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Decree On Training For The Higher Commercial Examination (Hhx-Notice)

Original Language Title: Bekendtgørelse om uddannelsen til højere handelseksamen (hhx-bekendtgørelsen)

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Table of Contents

Chapter 1 The purpose of the education

Chapter 2 Duration of education and scope

Chapter 3 Structure and content of the training and the content

Chapter 4 Instructions

Chapter 5 Management of the training

Chapter 6 Planning and implementation of the Noise

Chapter 7 4-year-old arrangings, etc.

Chapter 8 Single subject

Chapter 9 Self-students

Chapter 10 Internal Evaluation

Chapter 11 Education Descriptions and attestations for successful education

Chapter 12 Special training and other special pedagogical assistance

Chapter 13 Health training

Chapter 14 Crow

Chapter 15 Fraviations from the rules of the notice

Chapter 16 Entry into force and transitional rules

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

Appendix 10

Appendix 11

Appendix 12

Appendix 13

Appendix 14

Appendix 15

Appendix 16

Appendix 17

Appendix 18

Appendix 19

Appendix 20

Annex 21

Appendix 22

Appendix 23

Appendix 24

Appendix 25

Appendix 26

Appendix 27

Appendix 28

Appendix 29

Appendix 30

Publication of the training to the higher trade sector (hhx notice)

In accordance with section 12 (2), 3 and 5, section 14 (4). 2, section 17, paragraph. 2, section 18 (2). 2, section 20, section 27, § 28, section 36, paragraph 2, section 37, paragraph. One and two, section 40, paragraph. 3, section 41, paragraph. 3, section 42, paragraph. 2 and section 46 (4). 3, in the law of training for higher commerce samen (hhx) and higher technical examination (htx), cf. Law Order no. 446 of 8. May 2007 :

Chapter 1

The purpose of the education

§ 1. The training for higher trade is a 3-year-old youth training targeted at young people with an interest in knowledge, in depth, perspectives and abstraction. The training constitutes a whole and completes with a degree in accordance with national standards.

Paragraph 2. The aim of the training is to prepare students for higher education, including that they are dedicated to education, knowledge and skills through the combination of professional breadth and depth and through the interaction between trade unions.

Paragraph 3. In the field of education and pedagogic progression, the students must develop professional insight and study skills. They must gain confidence in the use of different forms of work and of the ability to function in a study environment, where the requirements for autonomy, cooperation and sans to seek knowledge are at the heart of the matter.

Paragraph 4. The training must have a training perspective, with the emphasis on the development of personal authority by the students. The students must therefore learn to behave reflecting and responsibly to their world : people, nature and society, and to their own development. The training must also develop the creative and innovative skills of students and their critical senses.

Paragraph 5. The training and education culture as a whole must prepare students for participation, responsibilities, rights and obligations in a society of freedom and the people's regime. The teaching and the whole daily life must therefore be based on spirit of freedom, equality and democracy. The students must achieve the conditions for active participation in a democratic society and understanding of the opportunities for individual and, together, to contribute to development and change, as well as understanding both the immediate and European and European level. global perspective.

§ 2. Hhx-education is carried out by weight on business-related perspectives.

Paragraph 2. The Hhx-Education Competence is being realized in the field of corporate and socio-economic areas in combination with foreign language and other general subjects. The training must develop the ability of the students in terms of professional understanding and their understanding of theoretical knowledge as a tool for the analysis of reality-close.

Chapter 2

Duration of education and scope

§ 3. Higher trade sayers can be achieved as

1) an overall higher trading post after a three-year, optionally 4-year training program ;

2) a higher degree of trade, composite of test marks in all the compulsory subjects, the field of study, the field of selection and a test of the project.

§ 4. In both the three-year courses of education and in the four-year period in particular, the training period is at least 2470 hours á 60 minutes.

Paragraph 2. For students who have been approved by the rules on this subject, the school manager may organise individual courses of training time during 2470 hours.

Paragraph 3. The training shall include in addition to the field of study and the student employment project between 12 and 15 subjects of C, B and A level. However, the school can allow students who want to carry out more classes at A-level than the minimum requirement have between 11 and 15 subjects.

Paragraph 4. The training includes up to 26 blocks, where a block corresponds to a C-level class, or an extension of a C to B level, respectively B-to A level respectively. B-level Fag equals two blocks and a level subject of A-level subjects is equivalent to 3 blocks.

Paragraph 5. The operator of the school may allow the flow of each student to include additional 1 or 2 blocks if they are used for lifting one or two classes from C to B level or from B to A level, or to the student to be eligible to get one. languages at A-level as 3. or 4. Foreign language.

Paragraph 6. The head of the school may permit a student to have been given merit in training in accordance with the rules in the Merit notice and which is therefore exempted from parts of education may use the available time to complete further elective, that can be included in hhx training, including raising the level of compulsory subjects.

