on the basis of the unknown material.

Examination time is distributed evenly between the two parts. The examinee will be judged solely on the basis of the oral performance.

A sample material must not be used for the three exams on the same day, and not by the following exam days on the same team.

4.3 evaluation criteria

In assessment included the extent to which the examinee is able to satisfy the subject's goals.

Emphasis is placed on the testees ':




– Overview of the subject's content items

– the ability to put a given issue to the profession as a whole

-skill in the use of a cultural analytical conceptual framework

– ability to commit and communicate a technical problem.



Given a single character on the basis of a global assessment.
Annex 24

Cultural understanding C – electives, June 2008

1. Identity and purpose

1.1 Identity

Cultural understanding is a humanistic discipline, which has interfaces for the socio-professional group. Cultural understanding is that all people are part of relationships, where they take part in cultural significant production. The subject cultural understanding deals with how culture is produced and reproduced, and it reveals the role that culture plays for ourselves and for others. The subject deals with cultural expression, identity formation as a cultural process and provide tools in order to meet and understand cultures.

1.2 Purpose

The purpose of cultural understanding is that students develop their ability to communicate both within as across cultures. Through the work of cultural processes promoted opportunities to commit themselves in a world marked by cultural diversity. Finally, students develop their knowledge and understanding of cultural change.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– identify and describe the forms of cultural expression

– explain the different types of materials from selected cultural theories

– reflecting on their own and others ' values as the result of a cultural process

– apply relevant cultural theory in order to make a cross-cultural comparison

– introduce a cultural analytical approach on the basis of own collected material.



2.2 Core fabric

Nuclear substance is:




– forms of cultural expression in space and time

– theories about culture and identity

– cultural analytical terminology

– cultural encounters

– cultural comparison

– the national and the global
– interaction and communication across cultures

– cultural examination methods.



The teaching is organized in 4 courses, where the main focus of the individual modes are added on, respectively:




– culture theory

– meeting of cultures

– non-Western culture

– cultural comparison.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance to be selected, so that it, in cooperation with the nuclear substance contributing to the fulfilment of the professional goals. The supplementary substance consists mainly of current issues related to the profession.

3. organisation

3.1 Didactics

The teaching of the subject must be carried as an interaction between theory and empiricism. Organised teaching deduktivt, the theoretical substance subsequently used on close issues from reality. The main emphasis should be put on the use of inductive methods, in which the students themselves to formulate questions, gather and reworks material and presents the result.

3.2 forms of work

The teaching is organised with progression in the choice of work methods, so that students are increasingly reflecting about the choice of material, theory and method. Working methods must change within and between the various courses. Emphasis must be placed on the student work of actuating.

In one of the pathways must include material which is collected via own field studies.

3.3 It

The teaching is organised taking into account the fact that it is included in the context of information retrieval, material collection and presentation.

3.4 Interaction with other subjects

When the culture of understanding acting as Studio retningsfag, included it in interaction with other Humanities and social science subjects on international and intercultural issues.

4. Evaluation

4.1 ongoing evaluation

After each course of an evaluation, so that students get a clear understanding of the technical point of view and how it evolves. Evaluation forms also the basis for the individual and collective reflection on the benefits of teaching.

4.2 Sample Forms

To be held on the oral test. The school selects one of the following sample forms:




a) oral examination on the basis of an unknown material and a number of questions. The sample material is sent to the censor and approved of this prior to the test. Examination time is approximately 20 minutes. Given a 40-minute preparation time. Examination forms itself as a conversation between the examinee and examiner.



A sample material must not be used for the three exams on the same day, and not by the following exam days on the same team.




b) oral examination on the basis of, on the one hand the testees ' own field studies, on the other hand, an unknown material and a number of questions. The sample material is sent to the censor and approved of this prior to the test.



Examination time is approximately 20 minutes. Given a 40-minute preparation time.

The exam is two-fold. The first part includes a presentation of the testees ' field studies complemented with detailed questions from the examiner. Second part shapes up as a conversation between the examinee and examiner on the basis of the unknown material.

Examination time is distributed evenly between the two parts. The examinee will be judged solely on the basis of the oral performance.

A sample material must not be used for the three exams on the same day, and not by the following exam days on the same team.

4.3 evaluation criteria

In assessment included the extent to which the examinee is able to satisfy the subject's goals. Emphasis is placed on the testees ':




– ability to demonstrate an overview of the subject's content items

– the ability to put a given issue to the profession as a whole

– ability to use relevant professional reasoning

– ability to commit and communicate a technical problem.



One character is given on the basis of a global assessment.
Annex 25

Latin C – electives, June 2008

1. Identity and purpose

1.1 Identity

Latin is a language-and workshop. On the basis of the essential Latin texts and Roman archaeological material employing the profession itself with Roman culture and the imaginary world. In latin has the ancient culture lived far from the Roman Empire to the present day, and latin have far up in the meantime been Europe's common language, once you have communicated internationally in the field of, among other things. literature, science and religion.

Therefore, for a first-hand knowledge of Latin open to European culture and its basis.

1.2 Purpose

Through work with major Latin texts is achieved insight into Roman culture, its relationship to Greek culture and its importance for the later European tradition.

Understanding of the foundations of European culture helps to put students in a position to understand their own cultural identity and view themselves as part of the larger international community, both linguistically and culturally. This insight creates understanding for other cultures with a different story and different values.

The thorough work with texts, where attention to detail all the time is necessary for the understanding of the wholeness and vice versa, giving pupils good study habits and make them study competent. The teaching of latin forces the linguistic imagination and provides a taxonomy, which is effective for the mastery of the Danish and of the acquisition of foreign languages.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– translate easier Latin original texts into Danish with the use of assistive devices as dictionary, grammar and parallel translation

– put the lyrics into their historical, social and cultural context and relate to their importance in European culture

– recognize and identify common Latin single forms the basis of knowledge of the derived and inflected endings and apply this knowledge in a syntactic, morphological analysis of Latin phrases

– exploit linguistic observations in an understanding of the text

– identify key words and concepts in the Latin texts and recognize them as foreign and loan words in other languages, including the languages of science

– apply the linguistic knowledge they have gained in latin, to describe and analyze the Danish and foreign languages.



2.2 Core fabric

Nuclear substance is:




– easier Latin original texts from the period before ca. 150 e.Kr.

– Roman history, society and culture

– Latin morphology and syntax in the extent, the lyrics to the

– fundamental Latin vocabulary

– latin in the European languages.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug in latin deepens they read Latin texts and puts them into a larger perspective.

3. organisation

3.1 Didactic principles

In education, emphasis is placed on the fact that the subject's disciplines is experienced as a whole. After a possible phase begins to read the texts in the wholes that are sufficient to permit a representative impression of the work or the author. Read mainly texts from the period before 150 e.Kr. At least three authors must be represented. Text reading forms the starting point for the work of Roman culture and its importance in Europe's culture. In the linguistic work, emphasis is placed on that students acquire a method, which they can use to translate.

3.2 forms of work

In teaching are included throughout the process varied forms of work. Although the weight in the beginning phase is on the language learning, cultural substance involved already from the beginning, and it is utilized both in the work of cultural substance and with the learning of grammar.

3.3 It

Students should familiarize themselves with the resources for the classical subjects on the Internet and must learn how to use Web-based tools for text reading and to find and assess additional material.

3.4 Interaction with other subjects

When latin is part of a 2-or 3-year secondary education, is the subject covered by the general requirement of interaction between the subjects and forms part of stx in general study preparation and in general language understanding, in accordance with the provisions applicable for these courses.

4. Evaluation

4.1 ongoing evaluation

Teaching and students ' yield of which is evaluated on an ongoing basis. The evaluation must apply greater coherence and wholeness than real substance.

4.2 Sample form
There will be held an oral test with long group preparing for approximately 24 hours and a short individual preparation on 24 minutes. Examination time is 24 minutes per examinee. The teacher puts together groups of between 1 and 4 after consultation with students and after the exam schedule is published. Each group draws for the group preparing an unknown original text at ca. 1 normal page selected from among the authors of the texts they read. For short texts URf.eks. poems or letters can be more texts included in the question. The texts must be by the same author. Language of text and content shall be of a grade, so it provides a suitable basis for the assessment. The text must be fitted with a freer translation into Danish, complemented with up to 3 pages of translation that puts the Latin text into its context. The text is supplied also with a brief introduction, which shows students to edit any text, including indication of author and work. Where appropriate, indicate individual linguistic phenomena, as students have not met, as well as about the vocabulary that is not or only difficult can be found in the dictionary.

The examination is carried out individually on the basis of a text piece not exceeding 1/3 normal page chosen by the examiner and taken from the text, that is given to group preparation. Text pieces, one for each examinee, selected for the examination shall be divided among the group participants by drawing lots. During the short, individual examinees must use dictionary and grammar preparation of your choice. Only those notes that the examinee has developed under the individual preparation, may be taken during the examination.

Examination forms itself as a conversation between the examinee and Examiner with the possible involvement of external examiners. Being tested in recitation, translation, linguistic analysis and content understanding. The whole examination the text to be translated. The examinee must account for the play's sense of text and put it in the context of the whole of the supplied text and the relevant parts of the fabric, the team has worked with in the classroom. The examiner shall designate the competent authority or statements to be analyzed in terms of language. The examiner shall ensure that all four disciplines involved.

4.3 evaluation criteria

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

In assessing the importance of the examinee:




– translator independently in relation to the printed translation

– translates full text (all words) for a correct Danish, which respects the grammatical constructions in the Latin text

– based on its morphological knowledge can recognize and identify common single forms and specify lookup forms

– can apply morphological knowledge in the syntactic analysis

– can justify the translation in linguistic analysis

– can provide examples in the text snippet on how latin has contributed to the European ordskat

– can account for the play's text content

– can put text snippet into an appropriate context, and in a larger cultural historical perspective.



One character is given on the basis of an overall assessment of the testees ' performance.
Annex 25

Marketing communication (C) – an elective, June 2008

1. Identity and purpose

1.1 Identity

Marketing communication is a social science subjects, which includes knowledge in the field of sociology, consumer behavior, target group selection, communication and marketing strategy and planning. The course provides knowledge about the company's opportunities to communicate to customers and other stakeholders through the use of different forms of marketing communication. Market communication deals with the company's planning of the communication to the outside world.

1.2 Purpose

Through the teaching of marketing communication, students develop their abilities to remain reflective of the company's market communication. In addition, it is the purpose to promote students ' ability to work with marketing communication, taking into account the company's strategy and the market opportunities. Finally, students develop their abilities to work with fundamental issues related to marketing communication through the use of the subject's theory in a faithful and international context.

2. Professional objectives and technical content

2.1 Academic goals

Students must be in both a national and international perspective could:




– explain the company's communication in relation to the overall strategy

– use knowledge about market communication and cooperation partners to discuss the company's communication strategy

– use knowledge about the company's communication platform to discuss and prepare proposals for campaigns

– use knowledge about media and communications to discuss the content and form of a message

– formulate and analyse media plans

– an account of the use of power measurements.



2.2 Core fabric

Nuclear substance is:




– integrated marketing communication

– communication strategy

– communication parameters

– communication platform

– communication objectives

– creative strategy

– advertising resources, and media

– media plan

– power measurement.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric covers topical drug for market communication, perspektiverer and elaborates the objectives concerning the content and form of professional campaigns. The additional fabric must have a scale equivalent to about 15 per cent of the total training time.

3. organisation

3.1 Didactic principles

The teaching is organised on the basis of current and authentic problems, since concrete campaigns are analyzed from a holistic point of view. Education shall to the greatest possible extent involve students ' experience. Theory of market communication involved to create structure and understanding.

An inductive and case-based learning form has a central place in the organisation of teaching. Through the inductive and case-based learning form promoted students ' ability to organize, articulate and convey technical argumentation.

The teaching emphasis is placed on the subject's creative part in the development of the content and design of campaigns.

3.2 forms of work

The teaching is organised with variety and progression in the choice of forms of work. The teaching includes working with exercises based on actual and authentic campaigns, so that students gain skills in working with marketing communication.

Education shall be organised by at least a longer continuous period, equivalent to at least 10 per cent of the total training time. The course is organised so that students ' ability to demonstrate professional skills in the field of marketing communication is promoted, and so that their ability to discuss and assess the problems in communication with the use of the subject's theory in a faithful and international context will be developed.

3.3 It

The teaching is organised taking into account the fact that it is included as a tool. In connection with casearbejde and longer coherent courses organised teaching taking into account that students should have access to electronic communication platforms and the Internet.

3.4 Interaction with other subjects

When the subject is used as Studio retningsfag, have it interact with humanist subjects relating to international or cross-cultural issues and creative strategy. The course also included in a professional interaction with social sciences around the company's communication platform.

4. Evaluation

4.1 ongoing evaluation

Through individual mentoring and evaluation are achieving students along the way in the overall course of a clear understanding of the level and the development of the professional standpoint, including activities that stimulate the involvement of individual and collective reflection on the benefits of teaching. The basis for the evaluation should be the professional goals.

4.2 Sample Forms

There will be held an oral examination. The school selects one of the following two sample forms:




a) oral examination on the basis of an unknown text material on a scale of about 2-3 normal pages without supporting documents and a number of questions. The sample material is sent to the censor and approved of this prior to the test.



Examination time is approximately 30 minutes per examinee. Given 60 minutes of preparation time. Examination forms itself as a conversation between the examinee and examiner.

A sample material must not be used for the three exams on the same day, and not by the following exam days on the same team.




b) oral examination on the basis of one of the examinee selected coherent training course and a unknown text material on a scale of 1-2 normal pages. The sample material, and a description of the coherent training course sent to the censor. The sample material is approved of this prior to the test.



Examination time is approximately 30 minutes per examinee. Given 30 minutes of preparation time. The exam is two-fold.

The first part consists of the testees ' presentation of etsammenhængende courses, supplemented by detailed questions from the examiner. The second part takes its starting point in the unknown text material and shapes up as a conversation between the examinee and examiner.

Examination time is distributed evenly between the two parts.
A sample material must not be used for the three exams on the same day, and not by the following exam days on the same team.

4.3 evaluation criteria

In assessment included the extent to which the examinee is able to satisfy the subject's goals. The examinee should including be able to:




– structuring and disseminating technical fabric

-demonstrate the ability to incorporate theory in the preparation of the campaign proposal

– demonstrate an understanding of and be able to communicate technical issues

– discuss and assess problems within marketing communication with the use of the subject's theory in a faithful and international context.



Given one character on an overall rating.
Annex 27

Materials technology (C) – an elective, June 2008

1. Identity and purpose

1.1 Identity

Materials technology is a technical subject, which deals with the choice of materials for constructions and products that take advantage of material technology in terms of quality, economy, environment and resource conditions. The subject is experimental and may interact with particular scientific and technological subjects.

1.2 Purpose

Material technology contributes to the overall purpose of education know that eleven strengthens its position to implement higher education within the technical area and can relate to the material technological solutions in the outside world. Furthermore, the aim is that the student acquires insight in the material technological issues, including in the interaction with the scientific and technological disciplines, and experience in combining theory and practical work.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– account for different materials and their typical properties of nano-, micro-and meter-scale level

– carry out a concrete assessment of a given material, the physical and chemical properties

– make an appropriate choice of material for a given application

– clarify the appropriate manufacturing, machining and joining methods

– carry out material testing on selected materials and explain the factors that affect the test.



2.2 Core fabric

Nuclear substance is:




– materials metals, including light metals and ceramic materials, plastics, composites, wood, etc.

– Atomic, molecular, fiber and crystal structure of selected materials

– properties of importance for the choice of material for a given task, including environmental aspects, and the overview above

– the manufacturing methods for selected materials

– a number of machining and joining methods

– various simple materialeprøvnings methods.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance to be elaborate, a prospective analysis and forward take new dimensions and includes a usage orientation of nuclear substance, has a volume of approximately 20 per cent of the subject's duration. The additional fabric brings together subject in a whole and shall be selected in such a way that, in cooperation with the nuclear substance contributes to the development of the professional goals, perspektiverer and develop areas from core fabric and supports the subject's practical dimension.

3. organisation

3.1 Didactic principles

Using primarily the inductive teaching principle working students with the theory used for the solution of a given problem. Teaching takes place as an interaction between theory and the pupils ' independent experiments based on technical issues.

3.2 forms of work

The teaching is organised so that used different forms of work, including a case in which an example is discussed a linkage of the entire material technology. In teaching is ensured a progression so that the student can work independently and critically with practical as well as theoretical issues defined. Emphasis is placed on students ' independent experimental work.

Students work with the written dimension of the subject and with oral communication in central parts of the compound.

In the case illustrated material properties, material selection, environmental and manufacturing, machining and joining methods, and material testing of one or more products. The working methods being used in case study form the basis for a final assignment.

Prepared written assignments with increasing progression. The final task is added to the reason for the oral test.

The final assignment is made by the school. Related select student or groups of up to 4 persons in cooperation with the teacher an object or system of objects is discussed with regard to the choice of materials. Basis of the methods used in teaching. There may in connection with the task's solution carried out minor experiments/test. The task must be able to be part of the Foundation of årskarakteren in elective and shall, where appropriate, could be used as a basis for the oral test.

3.3 It

In teaching involved software for data acquisition, simulation and visualization in order to enhance students ' academic level as well as their overall digital literacy.

3.4 Interaction with other subjects

That involved elements of mathematics and the natural sciences. Instruction can take place in interaction with the natural scientific and technological subjects.

4. Evaluation

4.1 ongoing evaluation

The students ' performance and the overall performance is assessed on an ongoing basis. The assessment is a comprehensive assessment of students ' professional position and performance.

4.2 Sample form

Oral examination on the basis of the testees ' final assignment which is made locally, see. section 3.2. A list of task the wording of eksaminandernes final tasks sent to the examiner prior to the test. The final task is prior to sample not directed and narrated by the teacher/examiner.

Examination time is 24 minutes. No preparation time

The examination takes its starting point in the testees ' presentation and the presentation of his final assignment, supplemented with one or more already prepared questions from the examiner. The examination then shapes itself as an in-depth conversation, which may include topics throughout the subject's core drug and supplementary material.

4.3 evaluation criteria

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




– the presentation of the professional content of the task related to the professional goals

– the ability to demonstrate an overview of the profession

– reply by main and supplementary questions to the task in relation to the professional goals.



Given one character on an overall assessment of the testees ' oral performance.
Annex 28

Multimedia (C) – an elective, June 2008

1. Identity and purpose

1.1 Identity

Multimedia are all forms of interactive media, IE. information and communication systems, incorporating many different digital materials, and where users ' interaction is central.

Multi media appeals often to multiple senses, and they can run on a wide range of platforms. At the heart of the subject standing theories about and practical use of information technology, communication theories and aesthetics to the analysis and production of interactive media.

1.2 Purpose

Students should be able to analyze and evaluate interactive media from a technical, communicative and aesthetic point of view and be able to creatively design and manufacture smaller multimedia productions aimed at different situations and audiences. In addition, they must be able to participate actively and competently in the global network society.

2. Professional objectives and technical content

2.1 Academic goals

Students should:




– be able to design and analyze interactive media based on knowledge about communications, genres and audience as well as knowledge of narrativity and scenography

-be able to apply the principles of layout, fonts, colors, audio visual composition and hypertekstuel structuring by design and analysis of interactive media

-be able to use a variety of tools that can be used in connection with multimedia production

– be aware of the surroundings and the opportunities for interaction that characterizes the interactive media and specially distributed media, where this includes event-driven interaction, interaction programs and various types of small animations

– obtain a basic knowledge of the Internet's architecture and the conditions, as this creates for networked multimedia

– obtain knowledge of database-backed content management

– to organise and implement the production process using the methods for idea generation and design, storyboard and prototype manufacture and modeling of navigation and structure

-be able to carry out implementation, testing and evaluation of the interaction.



2.2 Core fabric

Nuclear substance is:




– communication models, including target groups, message and instruments

– interactive media history, genres and narrative

– Visual design, including layout, colors, graphics, and image composition

– auditory design, including speech, sound effects, background music and dialogue

– interactivity, including event-driven interaction and programming of interactive response
– Hypertext and hypermedia, including structuring mechanisms, rhetoric and navigation

– infrastructure, including client-server architecture for web and storage media for distribution

– representation of and transport of data, including format, compression, and bandwidth

– databases and media independent data representation, SQL, XML and style sheets.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug exemplifies and perspektiverer nuclear substance. Nuclear substance includes concepts at a parent level, and the supplementary substance formed by concrete examples, how these concepts are applied.

3. organisation

3.1 Didactic principles

The profession is organised as an interplay between theory and practice, where the students ' practical work with own projects are supported with the necessary theoretical basis and supplemented with analysis of existing interactive productions.

Education shall to the greatest possible extent be centered on students ' own activities and learning through the creative process, that characterise the production of interactive media.

It is a common feature that learning occurs through an interaction between the work with practical examples and theoretical substance. This includes:




– analysis of interactive media (focusing on various sub-elements)

– practical design of individual elements of interactive media

– design and manufacture of an overall production.



3.2 forms of work

Used a wide variety of forms of work. The creative project a passing supervisor is characteristic of the profession and must interact with the other forms of work.

The theoretical knowledge is achieved partly through the students ' own activities, partly in the form of teacher review, student presentations and discussion of the theoretical substance.

As part of the teaching carried out 2 project. In each of these courses students produce individually or in groups, an interactive media production.

Project courses involved be documented on an ongoing basis in an e-space, IE. a Web-based collaboration tool. The documentation shall contain inter alia contain the task description, description of the work process, puzzle-solving, the materials used. E-space is used also for communication and for reflection on the process and product.

Activities and content in e-space commented on by the teacher after the head teacher's instructions.

3.3 It

The subject is in itself a part of information technology, and the use of it is the base of the profession. This includes the use of equipment and software for the production, distribution and presentation.

In connection with documentation of their own multimedia productions to be used an e-space, at least have the option for asynchronous text communication and file sharing.

3.4 Interaction with other subjects

The subject's communicative and communicative core fabric open for interfacing with all other subjects.

The technical basis for the interactive media involves a common disciplinary area of computer science, mathematics and physics.

4. Evaluation

4.1 ongoing evaluation

For exercises and projects be made clear what professional goals to be achieved through the exercise/project, and the evaluation will be based on this.

Students ' practical work and the dissemination of this is the basis for the ongoing evaluation of their understanding of the subject's theoretical content and their abilities to apply this in practice.

Students ' e-Bay-based documentation of projects shall also be used in the ongoing evaluation.

4.2 Sample Forms

The school chooses for each hold one of the following two sample forms.

Try form a): oral examination on the basis of a task, how to make an interactive media production or a share of such.

Examination time is 30 minutes. There is a preparation time of about 3 hours, where the examinee individually or in a group of up to 3 persons to prepare a synopsis of task solution.

The synopsis is the basis for the individual oral test that forms itself as partly a presentation of the synopsis, and a subsequent conversation, where also the professional elements from education beyond what is included in the synopsis, to be involved. In the conversation can also be laid in relation to the synopsis the testees ' own productions.

Sample form b): oral examination on the basis of a task that appoints a professional theme.

Examination time is 30 minutes. There is a preparation time of 1 hour.

The exam consists of 2 parts:




– A statement of and conversation about how the theme can be related to and put into perspective the testees ' own productions.

– An explanation of, and conversation about the theme's theoretical aspects, which, on the one hand can be used example material from teaching and, on the other hand, can be included new material.



4.3 evaluation criteria

Only the testees ' performance during the oral examination will be included as a basis for the assessment. Performance must be assessed in relation to the teaching content and here especially the practical work that the examinee has made with the production of multimedia. In assessment should be given more weight in the testees ' mastery of the areas being worked with in education, than on detailed knowledge of the areas dealt with in an overall theoretical level.

The rating expresses the extent to which the testees ' performance meets the professional objective, as specified in 2.1.

Emphasis is placed on the fact that the examinee:




— Displays the ability to apply and reflect on the aesthetic elements in an interactive media production

— Displays the ability to analyze and realize the communicative aspects of an interactive media production

– show the ability to structure an interactive media production

– demonstrate an overview of the various possibilities for materials and elements in an interactive media production, and the showing of familiarity with individual, selected materials/items that the examinee has worked specifically with

– demonstrating overview of and practical knowledge of the individual activities in the production of an interactive media production

-demonstrate an ability to relate to how user interaction may be appropriate

– shows an understanding of the different options for distribution and distribution of an interactive media production.



Given one character after an overall assessment.
Annex 29

Organisation (C) – an elective, June 2008

1. Identity and purpose

1.1 Identity

Organization is a social science subjects, which include knowledge within organizational structures and processes, including leadership in organizations. The course gives knowledge about management's and employees ' options to customize the Organization, taking into account the developments in the international community.

Organization dealing with organizational decisions and behavior in interaction with the outside world.

1.2 Purpose

Through teaching in organization, students develop the ability to relate to internal organisational situations and organisation reflecting as a dynamic entity in an interaction with the surrounding society. Students must develop the ability to independently through teaching working with organizational problems through the application of organizational theory in a faithful and international context.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– explain the Organization's theoretical schools in a historical perspective

– discuss and evaluate issues related to organizational structures and processes

– use knowledge about internal organisational collaborations to discuss and assess the issues around team-and project organization as well as team-and project management

– discuss and assess competency in an organization

– use knowledge about well-being, motivation and leadership to discuss and assess an organization's management processes.



2.2 Core fabric

Nuclear substance is:




– organizational theoretical schools

– design of organisations

– team organization and team management

– Project organization and project management

– skills development

– well-being, motivation and leadership.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric are currently organizationally substance perspektiverer and elaborates on the professional goals around the Organization's structures and processes in the interaction with the outside world. The additional fabric must have a scale equivalent to about 15 per cent of the subject's total training time.

3. organisation

3.1 Didactic principles

In the organization work with current reality and close issues, with specific organizations are analyzed from a holistic point of view. Education shall to the greatest possible extent involve students ' experience. Organisational theory involved to create structure and understanding.

An inductive and case-based learning principle has a central place in the organisation of teaching. Through the inductive and case-based teaching promoted students ' ability to organize, articulate and convey technical argumentation.

The organisational issues be looked at from the point of view of the individual as well as the Organization's. The teaching of theory of qualitative models, but primarily includes quantitative models for description of specific organizational facts.
3.2 forms of work

The teaching is organised with variety and progression in the choice of forms of work.

The teaching includes working with exercises based on concrete and delineated organisational issues, so that students acquire skills in work with organisational models.

The teaching is organised with at least one continuous period, equivalent to at least 10 per cent of the total training time. The course is organised so that students ' ability to demonstrate professional skills will be promoted, and so that their ability to discuss and assess organizational issues with the use of the subject's theory in a faithful and international context will be developed.

3.3 It

The teaching is organised taking into account the fact that it is included as a tool. In connection with case-work and longer coherent courses organised teaching taking into account that students should have access to electronic communication platforms and the Internet.