§ 5. The training period will include the overall teacher-driven elevation, i.e. the time to which the students participate in different types of teacher-driven education and in other activities organised by the school for the purposes of education, including technical and methodological guidance, cf. § 39, paragraph. 1.

Paragraph 2. The preparation of the students ' preparation for teaching, the written work, the official tests for the examination, guidance for the implementation of the training, cf. § 39, paragraph. 2, training and business guidance, cf. § 39, paragraph. 3, voluntary education, cf. § 34, and the study of studies, cf. Section 35 is not covered by the training period.

Chapter 3

Structure and content of the training and the content

Outline

§ 6. A higher commercial degree is composed of high schools C, B and A level subject, where A is the highest level.

Paragraph 2. All students must at least have four classes at A level, at least 3 subjects at B level and at least 1 C-level studies. For students with more than four classes at A level, the minimum level of class at B level may be reduced by the number of A-level subjects in addition to the minimum requirements.

§ 7. The profession of education is carried out in part in the framework of the study area, cf. § 67, paragraph. Two and three.

Paragraph 2. In the field of study, emphasis must be placed on strengthening the interaction between professionals, progression in education and skills, the pupils builder through the professional work, with a view to the purposes of education.

Paragraph 3. The field of study is divided into Part 1 and 2. Part 1 is followed in the background, and Part 2 is followed in the study process. However, the leader of the school may decide to allow the study area part 1 to extend for up to a year, .

§ 8. The training shall be structured in a basic course of a 425-500 hours training period and a subsequent study of study in the remainder of the training period.

Paragraph 2. The manager of the school distributes the training period in each class between the base and the study courses.

§ 9. The mandatory classes and levels of education are Danish A, English A, 2. foreign language, cf. section 11, intertime story B, trade union marketing, international economy and enterprise economy at least B level, business C, and a minimum of C level.

Foreign Language

§ 10. Foreign language beyond English can be completed as consecuriverb or as starting language .

Paragraph 2. In the language of convator, languages where the student has been following trial preparatory training for elementary school for 2 to 4 years in 7. -TEN. class or have similar qualifications. Prosperate language is French consecuriverb or German consecutor languages.

Paragraph 3. Beginning language is Arabic, French beginners, Italian, Japanese, Chinese, Russian, Spanish, Turkish or German beginners, as well as the classic languages of Greek and Latin.

Paragraph 4. In the French and German professionals, school leaders are leading the students off the start or the sequenders. The entry shall be made on the basis of the qualifications of each student in the profession.

§ 11. 2. foreign language is a consequeated language of at least B level or beginning language at A-level.

Paragraph 2. The following languages can be included as 2. Foreign language : French consumption language B and A, German devour language B and A, French beginners A, Italian A, Russian A, Spanish A, or German beginner language A.

§ 12. Foreign Language as a student-class course may be French beginate language A, French congeguous language A, Italian A, Latin C, Russian A, Spanish A, German rookes.A and German consecutor language A, which is also in the B-level for students who have initial language at A-level as 2. Foreign language, a possible student program.

§ 13. Foreign Language as an Election can, cf. however, paragraph 1 2-4, be : Arabic B and A, French consecutive language C, B and A, French beginners B and A, Greek C and A, Italian B and A, Japanese B and A, Chinese B and A, Latin C, B and A, Russian B and A, Spanish B and A, Spanish B and A, German vs. C, B and A, German congeted language C, B and A or German beginners B and A.

Paragraph 2. Evers, there's a sequeur language like 2. Foreign language, and which have the necessary preconditions, can select additional consecutive languages as a selection.

Paragraph 3. Evers, who, as an elective, have a beginner's language as a third. or 4. foreign language, can select this language at the B level.

Paragraph 4. Evers, who, as an elector, have a devour language of 3. or 4. Foreign language or Latin as Latin as 3. or 4. foreign language, may select this language at the C level.

Basic Flow

§ 14. The base process consists of the professed Danish, English, Math and 2. Foreign language and, in whole or in part, Part 1 of the field of study, which includes specialized and thematic, organised training in the business economic, civic and social economic and cultural fields, both individually and across. In addition, one or more themes must form a linguistic and communicative dimension, an IT dimension, and an innovation and entrepreneurship-oriented dimension. Activities where students are given the opportunity of physical education, insight into the significance of this, and insights in other matters of concern for their personal health, must be included.

Paragraph 2. However, the leader of the school can decide that two. Foreign language only begins with the study process flow.

Paragraph 3. Fagene Danish, English and Math, and 2. foreign language, if it is included, cf. paragraph 2, shall be allocated at least 40 hours of training during the basic process.

Paragraph 4. If the manager of the school has used the option in section 7, paragraph 7. 3, final pkt;, in order to allow the study area part 1 to extend for up to a year, the school may decide that from the start of the groundwork, education in a further one or more subjects other than those referred to in paragraph 1 may be subject to the initial period of the initial commencement of the initial commencement of the initial commencement One mentioned.