3.4 Interaction with other subjects

When the subject is used as Studio retningsfag, have it interact with other subjects about international or cross-cultural issues. Furthermore the subject with social science or natural science subjects in connection with organisational, managerial and human resources design and development as well as in connection with issues related to economic policy conditions.

4. Evaluation

4.1 ongoing evaluation

The basis for the ongoing evaluation is the professional goal. Through individual mentoring and evaluation are achieving pupil along the way in the overall course of a clear understanding of the level and the development of the professional standpoint, including activities that stimulate the involvement of individual and collective reflection on the benefits of teaching.

4.2 Sample Forms

There will be held an oral examination. The school selects one of the following two sample forms:




a) oral examination on the basis of an unknown text material and a number of questions. The sample material is sent to the censor and approved of this prior to the test.



Examination time is approximately 20 minutes per examinee. Given a 40-minute preparation time.

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

A sample material must not be used for the three exams on the same day, and not by the following exam days on the same team.




b) oral examination on the basis of, on the one hand one of the examinee selected coherent training course and a unknown text material. The sample material, and a description of the coherent training course sent to the censor. The sample material is approved of this prior to the test.



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

The exam is two-fold.

The first part consists of the testees ' presentation of etsammenhængende courses, supplemented by detailed questions from the examiner. The second part takes its starting point in the unknown text material and shapes up as a conversation between the examinee and examiner.

Examination time is distributed evenly between the two parts.

A sample material must not be used for the three exams on the same day, and not by the following exam days on the same team.

4.3 evaluation criteria

The evaluation assessed the extent to which the examinee is able to satisfy the subject's goals.

The examinee should including be able to:




– structuring and disseminating technical fabric

– formulate technical argumentation

– demonstrate professional skills

– discuss and assess organizational issues with the use of the subject's theory in a faithful and international context.



Placed one character on an overall assessment.
Annex 30

Programming C – electives, June 2008

1. Identity and purpose

1.1 Identity

Programming includes the methods and techniques used to get the programmable devices to perform scheduled actions. The course has a practical dimension with the programming of simple components and demonstration of more complex technological systems. The subject is a technical subjects, with emphasis on experimental and innovative processes. Profession in combination with other information technology subjects.

1.2 Purpose

The course will contribute to students ' study competence by developing the ability to logical and systematic thinking and by developing special it skills that can be applied in other areas in education and in the training context. The subject contributes to the overall purpose of education by making students background in order to examine and describe simple processes and process data and information by means of programming.

The course supports the students ' opportunities to act in the global high-tech world.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– explain the programming and planning of a computer's activities, including interaction with the surroundings

– distinguish between different programming languages and programming environments and their use

– read the simple programs and explain their behavior

– correct and customize simple programs

– use existing application parts and library modules in working with to program a working system

– demonstrate creativity and Systematics in the programming process

— to account for the use of various programming environments and programming tools

– solving a simple problem through the development of a program.



2.2 Core fabric

Nuclear substance is:




– programming languages

– elements of programming language's structure, such as data and control structures

– programmes regulatory behavior from the application's individual elements

– programmes, interaction with the surroundings

– application sharing and library modules

– the working times in the programming process

– abstract programming descriptions and documentation.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance constitutes 20% of the training time and shall be selected in such a way as to:




– contribute to the achievement of the professional goals

-supports the use of programming in interdisciplinary contexts

– Displays the current developments within the subject.



3. organisation

3.1 Didactic considerations

The teaching activities are focusing on experimental issues of increasing difficulty. Training is given be differentiated so that every student develops in the educational process. Between introductory and overview-building course, experimentation, exercises and projects, on the basis of the subject's redskabsmæssige application.

3.2 forms of work

Teaching will be based on the student's everyday life and technology that contains the programmed functions. Emphasis is placed on the fact that the student can describe programmes function in normal language and achieve a natural approach to translate these functions to the elements of a programming language.

The teaching is carried out in such a way that the student is presented with at least one programming language. Selecting a primary programming language as a basis for teaching. Working with examples of applications, and the development of understanding of programming language happening by experimenting with variations of simple programs.

The teaching differentiation and alternates between survey-building courses and project teaching. The course promotes a progression in both substantive difficulty and autonomy in problem solution. Drawing up project reports, including a thesis. The project has a corresponding to 20 hours duration. The project consists of a product and a report. The report should describe the development of the finished product. The report must have at most one range of 15 pages.

The project drawn up within the framework of the project proposal prepared by the school. The examinee shall prepare a project description approved by the school, when the description is sufficiently broad and level appropriate academic.

Together with the project delivered the examinee a synopsis, briefly describing the product and documentation. Delivery time should normally be not later than one week prior to the exam period.

3.3 It

The course is carried out with extensive use of it tools for experiments, testing and preparation of documentation.

Programming tools that can automatically generate documentation and testing, used, like other information technology tools be included as needed.

The Internet is used as a search tool for information, tutorials, examples, application sharing and library modules with enforcement of copyright rules and documentation requirements.

3.4 Interaction with other subjects

The profession is collaborating with subjects who may benefit from programming techniques. Students can develop projects, including exam project, as part of a project in another profession.

4. Evaluation

4.1 ongoing evaluation

The student must have continuous feedback on their academic level in relation to the objectives set. The evaluation shall be based on the student's daily work performance. This is done on the basis of a thorough evaluation of the exercises and projects so that the pupil gets ready response in his professional and self development.

4.2 Sample form
There is a project to try with written report and associated oral examination, see. section 3.2.

Before the oral part of the sample will send the school a copy of the synopsis to censor. Examiner and examiner are discussing in the oral part of the sample, which issues the examinee must deepen. The report is prior to sample not directed and narrated by the teacher.

Examination time is 24 minutes. No preparation time

The examination takes its starting point in the testees ' presentation and submission of the project complemented with one or more already prepared questions from the examiner. The examination then shapes itself as a detailed conversation throughout the subject's core drug and supplementary material.

4.3 evaluation criteria

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

Emphasis is placed on the testees ' ability to:




– construct simple programs

– use the program sharing and library modules and document their use and origin

– documenting applications so that they are understandable

– go from analysis of a given issue to post a solution

– account for the worker process, which has led to the solution

– reflecting on how the problem could be solved otherwise.



One character is given on the basis of an overall assessment of the testees ' oral performance.
Annex 31

Psychology B – electives, June 2008

1. Identity and purpose

1.1 Identity

Psychology is the science of how people senses, thinking, learn, feel, Act and develops universal and under given circumstances of life. The scientific psychology uses natural sciences, social sciences and Humanities methods, and the results from the research are used in many different contexts for understanding of the human being. The subject's historical background contains philosophical and scientific theories.

Psychology in the secondary education includes recent research and theory formation in the field of social psychology, developmental psychology, areas of cognition and learning, as well as personality and identity.

1.2 Purpose

The profession of Psychology contributes to the overall goal of education know that students get knowledge in the scientifically substantiated Psychology's core substance and methods. The aim is to achieve the ability to analyze and reflect on psychological conditions of technical as well as general character as well as competence in addressing critical to psychological theories, their genesis and the legend value. Psychology is part of professional interaction with the natural sciences, social sciences and humanities disciplines and thus contributes to a holistic understanding. Psychology contributes to the development of competences that make students able to reflect on own Studio practice and to cooperate with others. Also do they get through the psychology better opportunities for understanding and respect for human diversity, on the basis of personal, social and cultural factors, which helps to make them competent to navigate in an ever-changing and globalised world.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– demonstrate a thorough knowledge of the subject's drug areas, primarily in relation to the normal functioning of human

– explain and critically deal with central psychological theories and concepts and could put them into a historical-cultural context

– Select and apply psychological knowledge on specific issues and topical substance and could relate critically to those on a professional basis

– involve different perspectives to the explanation of psychological issues, including placing psychological theory in a scientific theoretical framework

-demonstrate knowledge of the subject's research methods, including could discuss ethical issues in psychological research, and be able to distinguish between everyday psychology and scientific based psychological knowledge

-demonstrate knowledge of how knowledge is generated in the field of psychology, and in the light of this, even be able to design and implement smaller forms for field studies, including present and relate to the results with the use of a methodical conceptual framework

– assess the importance of historical and cultural factors in relation to human behaviour

– disseminating psychological knowledge in writing and orally with a professionally conceptual framework in a clear and precise way

– a prospective analysis of Psychology's contributions to the Humanities as well as the natural and social sciences.



2.2 Core fabric

Nuclear substance are as follows:

Social Psychology




– gruppepsykologiske processes and social influence

– interpersonal communication

– social cognition, including stereotypes and prejudices

– cultural psychology.



Developmental psychology




– human development in a lifelong perspective, including the importance of heritage, environment and culture

– care and importance of the family for development, including the importance of vulnerability versus resiliens.



Cognition and learning




– psychological, social and cultural measures impact on learning, intelligence, motivation and memory

– perception and thinking significance for man's understanding of the outside world.



Personality and identity




– self, identity and personality

– individual differences in lifestyle and the handling of challenges, including work, stress and coping.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance in the subject psychology, including the possible interaction with other subjects, must be put into perspective and deepen nuclear substance and, in General, expanding the professional horizon, so that students can meet the academic goals, as described under 2.1.

Depending on the individual educational profile to it additional substance, together with nuclear material, shall be organised in such a way that it contributes to the realization of the concerned educational purposes. There can be no question of weights:




– the practice-and application-oriented

– labour and occupational perspectives

– Scientific and methodological conditions.



Nuclear substance must be expanded with at least one of the following areas: Health Psychology, mental dysfunktionalitet, Neuropsychology, sports psychology, media psychology, work and organisational psychology, human-machine-psychology, educational psychology,-candidata juris-.

3. organisation

The teaching is organised so that students achieve a holistic and coherent understanding of the psychological conditions of teaching include. The teacher is responsible for teaching organisation, and that it be implemented in varying forms and learning spaces.

3.1 Didactic principles

The guiding principle for the organization is a theme-oriented teaching, in which all core areas of the substance is elucidated by the end. Students should be guaranteed a say in teaching content and form, and they should be supported in their autonomy and accountability through the use of a wide range of teaching and learning methods. These and the meta cognitive aspects in the subject should be included in such a way that they contribute to the development of personal and social skills based on a professional basis, like study competence must be developed through work with the critical thinking and in interaction with other disciplines.

3.2 forms of work

The teaching is organized for the purpose of variety and progression. To be varied between teacher centered and student centered teaching methods, and which must be exchanged between inductive and deductive principles, including project organised forms of work.

Depending on the option establishes a connection to the practical world. Various media and information technologies are involved.

Teaching should include the preparation of at least one major product-oriented project work, where students independently immersing himself in a professional issue, among other things. by reading the original texts and by implementation and working of smaller forms for field studies.

3.3 It

It included naturally as a tool in teaching and learning, among other things. in the form of internet-based videnssøgning and for dissemination. Teaching should include the use of and professional attitude toward the various types of it-based applications with psychology academic content.

3.4 Interaction with other subjects

Psychology is covered by the general requirement of interaction between the subjects and forms part of the General study preparation/study area, in accordance with the provisions applicable for these courses. To the extent that interaction with other subjects are possible, establish multidisciplinary learning contexts. The subject's substance areas for natural touch surfaces for all subjects, which in various ways deals with man, and cooperation with other subjects allows for immersion and greater insight into the respective fags contribution to the whole.

4. Evaluation

4.1 ongoing evaluation

The purpose of the ongoing evaluation is to ensure the quality of teaching, as well as strengthen the individual student's learning. The ongoing evaluation shall also show the student's professional expertise in relation to the competences described in 2.1. At the same time, the ongoing evaluation to support the subject's meta cognitive aspects.
Evaluation is carried out several times in the course of the teaching in written or oral form. It must be ensured that at the end of the teaching has been used various evaluation forms.

4.2 Sample Forms

There will be held an oral examination, since the school chooses one of the following two sample forms:

a) oral examination on the basis of an unknown document material chosen by the examiner. Exam question must be fitted with a headline, accompanied by a brief description, and the documents supporting the theme must be proportionate to the length of preparation. The sample material is sent to the censor and approved of this prior to the test.

Examination time is 30 minutes per examinee. Be given at least 3 hours of preparation time for the preparation of a synopsis. If the school has decided that the preparation can be done in groups, choose whether they want to prepare examinees in group or individually.

The examination takes its starting point in the testees ' presentation and submission of its synopsis, complemented with detailed questions from the examiner. In addition, forms the examination itself as a conversation between examiner and examinee.

b) oral examination on the basis of a known theme with unknown voucher material chosen by the examiner. Exam question must be equipped with a header that specifies the familiar theme, and document the material must be proportionate to the length of preparation. The sample material is sent to the censor and approved of this prior to the test.

Examination time is 30 minutes. Be given at least 24 hours of preparation time for the preparation of a synopsis. If the school has decided that the preparation can be done in groups, choose whether they want to prepare examinees in group or individually.

The test is two-fold.

The first part of the test consists of the testees ' presentation and submission of its synopsis, supplemented by detailed questions from the examiner. Second part shapes up as a conversation between the examinee and examiner.

Examination time is allocated between the two parts, so that the first part is approximately 1/3 of the examination time.

4.3 evaluation criteria

The rating expresses the extent to which the testees ' performance meets the professional goal, described in 2.1.

Emphasis is placed on the fact that the examinee can:




– describe the given problem psychology professional

– analyse using psychological theory and method

– assess the used psychological theory/theories legend value and limitations

– a prospective analysis of psychological problems

– relate to methodological issues

– structuring and disseminating psychological knowledge with the use of a professional conceptual framework

– engage in professional dialogue.



One character is given on the basis of a global assessment.
Annex 31

Psychology C – electives, June 2008

1. Identity and purpose

1.1 Identity

Psychology is the science of how people senses, thinking, learn, feel, Act and develops universal and under given circumstances of life. The scientific psychology uses natural sciences, social sciences and Humanities methods, and the results from the research are used in many different contexts for understanding of the human being. The subject's historical background contains philosophical and scientific theories.

Psychology in the secondary education includes recent research and theory formation in the field of social psychology, developmental psychology, areas of cognition and learning, as well as personality and identity.

1.2 Purpose

The profession of Psychology contributes to the overall goal of education know that students get knowledge in the scientifically substantiated Psychology's core substance and methods. The aim is to achieve the ability to analyze and reflect on psychological conditions of technical as well as general character as well as competence in addressing critical to psychological theories, their genesis and the legend value. Psychology is part of professional interaction with the natural sciences, social sciences and humanities disciplines and thus contributes to a holistic understanding. Psychology contributes to the development of competences that make students able to reflect on own Studio practice and to cooperate with others. Also do they get through the psychology better opportunities for understanding and respect for human diversity, on the basis of personal, social and cultural factors, which helps to make them competent to navigate in an ever-changing and globalised world.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– demonstrate a broad knowledge of the subject's drug areas, primarily in relation to the normal functioning of human

– explain and critically deal with central psychological theories and concepts

– Select and apply psychological knowledge on specific issues and topical substance and could relate critically to those on a professional basis

– show the knowledge of that which can be used to explain different perspectives of psychological problems

– demonstrate a basic knowledge of the subject's research methods and ethical issues in psychological research as well as distinguish between everyday psychology and scientific based psychological knowledge

– assessment of the significance of cultural factors in relation to human behaviour

– disseminating psychological knowledge with a professionally conceptual framework in a clear and precise way.



2.2 Core fabric

Nuclear substance are as follows:

Social Psychology




– gruppepsykologiske processes and social influence

– interpersonal communication

– social cognition, including stereotypes and prejudices.



Developmental psychology




– human development in a lifelong perspective, including the importance of heritage, environment and culture

– care and importance of the family for development, including the importance of vulnerability versus resiliens.



Cognition and learning




– psychological, social and cultural measures impact on learning, intelligence, motivation and memory

– perceptionens and thinking significance for man's understanding of the outside world.



Personality and identity




– self, identity and personality

– individual differences in lifestyle and the handling of challenges, including work, stress and coping.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance in the subject psychology, including the possible interaction with other subjects, must be put into perspective and deepen nuclear substance and, in General, expanding the professional horizon, so that students can meet the academic goals, as described under 2.1.

Depending on the individual educational profile to it additional substance, together with nuclear material, shall be organised in such a way that it contributes to the realization of the concerned educational purposes. There can be no question of weights:




– the practice-and application-oriented

– labour and occupational perspectives

– Scientific and methodological conditions.



3. organisation

The teaching is organised so that students achieve a holistic and coherent understanding of the psychological conditions, such as teaching include. The teacher is responsible for teaching organisation, and that it be implemented in varying forms and learning spaces.

3.1 Didactic principles

The guiding principle for the organization is a theme-oriented teaching, in which all core areas of the substance is elucidated by the end. Students should be guaranteed a say in teaching content and form, and they should be supported in their autonomy and accountability through the use of a wide range of teaching and learning methods. These and the meta cognitive aspects in the profession to be involved so that they contribute to the development of personal and social skills based on a professional basis, like study competence must be developed through work with the critical thinking and in interaction with other disciplines.

3.2 forms of work

The teaching is organized for the purpose of variety and progression. To be varied between teacher centered and student centered teaching methods, and which must be exchanged between inductive and deductive principles including the ability for project organised forms of work.

Depending on the option establishes a connection to the practical world. Various media and information technologies are involved.

3.3 It

It included naturally as a tool in teaching and learning, among other things. in the form of internet-based videnssøgning and for dissemination. Teaching should include the use of and professional attitude toward the various types of it-based applications with psychology academic content.

3.4 Interaction with other subjects

Psychology is covered by the general requirement of interaction between the subjects and forms part of the General study preparation/study area, in accordance with the provisions applicable for these courses. To the extent that interaction with other subjects are possible, establish multidisciplinary learning contexts. The subject's substance areas for natural touch surfaces for all subjects, which in various ways deals with man, and cooperation with other subjects allows for immersion and greater insight into the respective fags contribution to the whole.

4. Evaluation

4.1 ongoing evaluation
The purpose of the ongoing evaluation is to ensure the quality of teaching, as well as strengthen the individual student's learning. The ongoing evaluation shall also show the student's professional expertise in relation to the competences described in 2.1. At the same time, the ongoing evaluation to support the subject's meta cognitive aspects.

Evaluation is carried out several times in the course of the teaching in written or oral form. It must be ensured that at the end of the teaching has been used various evaluation forms.

4.2 Sample Forms

There will be held an oral examination, since the school choose between the following two sample forms:

a) oral examination on the basis of an unknown document material chosen by the examiner. Exam question must be fitted with a heading and be accompanied by indicative under question. The sample material, as is appropriate for the selected preparation time, sent to the censor and approved of this prior to the test.

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

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

b) oral examination on the basis of a known theme with unknown voucher material chosen by the examiner. Exam question must be equipped with a header that specifies the familiar theme, and document the material must be proportionate to the length of preparation. The sample material is sent to the censor and approved of this prior to the test.

Examination time is 30 minutes. Be given at least 24 hours of preparation time for the preparation of a synopsis.

The test is two-fold.

The first part of the test consists of the testees ' presentation and submission of its synopsis, supplemented by detailed questions from the examiner. Second part shapes up as a conversation between the examinee and examiner.

Examination time is allocated between the two parts, so that the first part is approximately 1/3 of the examination time.

4.3 evaluation criteria

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

Emphasis is placed on the fact that the examinee can:




– describe the given problem psychology professional

– analyse using psychological theory and method

– a prospective analysis of psychological problems

– structuring and disseminating psychological knowledge with the use of a professional conceptual framework

– engage in professional dialogue.



One character is given on the basis of a global assessment.
Annex 33

Religion B – electives, June 2008

1. Identity and purpose

1.1 Identity

The world's religions are central to the profession of religion, and of these is Christianity compulsory.

On scientific, non-denominational background described and understood religions and their central phenomena in relation to an individual, group, community, culture and nature.

The subject deals with the origin of religions, their history, their contemporary character and their history. The subject's perspective is global. Religions role in European and Danish history of ideas and identity formation shall be assigned a special attention.

Working primarily with lyrics. In addition, the involvement of other documentary material.

1.2 Purpose

Through the subject achieves the students knowledge and understanding of religions. They get insight in the coherence and tension within the individual religions, between religions, and in the relationship between religion and society.

Students gain an understanding of their own and others ' positions on the basis of religious or secular traditions and acquire prerequisites in order to decide and act in relation to the challenges that religions represent in a modern national and global context.

Finally, the course contributes to develop students ' competence by professional immersion study and independent use of religious vocational theory and method.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– outline the key aspects of Christianity and islam, as well as Hinduism or Buddhism, including these religions formative, historical and contemporary figures

– explain religious phenomena such as myth, the basic narrative, cosmology, eschatology, ritual, revelation, doctrine and ethics

– use of religion in professional terminology

– characterize, analyze and relate/compare texts and other documentary material

– interpret and evaluate religious views and issues from a religious self-understanding as well as from secular, including religion, critical points of view

– formulate themselves on essential issues regarding. the relationship between religion and the modern, secular society in a global context

– formulate its opinion on ethical issues

– explain and apply religious professional theories

– analyze and assess a longer, complex religious or religious academic text

– independently prepare and respond to a religious professional or a multi-disciplinary problem formulation.



2.2 Core fabric

Nuclear substance is:




– Christianity seen in global perspective, particularly in its European and Danish appearance; in the work included texts from the old and New Testaments, texts from Christianity's history as well as contemporary texts

– islam seen in global perspective, with the involvement of its European and Danish context; in the work included texts from the Koran as well as contemporary texts

– Buddhism or Hinduism, including lyrics from his origin and from the present

– the Central phenomena of religions and religious academic terminology and method

– religious scientific theory

– period reading: a longer text by religious or religious vocational nature.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance in the subject religion must, among other things. in the interaction with other subjects, both put into perspective the core substance and expand professional horizons, so students can live up to the objectives specified in 2.1.

To read further 1-2 items; These can be either ethical or religious philosophical art, a well-defined religious academic topic or consist of 1-2 religion (s) of your choice.

3. organisation

3.1 Didactic principles

The approach to the phenomenon of religion is in the starting double. On the one hand, they selected religions are treated as unique cultural and historical formations, each with their special identity and problems. On the other hand, dealt with religion in a religious phenomenological perspective as a cross-cultural size with recurrent themes and issues.

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

Students ' academic overview is strengthened by a brief overview of world religions, which puts the individual religions into a world historical and geographical context.

The main approach to the subject's topics are worked on the texts. These include both classic and representative texts which are read intensive, and wider representations, reference books and information from the Internet. Read also a longer text (about 30 pages) of religious or religious vocational nature. In addition, the involvement of other material such as fabric, architecture, film, image observations from field work or field trips.

The approach to texts and other material combines descriptive, interpretive and critical points of view that lets both religions own imaginary worlds as secular points of view have their say.

3.2 forms of work

The teaching is organised as an alternation between classroom training and various forms of group work. Towards the end of the course prepares students, usually in groups, a project report (approximately 5 pages per person) with subsequent oral presentation. The project can be single or multi-disciplinary and shall lie within the areas, worked with earlier in the process.

To include outreach activities such as field trip and field work in education.

3.3 It

It is to be involved in teaching.

The Internet and other electronic media should be involved as the source of religions and religious professional issues, including, not least, redrawal picture material.

To be inculcated a source critical approach to the Internet. Students should be trained to evaluate the source's relevance, intention, level and credibility, including whether source sheds light on substance from the inside or from the outside.

3.4 Interaction with other subjects

Religion is in training for the matriculation examination (stx) covered by the General requirements about the interaction between the subjects, including classical studies, and forms part of the General study preparation.

In the event that religion B is retningsfag study, the choice of topics in particular take account of the interaction with the other subjects in the academic direction.

Through the interaction encouraged students ' understanding of the relationship between religious issues and historical, social, literary, idéhistoriske or ethical issues. Particularly obvious are the development of students ' understanding of the relationship between religion and the modern, secular society in a global context. In addition, students here are given the opportunity to use the subject's concepts and methods on practical problems.

4. Evaluation

4.1 ongoing evaluation
Through individual mentoring and evaluation during the course, the student must achieve a clear understanding of the level and the development of the professional standpoint, including weak and strong sides. At least once in each semester, there must be an evaluation of the student's position, performance and active participation in teaching.

4.2 Sample form

An oral examination shall be held on the basis of the project and an unknown text of no more than 2 normal pages, Inc. EVS. other material chosen by the examiner, within one of the reading course. The text is sent to the censor and approved of this prior to the test.

The exam consists of a short presentation (approx. 5 minutes) and a discussion of the project report and, on the other hand, the presentation and discussion of the unknown text.

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

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

4.3 evaluation criteria

In the assessment, emphasis is placed on the extent to which the testees ' performance meets the professional goal in 2.1.

One character is given on the basis of a global assessment.
Annex 34

Rhetoric C – electives, June 2008

1. Identity and purpose

1.1 Identity

Rhetoric has passed topic is the production and reception of certain expressions of intent in relation to their communication situation. Rhetoric is a workshop, which builds on a historic Western tradition of teaching of text production, in the latest time continued with the Studio of public reasoning and communication. Rhetoric profession is characteristic by its joining of theory and practice. It is normative, because its theory largely is about good practice, IE. establishes criteria for, how to assess the quality and efficacy of argumentative and intermediate expressions, and for which working methods one can use to produce appropriate expressions. The subject's main activities is the acquisition of rhetorical theory and mindset, work with rhetorical practice and study of authentic oral and written statements.

1.2 Purpose

Rhetoric is a dannelsesfag. Through knowledge and awareness of language functions and students acquire competence in rhetorical situational determination practices; thereby strengthened their ability to help qualified and active in a democratic society and to contribute to the development and change, both nationally and internationally.

Rhetoric is a study preparatory subjects. By working with the rhetoric of the subject's pupils achieve awareness of the academic methods workflow and experience with different forms of work on both the særfaglige as the interdisciplinary level; thereby strengthened their ability to work independently, to cooperation, to seek out knowledge and thus to implement a higher education.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to produce oral and written argumentative and intermediate expressions, designed appropriate rhetorical and linguistic quality-conscious in relation to their genre and communication situation, and they should be able to bring a rhetorical recital on authentic argumentative and intermediate expressions. Including they must be able to:




– argue for a position in a way that is suitable to convince

– disseminate professional knowledge in a way that is likely to interest and inform

– demonstrate their experience and understanding of an utterance through readings

– analyze and assess the quality and efficacy of the authentic utterances

– give constructive amendments to the authentic utterances

– use basic rhetorical concepts of production and reception of authentic utterances

– understand the features and the power that speech may have

-understand the role of rhetoric has passed in relation to democracy, the rule of law and the information society.



2.2 Core fabric

Nuclear substance is authentic, non-fictional, oral and written expressions with argumentative or intermediary function.

In working with speech focuses on:




– communication situation constituents, including sender, recipient and context

– function, genre and appropriateness

-rhetorical argument

– appeal for rhetoric has passed kinds: logos, ethos, and pathos

– processing stages: nithut rhetoric has passed, dispositio, elocutio, memoria and actio

– principles of rational planning and workflow

– principles for constructive criticism.



2.3 Additional fabric

Students will not be able to meet the academic goals alone by using the core substance. The supplementary drug to be put into perspective and deepen nuclear substance, among other things. in interaction with other disciplines. In the supplementary drug included a progression, where Danish contemporary rhetorical practice added perspective to the rhetorical practice in another culture or in a different historical period.

3. organisation

3.1 Didactic principles

Teaching is a continuous interaction between students studying authentic examples of oral and written statements that they study the rhetorical theory, and that they even communicate in different situations and get constructive criticism. It seems largely introduction to rhetorical theory and way of thinking based on rhetorical exercises and on students ' practical experience.

Teaching will be based on the pupils ' different prerequisites by being differentiated, both with regard to the types of practical exercises and with regard to the objectives of the individual practical exercises. The watchman subject's practical and theoretical sides equally and integrates subject's oral and written pages and weigh them equally.

Teaching focuses in the work with constructive criticism on the qualities and opportunities for improvement, which is located in the students ' interim and final utterances.

3.2 forms of work

Education shall be organised so as to be exchanged between different forms of work.

At the heart of rhetoric teaching stands the students ' oral and written statements followed by constructive criticism. The constructive criticism be given orally in the master class, workshop or in the form of individual counselling. The constructive criticism is also given in writing from student to student.

Students write a process report on their own production of a written or oral utterance. Process the report shall include a description of the communication situation, planning, workflow and the recipients ' reception of ytringen.

Under the teacher's guidance brings together the individual pupil in his portfolio: drafts and manuscripts for oral and written statements, written critiques, process report, as well as replies to the theoretical and practical tasks, which have been made in education. Portfolio is part of the ongoing evaluation of student's standpoint. It is part of the basis for the oral exam and must be delivered to the teacher before the termination.

The progression in the teaching shall apply, on the one hand the complexity of the topics and genres, working with, on the one hand labour methods. Emphasis is placed on that students going to work more and more independently within the one-year course.

3.3 It

It is part of the teaching, by students using computers:




– by editing and saving of unfinished and finished utterances

– by joint production and mutual constructive criticism

– by searching and storing relevant example material in electronic databases.



3.4 Interaction with other subjects

Rhetoric is covered by the general requirement of interaction between the subjects and forms part of the General study preparation/study area, in accordance with the provisions applicable for these courses. By organising the involvement of students ' knowledge from the elective students ' other subjects.

4. Evaluation

4.1 ongoing evaluation

Each course is evaluated by students:




– presenting oral statements

– submit written statements

– provide constructive criticism

– receiving constructive criticism

– organise their oral and written productions in each their portfolio folder.



4.2 Sample Forms

To be held on an individual, oral examination with preparation time. Examination time is 30 minutes per examinee, and provides 60 minutes of preparation time. The sample material is chosen by the examiner, sent to the censor and approved of this prior to the test.

The test consists of two parts:

1) a theoretical subsample, where there are questions about an unknown authentic oral or written utterance, which is parallel to the statements that the examinee has dealt with in the classroom. Ytringen issued in written form and if applicable. also in the audio or video recording, may be up to three normal pages, and it must be accompanied by a real comment about ytrin's communication situation.

The examinee must take a stand for a maximum of three rhetorical aspects of ytringen and read out a specified excerpts of ytringen.

On the basis of the testees ' oral presentations at approx. 6 minutes forms the examination itself further as a professional conversation about the towed utterance.

2) A practical test, where the examinee must plan the content and the form of a written or oral utterance of argumentative or intermediary nature. With reference to the student's portfolio folder formulates the examiner a viable rhetorical communication situation which the examinee must schedule ytringen in order.
On the basis of the testees ' presentation of the programming of ytringen at ca. 5 minutes forms the examination itself further as a professional conversation about the testees ' considerations for planning.

Examination time is distributed evenly between the theoretical and the practical test.

Even students giving up a portfolio folder consisting of at least 5 products, including:




– at least one draft/script for oral utterance

– at least one draft/screenplay for written expression

– a process report



Among the oral and written utterances, there must be:




– at least one argumentative utterance

– at least one intermediary utterance.



4.3 evaluation criteria

The assessment is an assessment of the extent to which the examinee responds to the technical objectives, as specified in 2.1.

In evaluating the theoretical performance emphasis on that the examinee can:




– perform a rhetorical analysis and assessment of an utterance in a communication situation

– comment on ytringen in relation to the role of rhetoric has passed in democracy, the rule of law and/or information society

– use the conceptual framework appropriate for rhetoric has passed

– read up from ytringen

– deliver an oral presentation and engage in dialogue in a way that is clear and linguistically appropriate.



In assessing the practical performance emphasis on that the examinee can:




– explain and motivate a planning a rhetorically useful expression

– explain and motivate an appropriate design of an utterance in a communication situation

– use the conceptual framework appropriate for rhetoric has passed

– deliver an oral presentation and engage in dialogue in a way that is clear and linguistically appropriate.



One character is given on the basis of an overall assessment of the theoretical and the practical test. The two delpræstationer are weighted equally.
Annex 35

Russian B-electives, June 2008

1. Identity and purpose

1.1 Identity

Russian is a færdighedsfag, vidensfag and workshop. Its subject area is the Russian language and, by extension, knowledge and understanding of literature, history, culture and society in Russia and other areas with Russian-speaking populations.

1.2 Purpose

Russian B must give students insight into the Russian language and the Russian world.

Through linguistic insight students achieve communicative competence, oral as well as written, reading competence and awareness of the Russian language and about language acquisition in General. Through insight into the Russian world develop pupils ' sense of the aesthetic dimension, and they acquire knowledge and basic understanding of Russian literature, culture, history and society, as well as the basics of intercultural competence that goes beyond the familiar North-European world.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the main contents of simple, standard spoken Russian

– single standard Russian pronunciation is understandable and natural

– read and understand adapted texts, fiction as well as non-fiction, and easier, uadapterede lyrics

– use a vocabulary, which enables them to communicate in Russian about everyday situations and on the studied topics and texts

– apply the central shape learn and sentence building in an understandable and simple Russian spoken language

– on an elementary level understand the studied topics on the basis of knowledge of Russian literature, culture, history and society, as well as display basic intercultural competence

– write Russian on computer as well as in his hand and express themselves in writing on a single, but more or less correctly in Russian speech influenced genres

– make use of the subject's appropriate assistive devices

– apply the strategies for language acquisition and understanding of other cultures.



2.2 Core fabric

Nuclear substance is:




– pronunciation, intonation and readings

– fiction and non-fiction texts of varying degrees, which highlights key aspects of Russia's literary, cultural, historical and societal development

– sound and image media as support for listening comprehension, reading comprehension, fluency, and writing skill

– an active vocabulary of approximately 1600 central Russian words

– the most central parts of Russian grammar

– listening, reading and speaking skills as well as the ability to engage in dialogue

– the subject's most central assistive devices, including computer

– Elemental knowledge of Russian society, Russian history, culture and literature, which develops pupils ' sense of the aesthetic dimension.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug, as perspektiverer and extends the core substance, is linguistic knowledge and awareness and competencies, which further develops the ability for language acquisition, including the most elementary principles of text analysis and text interpretation.

3. organisation

3.1 Didactic principles

In the process, there is a natural development from the strict teacher-directed learning to the more and more student-led learning.

Students should as quickly as possible, achieve a basic communicative competence, as motivating for the acquisition of all other competencies. The teacher is in this initial phase the key linguistic role model and thus the natural link between pupil and substance.

At the end of the course, students could demonstrate greater autonomy. The teacher, however, is still an active opponent in the continued training of the communicative competence, including the linguistic correctness.

Ongoing work aims not only at writing writing skill, but supports the learning of grammatical skills, vocabulary and fluency.

Educational differentiation is a natural didactic principle in the entire process.

3.2 forms of work

Oral

The actual beginning lessons is natural teacher-led and include regular listening and reading training, systematic learning of bends and grammatical structures, as well as targeted and systematic work with the vocabulary.

Through guided dialogue and conversation exercises in starting the system achieves an elementary students communicative competence, as further developed in freer and freer conversation dialogs.

After starting the system prioritized the communicative competence still most, but dialogue and conversation be supplemented now with more text-based disciplines, in particular record and characteristics. A colloquial vocabulary must continue to be built and maintained.

In text reading working systematically with lookup skill, translation, survey reading and comprehension.

The conversation takes place at the beginning of the lyrics often teacher-led, but students should gradually gain skill in taking a certain independent initiative in conversation.

Writing

The written dimension is introduced very early on. Students must quickly start to write the Russian alphabet-both by hand and on computer-and with small writing exercises in support of the communicative skill.

After starting the system focuses the written work continues on genres, which supports the communicative competence. Working with dictionary and reference use, and students weaned to exploit all the subject's information technology opportunities.

3.3 It

It is an integral part of Russian teaching and taken into consideration in all disciplines from the first alphabet learning. Already in the beginning phase used CD-ROM or network-based websites. Later, students learn to use vocabulary and other language programs individually and differentiated and to use ICT for communication and elementary information retrieval.

3.4 Interaction with other subjects

Where possible, included Russian in interaction with other disciplines on subjects of linguistic, cultural, intercultural and historical art. The subject interacts with other language study in order to develop a general linguistic awareness and knowledge of how to learn a foreign language.

4. Evaluation

4.1 ongoing evaluation

Already in the starting teaching tested students continuously by the teacher and by itself using cd-rom and it-based vocabulary and grammar programs, and teacher training programs are testing students also using small written assignments that deal with specific problems.

Larger completed courses evaluated focused and forward-looking of the teacher and students together.

Teacher's ongoing evaluation includes both the students ' weak and strong sides and focuses on those areas, students in particular, must put in on.

4.2 Sample form

An oral examination shall be held on the basis of a text material with an extent of ¾-1 normal page from one of the larger texts or any of the topics that has been part of the teaching, and a ekstemporal text of approximately 2/3 the normal page.

The topics included as the basis for the sample, taken together, cover the professional goals and core substance.

Examination time is approximately 24 minutes per examinee.

Given ca. 48-minute preparation time. In the preparation time must the examinee use all devices except for contact with the outside world, and translation programs, IE. software or Web-based applications that can translate whole sentences and whole texts from one language to another.

The test is two-fold.
The first part of the test consists in the translation into Danish of the first third of the ekstemporalteksten and summary of the main features of the rest of the Danish.

The second part consists of readings of a smaller number of lines that the examinee in the preparation time has chosen from the drawn text; the testees ' shorter presentations in Russian about the drawn text; and a conversation in Russian about the text.

Examination time is allocated between the two parts, so that the second part is at least 2/3 of the examination time.

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

4.3 evaluation criteria

At the oral test assessed the extent to which the testees ' performance meets the professional objective, as specified in 2.1.

There should be a particular emphasis on:




— comprehensible pronunciation and intonation

– plain text and related vocabulary

– communication ability and oral expression skills in a simple and understandable Russian spoken language

-lookup and translation skill in connection with first-third as well as an understanding of the context in the context of the rest of the ekstemporalteksten

– text understanding and overview in connection with the known text.



Given a single character on the basis of an overall assessment of the testees ' performance.
Annex 36

Spanish B-electives, June 2008

1. Identity and purpose

1.1 Identity

Spanish is a færdighedsfag, a vidensfag and a workshop, which is based on the acquisition of communicative competence. The subject's central workspace is the Spanish language, partly as a general means of communication in European and other international contexts, on the other hand, as a shortcut to understanding of other languages and cultures. The subject's workspace is language, culture and society in the broadest sense in the Spanish-speaking countries.

1.2 Purpose

Subject Spanish contributes to that students develop their ability to communicate in Spanish. The course imparts students insight into and understanding of the essential aspects of the Spanish-language communities and cultures and increase their communication, intercultural and aesthetic awareness. The course develops students ' ability to use the foreign language as input to understand an alien world. Students should also through oral and written language skills develop their ability to communicate person-related and general topics, as well as on society related topics.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the main contents of a clearly spoken Spanish about known and general subjects facilitated through various media,

– participate in a conversation in Spanish about known as well as general topics

– read and understand primary Spanish-language texts, both fiction as factual,

– express themselves in writing in Spanish in a simple language about known and general topics

– understand and explain known issues within Spanish-language countries ' culture and society,

– the acquired knowledge of community-related and cultural conditions in Spanish-speaking countries for their own social and cultural conditions,

– use knowledge of language learning in the work of Spanish, as well as

– use of bilingual dictionaries and a Spanish grammar.



2.2 Core fabric

Nuclear substance is:




– a basic general vocabulary for use in oral communication

– a specific vocabulary related to the selected topics

– basic principles of the language's use and structure, including the elementary morphology, syntax, phonetics and pragmatics

– communication strategies within the studied topics

– modern texts to represent Spain and America

– historical and cultural conditions in Spain and America, which has relevance for the studied topics

– social conditions in Spain and Central America

– simple written forms of expression of the studied topics

– the subject's central devices.



2.3 Additional fabric

Students will not be able to meet the academic goals through nuclear substance alone. The additional fabric consists of different social, cultural and literary expression from the Spanish-language areas. It shall elaborate and put into perspective the core substance and expand the professional horizon, so that students meet the academic goals.

3. organisation

3.1 Didactic principles

The teaching of Spanish to be based on the communicative principle, and the organized inductively, as far as possible. The subject's disciplines must be experienced as a whole, in accordance with the trade objectives primarily focused on the application aspect. Teaching should give students the opportunity to acquire the knowledge of the language, which is needed to develop both oral as written communicative skills.

Listening, reading and communication strategies must give students the tools to be able to initiate and maintain communication. The teaching must integrate work with skills, strategies, linguistic knowledge and content, where the pupil is co-responsible language will. Teaching takes place as far as possible in Spanish. Coherent language take precedence over linguistic precision.

3.2 forms of work

Central to the teaching is the professional progression. After the starting teaching organised work mainly through 3-5 items, which together will represent Spain and America. Worked with Spanish culture and Spanish society be integrated continuously working with topics.

Ways of working and methods adapted to the professional goal, work towards in that topic. Using a variety of forms of work, all of which focus on language learning through the acquisition of the communicative skills: listening comprehension, conversation skills, reading comprehension, oral presentation and writing skills, so that students develop greater autonomy in the work. Vocabulary training, linguistic and communicative exercises as well as student presentations are included in all phases.

Throughout the course of the written work constitutes an integral part of the teaching. It is organised with progression, so that in the entire process supports language learning.

3.3 It

It is an integral part of Spanish teaching, both in terms of content dimension and language skills. On the content page used it to search in the international information sources within the studied topics. In the work with the written and oral language proficiency included the use of writing and presentation tools, and interactive exercises and training programs.

3.4 Interaction with other subjects

Where possible, included Spanish in interaction with other disciplines on subjects of linguistic, cultural, intercultural and historical art. The subject interacts with other language study in order to develop a general linguistic awareness and knowledge of how to learn a foreign language.

4. Evaluation

4.1 ongoing evaluation

Carried out on an ongoing basis through education, as well as at the end of each subject course or project process evaluation of the five communication skills: listening comprehension, conversation skills, reading comprehension, oral presentation and writing skills so that students can achieve a clear understanding of the level and the development of the professional point of view, and in such a way that the individual and collective reflection on the benefits of teaching be strengthened. The basis for evaluation is the professional goal.

Students ' professional position is evaluated during the course of using various types of screening, the oral and written tests, the dialogue between the student, class and teacher as well as assessments of processes and products, including pupils ' pupil's own self-evaluation.

4.2 Sample form

There will be held an oral examination. The test consists of two parts:




1) Statement and detailed conversation in Spanish, as well as text understanding based on an unknown, unwrought Spanish-language prose text of a scale of approximately 1 normal page. The text in connection with one of the most studied topics. The topics included as the basis for the sample, taken together, cover the professional goals and core substance. It studied the topic involved in the conversation in Spanish.

2) Conversation in Spanish with a starting point in an unknown material about general topics.



To both points are given a comprehensive preparation of 1 hour.

There are two examinees per hour.

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

4.3 evaluation criteria

By the test assessed the extent to which the testees ' performance meets the professional objective, as specified in 2.1.

Emphasis is placed on the fact that the examinee in Spanish can account for the unknown text material and incorporate relevant elements of Spanish culture, literature and society from the studied subject. In addition, emphasis is placed on conversation skill on general topics and text understanding. Consistent use of language is more important than accuracy in detail.

One character is given on the basis of an overall assessment of the testees ' performance.
Annex 37

Statics and reinforce learning C – electives, June 2008

1. Identity and purpose

1.1 Identity

Statics and reinforce teachings is a technical subject, which deals with basic concepts that form the basis for dimensioning and strength study of simple design elements. The subject is experimentally and can interact with technological subjects.

1.2 Purpose
Statics and reinforce learning contributes to the overall purpose of education know that eleven strengthens its position to implement higher education within the technical area and can relate to technical designs and reflective solutions in the outside world, in particular in relation to the statics and reinforce learning. Furthermore, the aim is that the students acquire insight into static and strength issues, including interaction with technological subjects, and experience in combining theory and practical work.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– account for load types of constructions as permanent cargo, long cargo, medium weight, short term and immediate load

– run static model from a practical design and illuminate the connection to the computational model

– determine the reactions, normal force and transverse load and torque for design elements impacted for bending

– on the basis of calculation make drawing of normal power, cross-force-and torque curve for the evaluation of the influence on construction

– illuminate the cross-section shape and material of the election's significance for a structural elements carrying capacity.



2.2 Core fabric

Nuclear substance is:




– permanent weight and variable load

– the guidelines for determining the load on a construction

– simple supported and indspændte design elements loaded with single strength and/or line load

– Click-and drag bars, including the bar and grid structures, loaded with single forces

– normal, cross-force-and torque calculation

– the cross-sectional constants and numerical strength

– voltage concept and the various studies for the determination of tensile-, pressure-, shear-and torsion-and deformation effects

– relevant rules and standards.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance must deepen, put and take new dimensions and includes a usage orientation of nuclear substance. It has a volume of approximately 20 per cent of the subject's duration. The additional fabric brings together subject in a whole and shall be selected in such a way that, in cooperation with the nuclear substance contributes to the development of the professional goals, perspektiverer and develop areas from core fabric and supports the subject's practical dimension.

3. organisation

3.1 Didactic principles

Using as well as inductive teaching deductive principles working students with the theory used for the solution of a given problem. Teaching takes place as an interaction between theory and work with examples and students ' independent experiments based on technical issues.

3.2 forms of work

The teaching is organised on the basis of different forms of work, which ensure a progression so that the student can work independently with limited practical as well as theoretical issues.

Students work with the written dimension of the subject and with oral communication in central parts of the compound. Prepared written assignments with increasing progression. The final task is added to the reason for the oral test.

The final assignment is made by the school. In this context, students in a convenient grounded in construction choose static model, make average power provision and make the necessary dimensioneringer and deformation calculations. The task must be able to be part of the Foundation of årskarakteren in elective and shall, where appropriate, could be used as a basis for the oral test.

3.3 It

Involvement in teaching software for calculation, drawing and visualization in order to enhance students ' academic level as well as their overall digital literacy.

3.4 Interaction with other subjects

That involved knowledge of mathematics and physics. The teaching of the course carried out in interaction with technological subjects.

4. Evaluation

4.1 ongoing evaluation

The students ' performance and the overall performance is assessed on an ongoing basis. The assessment is a comprehensive assessment of students ' professional position and performance.

4.2 Sample form

Oral examination on the basis of the testees ' final assignment which is made locally, see. section 3.2. A list of task the wording of eksaminandernes final tasks sent to the examiner prior to the test. The final task is prior to sample not directed and narrated by the teacher/examiner.

Examination time is 24 minutes. No preparation time.

The examination takes its starting point in the testees ' presentation and the presentation of his final assignment, supplemented with one or more already prepared questions from the examiner. The examination then shapes itself as an in-depth conversation, which may include topics throughout the subject's core drug and supplementary material.

4.3 evaluation criteria

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

Emphasis is placed on:




– explanation of the solution principle for a problem that the examinee has itself selected from the final assignment

– reply by main and supplementary questions to the task in relation to the professional goals.



Given one character on an overall assessment of the testees ' oral performance.
Annex 38

Statistics (C) – an elective, June 2008

1. Identity and purpose

1.1 Identity

The profession of statistics is a subject from the mathematical profession. Theory and methodology of statistics used within the social sciences, the natural sciences and technical subjects. In the profession of statistics work with basic elements of probability and statistics with a view to the solution of theoretical as well as practical issues.

1.2 Purpose

The profession of statistics contributes to the overall goal of education know that students gain a broad insight into the theory and methods from probability and statistics. Students also gain insight into and helps provide the ability for reflection on, in which situations and in what way the probability and statistics can be used. Finally, strengthen students ' ability to apply theory and methods from the course on concrete social sciences, natural sciences or technical issues including issues involving international comparisons.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– handle probability theoretical and statistical concepts in both theoretical and practical situations

– run and solve authentic stochastic problems

– interpret and disseminate probability theoretical or statistical statements and texts

– Select and manage appropriate assistive devices, including calculator and it.



2.2 Core fabric

Nuclear substance is:




-basic probability theory and Combinatorics

– the concept of random variables in General

– binomial and normal distributions

– statistical tests.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance to contribute to the understanding of where and how probability theory and statistical methods applicable in the social sciences, natural sciences or technical contexts, as well as support the subject's practical dimension. The additional fabric must have a scale equivalent to approximately 30 per cent of the total training time.

3. organisation

3.1 Didactic principles

To be in the teaching emphasis is on that subject's elements are perceived as a whole. Work with the subject's theoretical elements must still be done with a view to the practical application, as well as practice-oriented work must be organized with involvement of still theory. Furthermore, it should be pursued, to the social sciences, natural sciences and technical fields of application for the subject into daily teaching, like the subject's usefulness by international comparisons should be taken into consideration by the organization. Method of elections must support efforts to increase the students ' reflection level.

By virtue of the large role usage dimension should play in the subject, the inductive teaching principle be dominant, but it shall not in any way must be Supreme.

3.2 forms of work

In order to respond to students ' opportunities for creativity, cooperation and technical immersion teaching are organized into topic-, case or project.

For at least 15 per cent of training students is currently working with a project that contains a practical problem and involves significant elements from the core substance. The project must be organised in such a way that it strengthens students ' ability to analyze theoretical or statistical issues, post options, devise solutions, document and evaluate these. In addition to the implemented project total cover the main areas in nuclear substance and the supplementary material. Pupils and teacher defines the project jointly, and developing a short paper for each project.

3.3 It

The application of information technology to the solution of probability-theoretical or statistical issues must play an essential role in education, since students should achieve familiarity with modern statistical tools and have knowledge of their possibilities and limitations.
3.4 Interaction with other subjects

Statistics are covered by the general requirement of interaction between the subjects. When the subject is used as Studio retningsfag, it has a professional interaction with other technical, natural sciences or social sciences about specific probability-theoretical and statistical elements and fields of application for these.

The additional fabric will be selected, so that there are natural substantive collaborative interfaces to the other Studio retningsfag.

Included as an elective subject in education, selected the additional fabric, so that the subject's application areas within social sciences, natural sciences or technical areas will be illuminated.

4. Evaluation

4.1 ongoing evaluation

After the end of each topic, case or project period, students have an individual assessment of the level of and developments in the professional position in relation to the anticipated development and professional goals, including activities that stimulate the involvement of individual and collective reflection on the benefits of teaching.

4.2 Sample Forms

There will be held an oral examination. The school selects one of the following two sample forms:




a) oral examination on the basis of an unknown material with associated questions. The sample material is forwarded to the examiner and must be approved by this prior to the test.



Examination time is approximately 20 minutes per examinee. Given a 40-minute preparation time.

The examination takes its starting point in the testees ' answering the questions asked, complemented by a subsequent conversation between the examinee and examiner.

A sample material must not be used for the three exams on the same day, and not by the following exam days on the same team.




b) oral examination on the basis of a completed project as well as the unknown material in connection with this. Project proposal as well as the unknown material is forwarded to the examiner and approved of this before the meeting is held.



Examination time is approximately 20 minutes per examinee. There are no preparation time.

The examination takes its starting point in the testees ' explanation of the central issues in the course of the project complemented by a subsequent conversation about the material between the examinee and examiner.

A sample material must not be used for the three exams on the same day, and not by the following exam days on the same team.

4.3 evaluation criteria

In assessment included the extent to which the examinee is able to satisfy the professional goals.

The examinee should including be able to:




– demonstrate a broad understanding of probability and statistics and can translate this understanding into practice

– Dispose and pick out relevant content from the unknown material, respectively, of the project to use for presentation

– demonstrate insight into and understanding of probability theory and statistical concepts and be able to handle these with security

-demonstrate the ability for practical use of probability and statistics, including be able to select and use appropriate assistive devices

– understand, express and interpret their own or others ' results.



Given one character on an overall rating.
Annex 39

Technology (C) – an elective, June 2008

1. Identity and purpose

1.1 Identity

The course includes the development and manufacture of products, tangible as well as intangible, and the necessary conditions. The course includes the interplay between technology, knowledge, organization and product, and it combines technical and scientific knowledge with practical work in workshops and laboratories.

The course integrates analysis of technology and assessments of the interplay between technological progress and social development. The subject's method is to work on projects and problems.

1.2 Purpose

Profession contribute to training purposes by strengthening pupils ' basis for choice of higher education in engineering, technology and science.

The aim is to give students an insight into reality close and complex issues with an emphasis on the possible solutions related to technical interactions, and insight into the relationship between science, technology and society, including that they can remain critical and reflective to the used technologies and societal conditions. In addition, it is the aim that students acquire knowledge of various technologies used in business and to innovative and creative processes of importance in this regard.

Furthermore, the aim is to give students knowledge of work with theory and practical training in workshops and laboratories, and the basis for the choice of manufacturing processes, as well as knowledge of the production of selected products and the specific conditions attached to the production.

Finally, the aim is to give students knowledge of problem-oriented project work, including study and working methods which are relevant in the field of higher education.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– analyse and produce a simple product based on knowledge about different manufacturing processes

-demonstrate knowledge of the importance of design in the context of the development of a product as well as in connection with the product's functionality within environmental impact

– seek out, treat, evaluate, and use information within the simple technological areas

– account for a selected company production conditions,-organisation and security measures

– work, taking into account the risks and security requirements in the context of experimental work and the manufacture of own products

– account for the pages of a selected technological development and interaction with the surrounding society

– prepare simple technical documentation.



2.2 Core fabric

Nuclear substance are as follows:

Materials and machining processes




– selected materials, their characteristics, structure and suitability in different contexts

– electronic components, their structure, operation and application

– machining and joining methods related to selected materials

– selected device operations and chemical reactions.



Control and regulation technology




– electronic, chemical, mechanical and biological control.



Technology and environment




– environmental effects, cause and effect

— examples of environmental assessments.



Technical communication and documentation




– technical drawing, shop drawings, diagrams and flow charts

– the production layout

– report structure, including the drawing of diagrams and arrangement of tables.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug elaborates and perspektiverer nuclear substance, and in connection with projects that involved new topic areas. The supplementary drug must also allow for interaction with the other subjects in the academic direction. The additional fabric and core substance must meet the academic goals together.

3. organisation

3.1 Didactic considerations

The teaching is organised as an alternation between theoretical, experimental and practical work. Teaching built up around the products, working with the profession takes place as a. work interaction between prior analyses, practical work and documentation – with an emphasis on practical work.

Project sessions must include a progression, from the topic-oriented project work project work with the given issue, in which the students themselves have an impact on the choice of the project and in cooperation with the teachers prepare the issue.

3.2 forms of work

The approach and the concrete contents are based on the school's resources and in the facilities provided by cooperation with external partners. Students plan and implement the practical work with product manufacturing individually and in cooperation with others.

Students pooling their products and documentation in a portfolio. Workers must represent a varied use of various methods, see. the objectives set out in 2.1. The workers are organised and bounded by the teacher. To the portfolio test in the subject put together the pupils on the basis of a portfolio of selected work after dokumentationerne model from the school. Portfolio must broadly represent the subject's central subject areas Each student's portfolio includes, in addition, an inventory of the work carried out and a short summary of these. The delivery time of the student's portfolio is usually not later than one week prior to the exam period.

3.3 It

Students should familiarize themselves with information technology opportunities in the field of data capture and management as well as take advantage of these opportunities on self-imposed problems.

3.4 Interaction with other subjects

That involved elements of mathematics, the natural sciences and social studies. Preparation of documentation carried out in interaction with Danish.

4. Evaluation

4.1 ongoing evaluation
Students work in such instruction with projects that result in a product with related documentation. Pupils ' collection of products and documentation used in the context of students ' self-evaluation and evaluation by conversations with the teacher. The evaluation is carried out partly by project presentation with opponents, partly through in-depth conversations about how performance can be improved in the future. The evaluation gives an individual assessment of the level of and developments in the professional position in relation to the anticipated development and professional goals.

4.2 Sample form

Oral examination on the basis of the testees ' portfolio, see. section 3.2. Before the test, the school sends the testees ' list with summary of portfolio to censor. Examiner and examiner reviews the testees ' portfolio and discuss before the test on the basis of presentations by the examiner, which issues the examinee must deepen.

Examination time is 24 minutes. No preparation time.

The examination takes its starting point in the testees ' presentation and disclosure of its portfolio. The examination then shapes itself as an in-depth conversation, which may include topics throughout the subject's core drug and supplementary material.

4.3 evaluation criteria

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

The emphasis is on the extent to which the examinee:




— Displays the precision and adequate knowledge of the use of technical terms

-have knowledge of the specific product, including materials, manufacturing techniques, function and usability as well as design

– skills, based on the portfolio, to refer, analyze and evaluate the experimental and practical activity execution and results

-have insight in and understanding of the subject's theoretical and practical issues

– can put his knowledge into the larger context and thereby put the substance

– predisposes its presentation and displays an overview in relation to this issue.



Given one character on an overall assessment of the testees ' oral performance.
Annex 40

Turkish A – electives, June 2008

1. Identity and purpose

1.1 Identity

Turkish is a færdighedsfag, vidensfag and workshop. Its subject area is the Turkish language of Turkey (hereinafter: Turkish) and, by extension, knowledge and understanding of literature, history, culture and society in Turkey and other areas with Turkish-speaking populations.

1.2 Purpose

Turkish gives students insight into the Turkish language in Turkey and in the Turkish world in General. Through linguistic insight students achieve communicative competence, oral as well as written, reading competence and awareness of the Turkish language and about language acquisition in General.

By working with the Turkish language achieves the students knowledge and understanding of Turkish literature, culture, history and society, as well as intercultural competence that goes beyond the familiar North-European world.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the main contents of the uncomplicated standard spoken Turkish

– pronunciation standard Turkish understandable and natural

– read and understand the simpler modern texts, fiction as well as non-fiction

– use a vocabulary that enables them to communicate in Turkish about everyday situations and on the studied topics and texts

– apply the central shape learn and sentence building in an uncomplicated, but coherent and reasonably correct Turkish spoken language

– carry out an independent presentation of a lighter text or a not too complicated topic in Turkish

– in Turkish texts and topics studied relate/compare to Turkish literature, culture, history and society, as well as display basic, intercultural competence

– write in essence correct Turkish in various not for complicated topics using written language's key sentence construction

– make use of the subject's appropriate assistive devices.



2.2 Core fabric

Nuclear substance is:




– pronunciation, intonation, recitation and translation

– fiction and non-fiction texts of varying degrees, from the post-1928 (alphabet reform). Texts from before 1928 read mainly in ' cleaned ' language, but examples of original language texts must also be used. The texts must as far as possible, illustrate key aspects of Turkey's recent cultural, historical and societal development

– sound and image media as support for listening and reading comprehension, as well as speaking and writing skill

– an active vocabulary of about 2200 Central Turkish words

– the central part of the Turkish grammar

– the subject's central assistive devices, including computer

– Turkish society, history, culture and literature.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance.

In parallel with this, they independently acquire additional knowledge in language skill, social, cultural and literary history.

3. organisation

3.1 Didactic principles

Of course there are a natural development from the strict teacher-directed learning to the more and more student-led learning.

The pupil must, as quickly as possible, achieve a basic communicative competence that works motivating for the acquisition of other skills. The teacher is in this initial phase the key linguistic role model and thus the natural link between pupil and substance.

At the end of the course the student should be able to exercise greater autonomy, and the teacher occupies more closely the role of consultant.

The current written work is aimed not only at writing, but supports the learning of grammatical skills, vocabulary and fluency.

Educational differentiation is a natural didactic principle in the entire process.

3.2 forms of work

Oral

The actual beginning lessons is naturally learn managed and include regular listening and reading training, systematic learning of bends and grammatical structures, as well as targeted and systematic work with the vocabulary.

Through guided dialogues, pupils achieve a basic communicative competence, which is further developed in freer and freer conversation dialogues on the basis of the reading texts. The conversation about the texts takes place in early learning regime, but gradually more autonomous learners must be able to explain to a text or a topic, and the ultimate goal is the presentation of a text or a topic in Turkish and the ensuing conversation on the subject.

Working systematically with lookup skill, translation and text understanding.

Project work, both special and interdisciplinary, is part of the process, but without the linguistic work is neglected.

Writing

The written dimension are introduced early on. Students must quickly start to write Turkish on computer (Elementary writing exercises). After starting the system changes the written work of nature, extent and severity as to rise. The communicative competence a priority continues to be high, but work is being done at the same time, targeted to achieve the competencies that are required to pay the Trade Union objectives. In this regard, we work intensively with dictionary and reference use in so far as this may be relevant, and the students get used to exploit it-possibilities.

3.3 It

It is an integral part of Turkish education and be included in all disciplines from the beginning.

At the end of the course included it naturally in connection with the submission and presentation of the class, interdisciplinary cooperation and study direction project, and can be included in the final written and oral test.

3.4 Interaction with other subjects

Turkish (A) is subject to the general requirement of interaction between the subjects. In the stx-training included the subject in general study preparation and general language understanding and both during and after the basic course of cooperating Turkish naturally with Danish and other languages, in particular cases the languages.

4. Evaluation

4.1 ongoing evaluation

Already in the starting teaching tested students continuously by the teacher and by itself using cd-rom and it-based vocabulary and grammar training programs to the extent available, and the teacher also tests students using small written assignments that deal with specific linguistic problems.

Larger completed courses evaluated focused and forward-looking of the teacher and students together.

Teacher's ongoing evaluation includes both the pupil's weak and strong points and focus on those areas, eleven in particular must focus on.

4.2 Sample Forms

There is a written and an oral examination.

The written test

Written test on the basis of a core made set of tasks. The test duration is 5 hours. Examinees during the test can take advantage of all AIDS apart from communication with the outside world.

Being tested in translation from Danish to Turkish and in free written expression skills in Turkish based on a contemporary Turkish language text material at ca. 1 normal page supplemented with Visual material.

The oral test
Teaching ends with a three-part oral examination on the basis of a text material for presentation from one of the larger texts or one of the studied subjects, a primary text of a scale of approximately 1 normal page from one of the larger texts or one of the subjects from the latter half of the curriculum, which the examinee has not pulled for presentation, as well as a ekstemporal text of approx. 1/3 normal page on general topics.

Examination time is 30 minutes per examinee.

Text material for presentation will be assigned by random draw approximately 24 hours before the way the start. For the rest of the material, which is deducted at the beginning of the test, given a preparation time of 30 minutes. In the preparation time must the examinee use all devices except for communication with the outside world.

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

The sample is three-tiered.

The first part of the test consists in the translation of the Danish ekstemporalteksten.

The second part consists in the testees ' presentation at the Turkish of the text material and drawn in advance a conversation in Turkish on the content of the presentation.

The third part consists of readings of a smaller number of lines which the examinee in preparation time even have chosen from the drawn-out text at the beginning of the test, a shorter, additional conversation in Turkish on the text and some questions of grammar on either Turkish or Danish.

Examination time is allocated between the three parts, so that the first part constitutes a Max. 5 minutes, second part Max. 15 minutes and third part ca. 5 minutes.

4.3 evaluation criteria

By both the written and the oral test assessed the extent to which the testees ' performance meets the academic goals specified in 2.1.

At the written test places particular emphasis on:




– reading and comprehension with the use of appropriate assistive devices

– drafting ability in various messaging scenarios on an essentially correct Turkish written language

– autonomy in relation to the specimen.



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

At the oral test places particular emphasis on:




– understandable and natural pronunciation and intonation

– General and text-related vocabulary, sentence construction and expression skills at a fairly correct Turkish

– lookup skill and understanding by translating ekstemporal text

– presentation and text understanding

– Overview and perspective

– grammar understanding.



One character is given on the basis of an overall assessment of the testees ' performance.
Annex 41

Turkish B-electives, June 2008

1. Identity and purpose

1.1 Identity

Turkish is a færdighedsfag, vidensfag and workshop. Its area is the Turkish language of Turkey and, by extension, knowledge and understanding of literature, history, culture and society in Turkey and other areas with Turkish-speaking populations.

1.2 Purpose

Turkish gives students insight into the Turkish language and the Turkish world as well as the expertise required to continue with Turkish at tertiary levels. Through linguistic insight students achieve communicative competence, oral as well as written, reading competence and awareness of the Turkish language and about language acquisition in General. Through insight into the Turkish world develop pupils ' knowledge and basic understanding of Turkish literature, culture, history and society, as well as basic, intercultural competence, that goes beyond the familiar North-European world.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the main contents of simple, standard spoken Turkish

-pronunciation simple standard Turkish understandable and natural

– read and understand adapted texts, both fiction and non-fiction, and easier, uadapterede lyrics

– use a vocabulary, which enables them to communicate in Turkish about everyday situations and on the studied topics and texts

– apply the central shape learn and sentence building in an understandable and simple, but fairly coherent Turkish spoken language

– on an elementary level understand the studied topics on the basis of knowledge of Turkish literature, culture, history and society

– write Turkish on computer and express themselves in writing on a single, but more or less correct colloquial Turkish

– make use of the subject's appropriate assistive devices

– apply the strategies for language acquisition and understanding of other cultures.



2.2 Core fabric

Nuclear substance is:




– pronunciation, intonation, recitation and translation

– fiction texts of varying degrees, which illuminates the central parts of Turkey's literary, cultural, historical and societal development

– sound and image media as support for listening comprehension, reading comprehension, speaking and writing skill

– an active vocabulary of approximately 1600 Central Turkish words

– the most central parts of Turkish grammar

– the subject's most central assistive devices, including computer

– Elemental knowledge of society, history, culture and literature in Turkey.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. In parallel with this, they independently acquire additional knowledge in language skill, society, culture and literature.

3. organisation

3.1 Didactic principles

In the process, there is a natural development from the strict teacher-directed learning to the more and more student-led learning.

Students should as quickly as possible, achieve a basic communicative competence that works motivating for the acquisition of all other competencies. The teacher is in this initial phase the key linguistic role model and thus the natural link between pupil and substance. At the end of the course, students could demonstrate greater autonomy. The teacher, however, is still an active opponent in the continued training of the communicative competence, including the linguistic correctness.

Ongoing work aims not only at writing writing skill, but supports the learning of grammatical skills, vocabulary and fluency.

Educational differentiation is a natural didactic principle in the entire process.

3.2 forms of work

Oral

The actual beginning lessons is natural teacher-led and include regular listening and reading training, systematic learning of bends and grammatical structures, as well as targeted and systematic work with the vocabulary.

Through guided dialogue and conversation exercises in begins teaching an elementary students achieve communicative competence, which is further developed in freer and freer conversation dialogs.

After teaching the communicative competence a priority begins is still top, but dialogue and conversation be supplemented now with more text-based disciplines, in particular record and characteristics. A colloquial vocabulary must continue to be built and maintained.

In text reading working systematically with lookup skill, translation, survey reading and comprehension.

The conversation takes place at the beginning of the lyrics often teacher-led, but students should gradually gain skill in taking a certain independent initiative in conversation.

Writing

The written dimension are introduced early on. Students must quickly start to write Turkish on the computer and with small writing exercises in support of the communicative skill.

After starting the system focuses the written work continues on genres, which supports the communicative competence. Working with dictionary and reference use, and students habituated to use the subject's information technology opportunities.

3.3 It

It is an integral part of Turkish education and be as part of all disciplines from the start by including information retrieval.

3.4 Interaction with other subjects

Turkish B can naturally cooperate with Danish and other languages, in particular cases the languages. On the substantive area can Turkish cooperation with a wide range of subjects, particularly the linguistic-Humanities and social sciences.

4. Evaluation

4.1 ongoing evaluation

Already in the starting teaching tested students continuously by the teacher and by itself using cd-rom and it-based vocabulary and grammar programs training programs, in so far as they exist, and the teacher also tests students using small written assignments that deal with specific areas.

Larger completed courses are evaluated by the teacher and students together. Teacher's ongoing evaluation includes both the students ' weak and strong sides and focuses on those areas, students in particular, must work out.

4.2 Sample form

An oral examination shall be held on the basis of a text material with a scale of 1 – 1 ½ standard pages from one of the larger texts or topics concluded in teaching, and a ekstemporal text of approximately 2/3 the normal page on general topics.

Examination time is approximately 24 minutes per examinee.

Given ca. 48-minute preparation time. In the preparation time must the examinee use all devices except for contact with the outside world.

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

The test is two-fold.
The first part of the test consists in the translation into Danish of the first third of the ekstemporalteksten and summary of the main features of the rest of the Danish.

The second part consists of readings of a smaller number of lines that the examinee in the preparation time has chosen from the drawn text; the testees ' shorter presentations in Turkish on the drawn text; and a conversation in Turkish on the text.

In both texts, students at Danish or Swedish to answer questions about various parts of the grammar.

Examination time is allocated between the two parts, so that the second part is at least 2/3 of the examination time.

4.3 evaluation criteria

At the oral test assessed the extent to which the testees ' performance meets the academic goals specified in 2.1.

There should be a particular emphasis on:




— comprehensible pronunciation and intonation

– plain text and related vocabulary

– communication ability and oral expression skills on a single, understandable and reasonably coherent Turkish spoken language

-lookup and translation skill in connection with first-third as well as an understanding of the context in the context of the rest of the ekstemporalteksten

– text understanding and overview in connection with the well-known text

– grammar understanding.



One character is given on the basis of an overall assessment of the testees ' performance.
Annex 42

German beginner B – electives, June 2008

1. Identity and purpose

1.1 Identity

German is a færdighedsfag, a vidensfag and a workshop and contains elements from different disciplines. The subject's central work areas are: German language and culture with the involvement of the social and historical conditions. Key in the subject is the practical dimension, which develops skills in the use of German as a means of communication, understand and relate to spoken and written German, awareness of the language's use and structure, as well as knowledge of the German-speaking countries in European and other international contexts.

1.2 Purpose

Through the work of German language achieves students competence to communicate in German, as well as insights into the cultural, historical and social conditions in German-speaking countries. This gives desire, ability and courage to reflect on and with empathy and understanding to enter into dialogue with other cultures.

Students acquire linguistic skills in German the subject, knowledge and awareness and knowledge of the German language in functional contexts, and thereby develop their communicative skills. Through the work of German students develop their understanding of literature and other artistic expressions as impetus for experience, reflection and aesthetic awareness. In addition, students accumulate an intercultural competence, since they work with German involve their knowledge and awareness of other culture and society. In addition, students study build competence by, that they will be able to combine knowledge from German subject with knowledge from other disciplines and of German-language texts to extract knowledge that relate to other disciplines in the training.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the content of spoken German, when spoken a single standard language,

– use language to gain knowledge of the German language culture,

– read and understand different types of newer German-language lyrics,

– explain studied German-language texts and topics and relate/compare to other texts and topics on a single and coherent German with a basic vocabulary,

– have a conversation in German on different people, culture and society related topics with relevant German-speaking audiences in a single and coherent language and have a conversation about topics they are familiar with, reference, comment on and express different points of view on a single and coherent German,

– write short texts in German, in relation to the studied texts and topics

– apply and build on relevant listening and reading strategies as well as oral communication strategies,

-Express in German for understanding and reflecting on the German-language literature and other aesthetic forms of expression,

-Express in German for understanding by non-fictional German-language texts related to the profile of the education, in which elective offered, and

-Express in German for insight into selected, current conditions in Germany, as well as in cultural, social and historical conditions including selected in German-speaking countries.



2.2 Core fabric

Nuclear substance is:




– Basic German vocabulary, basic German grammar, language acquisition,

— Basic knowledge of German culture and society,

– cultural, historical and social conditions in Germany after 1945, including the past 10 years,

– current German-language literature and factual, as well as

– basic standards for oral language use and communication.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance.

The supplementary drug deepens students ' linguistic knowledge and awareness, as well as perspektiverer nuclear substance's literary and cultural aspects to a broader understanding of German-language culture in European context.

3. organisation

3.1 Didactic principles

Central to the teaching stands the individual student's academic progression. That is why educational differentiation inevitable in the organisation of teaching.

The teaching emphasis on that subject's disciplines is experienced as a whole. Work with the linguistic aspects going on with ever-a view on the language in use.

Teaching should promote pupils ' creativity and ability to think outside the box

Teaching takes place to the greatest possible extent in German.

3.2 forms of work

The choice of working methods must be based on the principles of variety and progression in terms of linguistic and substantive complexity and the degree of independent work. It focuses on the forms of work and task types that develops students ' communicative skills and creative abilities. The work is organised mainly through 3-5 different topics, and it must be ensured that professional objectives are integrated in this work.

Workshop lessons must be involved in German education.

The written work included training of an important competence in German, since it strengthens students ' communication ability and linguistic security.

Part of the written work should aim at authentic communication situations.

3.3 It

It plays a central role in the work of German and is used in both classes, homework and communication between student and teacher, as it is also used in the individual language training work and increasingly in cooperation between pupils. Students are introduced from the beginning to the it-based forms of work. It is also used in the context of information retrieval, just as it supports the reading, listening and speaking exercise. The interaction between language work, it and organization of labour forms constitute a whole.

3.4 Interaction with other subjects

Where possible, included German in interaction with other disciplines.

The aim is that the subject is part of a close interaction with the other fremmedsprogsfag, Danish culture and society and the Faculty group. This ensures that students gain the necessary linguistic and historical depth and breadth of understanding of the specific linguistic and cultural, including societal and historical elements.

When German is read as a single subject, lapse the requirement for interaction with other disciplines.

4. Evaluation

4.1 ongoing evaluation

The professional goals are the basis for the ongoing evaluation of students ' oral and written position.

Students ' oral and written skills are evaluated on an ongoing basis regarding skills, knowledge and effort. Screening, testing and samples during the course shall give knowledge about the pupil's position in relation to the subject's goals and to contribute to the student's continued progression in the subject. The basis for the evaluation should be the professional goals.

4.2 Sample form

There will be held an oral examination consisting of two parts, with a total eksaminationstid in 30 minutes:




1) Presentation on German by an unknown German-language text material on a scale of about 4 standard pages with the involvement of one of the most studied topics. The topics included as the basis for the sample, taken together, cover the professional goals and core substance. The presentation is followed by a detailed conversation in German. Text material handed out the day before the test, and given a preparation time for this part of the sample at least 24 hours. All devices are allowed.

2) Text understanding based on an unknown, German-language prose text on a scale on 1 normal page. The text referenced in Danish. The examiner asks a supplementary question to the deepening of the testees ' understanding of the text. For this part of the sample is given a preparation in 30 minutes. In this preparation time must the examinee use all devices except for communication with the outside world.



The same unknown text material may be used by no more than 3 examinations on the same team.

4.3 evaluation criteria

By the test assessed the extent to which the testees ' performance meets the professional objective, as specified in 2.1.
Emphasis is placed on the fact that the examinee in German can present and relate/compare the unknown text material and can incorporate relevant elements of German culture, literature and society from the studied subject. In addition, emphasis is placed on conversation skill and comprehension. Coherent language is more important than accuracy in detail.

One character is given on the basis of a global assessment.
Annex 43

German language (C) continues – electives, June 2008

1. Identity and purpose

1.1 Identity

German is a færdighedsfag, a vidensfag and a workshop and contains elements from different disciplines. The subject's central work areas are: German language and culture with the involvement of the social and historical conditions. Key in the subject is the practical dimension, which develops skills in the use of German as a means of communication, understand and relate to spoken and written German, awareness of the language's use and structure, as well as knowledge of the German-speaking countries in European and other international contexts.

1.2 Purpose

Through the work of German language achieves students competence to communicate in German, as well as insights into the cultural, historical and social conditions in German-speaking countries. This gives desire, ability and courage to reflect on and with empathy and understanding to enter into dialogue with other cultures.

Students acquire linguistic skills in German the subject, knowledge and awareness and knowledge of the German language in functional contexts, and thereby develop their communicative skills. Through the work of German students develop their understanding of literature and other artistic expressions as impetus for experience, reflection and aesthetic awareness. In addition, students accumulate an intercultural competence, since they work with German involve their knowledge and awareness of other culture and society. In addition, students study build competence by, that they will be able to combine knowledge from German subject with knowledge from other disciplines and of German-language texts to extract knowledge that relate to other disciplines in the training.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the content of spoken German, when spoken a single standard language,

– use language to gain knowledge of the German language culture,

– read and understand different types of newer German-language lyrics,

– explain studied German-language texts and topics and relate/compare to other texts and topics on a single and coherent German with a basic vocabulary,

– have a conversation in German on different people, culture and society related topics with relevant German-speaking audiences in a single and coherent language and have a conversation about topics they are familiar with, reference, comment on and express different points of view on a single and coherent German,

– write short texts in German, in relation to the studied texts and topics

– apply and build on relevant listening and reading strategies as well as oral communication strategies,

-Express in German for understanding and reflecting on the German-language literature and other aesthetic forms of expression,

-Express in German for understanding by non-fictional German-language texts related to the profile of the education where elective offered, and

-Express in German for insight into selected, current conditions in Germany, as well as in cultural, social and historical conditions including selected in German-speaking countries.



2.2 Core fabric

Nuclear substance is:




– Basic German vocabulary, basic German grammar, language acquisition,

— Basic knowledge of German culture and society,

– cultural, historical and social conditions in Germany after 1945, including the past 10 years,

– current German-language literature and factual, as well as

– basic standards for oral language use and communication.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug deepens students ' linguistic knowledge and awareness as well as perspektiverer nuclear substance's literary and cultural aspects to a broader understanding of German-language culture in European context.

3. organisation

3.1 Didactic principles

Education shall be based on a professional level corresponding to the level of pupils from primary school.

Central to the teaching stands the individual student's academic progression. That is why educational differentiation inevitable in the organisation of teaching.

The teaching emphasis on that subject's disciplines is experienced as a whole. Work with the linguistic aspects going on with ever-a view on the language in use.

Teaching should promote pupils ' creativity and ability to think outside the box.

Teaching takes place to the greatest possible extent in German.

3.2 forms of work

The choice of working methods must be based on the principles of variety and progression in terms of linguistic and substantive complexity and the degree of independent work. It focuses on the forms of work and task types that develops students ' communicative skills and creative abilities. The work is organised mainly through 3-5 different topics, and it must be ensured that professional objectives are integrated in this work.

Workshop lessons must be involved in German education.

The written work included training of an important competence in German, since it strengthens students ' communication ability and linguistic security.

Part of the written work should aim at authentic communication situations.

3.3 It

Students are introduced from the beginning to the it-based forms of work.

It plays a central role in the work of German and is used in both classes, homework and communication between student and teacher, as it is also used in the individual language training work and increasingly in cooperation between pupils. It is also used in the context of information retrieval, just as it supports the reading, listening and speaking exercise. The interaction between language work, it and organization of labour forms constitute a whole.

3.4 Interaction with other subjects

Where possible, included German in interaction with other disciplines.

The aim is that the subject is part of a close interaction with the other fremmedsprogsfag, Danish culture and society and the Faculty group. This ensures that students gain the necessary linguistic and historical depth and breadth of understanding of the specific linguistic and cultural, including societal and historical elements.

When German is read as a single subject, lapse the requirement for interaction with other disciplines.

4. Evaluation

4.1 ongoing evaluation

The professional goals are the basis for the ongoing evaluation of students ' oral and written position.

Students ' oral and written skills are evaluated on an ongoing basis regarding skills, knowledge and effort. Screening, testing and samples during the course shall give knowledge of students ' position in relation to the subject's goals and to contribute to students ' continued progression in the subject. The basis for the evaluation should be the professional goals.

4.2 Sample form

There will be held an oral examination consisting of two parts, with a total eksaminationstid in 30 minutes.




1) Presentation on German by an unknown German-language text material on a scale of about 4 standard pages with the involvement of one of the most studied topics. The topics included as the basis for the sample, taken together, cover the professional goals and core substance. The presentation is followed by a detailed conversation in German. Text material handed out the day before the test, and given a preparation time for this part of the sample at least 24 hours. All devices are allowed.

2) Text understanding based on an unknown German-language prose text on a scale on 1 normal page. The text referenced in Danish. The examiner asks a supplementary question to the deepening of the testees ' understanding of the text. For this part of the sample is given a preparation in 30 minutes. In this preparation time must the examinee use all devices except for communication with the outside world.



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

4.3 evaluation criteria

By the test assessed the extent to which the testees ' performance meets the professional objective, as specified in 2.1.

Emphasis is placed on the fact that the examinee in German can present and relate/compare the unknown text material and can incorporate relevant elements of German culture, literature and society from the studied subject. In addition, emphasis is placed on conversation skill and comprehension. Coherent language is more important than accuracy in detail.

One character is given on the basis of a global assessment.