Studies Motion Flow

§ 15. The study is made up of compulsory subjects, study area Part 2, study class, number of courses, and a study of the study.

Paragraph 2. If the manager of the school has used the option in section 7, paragraph 7. 3, final pkton, in order to allow the study area part 1 to extend for up to a year, the study process is also composed of the remaining part of the study area part 1.

Paragraph 3. In subject to a C-level program at the end of 1. This year, in addition to the training period in the basic process, cf. Section 14, paragraph 14. 3, shall be allocated at least 40 hours of training for the subject in question, including : time for the study area, cf. § 66.

§ 16. Each study program must contain three courses of study in AAA, AAB, AAC, AAC, ABB, or ABC level.

Paragraph 2. In study relocations with a third. foreign language as a student program, where the third. Foreign language is an A-Level beginner language, however, only includes two courses of study which are both at the A-level.

§ 17. The possible courses of study at A-level are : marketing, French beginners, French consecutive languages, international economics, IT, Italian, Math, Russian, Spanish, German beginners ' language, German consumables, and corporate economies.

§ 18. Possible student courses at B level are : Philosophy, IT, Cultural understanding, mathematics, and psychology. In addition, the level of secondary languages for students who have a rookie language at A-level as 2 is also in addition to the B level. Foreign language, a possible student program.

§ 19. The possible courses of study at C level are subject to a secondary secondary education or from the choice of eligibility of the electoral contract, cf. however, paragraph 1 This does not apply, however, to subjects from other secondary school education, which is already part of the Hhx education, business economy C and C-level language class, unless the language is Latin.

Paragraph 2. The data dictionary in C, programming C and Information Technology C cannot be included in the studies that contain the group of IT B or A. Faken philosophy and technology C cannot be included in the studies that contain the philosophy B.

Bindings

20. There are bindings between the Student Regiments, cf. Annex 4.

§ 21. The school picks three. Student course, so that all the courses of study in a study of studies have good opportunities for professional interaction and the bindings, cf. Annex 4 is fulfilled for the major classes.

Paragraph 2. The Ministry of Education may, on the application of each school ' s application, approve the supply of student exchanges with a number of subjects other than it is required under Section 16.

Paragraph 3. In the case of students who study the study, education or school, and for students who have been given merit, one of the two courses of study at the highest level (AAA-or AB level) may be deviate from the rest of the class ' s decision by the school leader. for the subject and level of subjects. For the same reasons, it can be 3. Student course according to the decision of the school leader, deviate from the rest of the class, both in terms of subjects and levels.

Paragraph 4. The school's manager can allow the student to switch to another student's tuition in school.

Studiere-project

§ 22. The guidance project is written in 2 or 3 subjects on the basis of a study study in which the student has at A level and with the inclusion of other student subjects of C, B or A-level and / or mandatory class at A level, cf. Annex 6.

Paragraph 2. If the student chooses to include a student program subject of the B or C level that was terminated before 3. year, cf. § 68, paragraph. 3, the school manager must ensure that the student is offered professional and methodical guidance in the profession.

Paragraph 3. The student selects the student project's professional combination. A class that is part of a student's guidance project is at the highest level, the student has or has had the profession.

Joint Student Rules

-23. In the case of students from two courses of study which have not been possible to create a single file, 1 blended study class may be established, where the students from the two courses of study shall be interviewed in the compulsory courses of study proceedings ; and in either at least 1 Student Student in A Level, or in 2 Student courses at the same level.

§ 24. If the head of the school decides to compare 2 existing courses of study to one student basis, the merging shall be well alert for the pupils and teachers concerned in such time that an adequate provision is made for the appropriate time ; compliance between the professional content of the classes and the fulfillment of the professional objectives and to carry out a review of the training of classes in the class of the group.

Paragraph 2. Studying classes for one class can only take place if the students of the two courses of study are interviewed in the required courses in the study process and in at least 1 Student Regiment subject at A-level or in 2 Student courses of study ; the same level.

Elections

§ 25. Each student must complete at least one field in education.

SECTION 26. Elections can be a class from the selection or class from the other high school education, cf. Annex to the notices concerning the training of stx, hf and htx, cf. However, section 28. The subjects described in the annexes to this notice may also be offered as an electoral profession.

Paragraph 2. The head of the school shall indicate at the same time that an optional service is offered after which it is published, provided that it is planned to be studied according to other high school notices other than this or the selection of the election trade.

Paragraph 3. A student can't choose the same profession and level more than once.

§ 27. Begin language must always be at A-level. Latin can be on C or B level.

Paragraph 2. Evers, there's a sequeur language like 2. foreign language, and which have the necessary preconditions, can select additional consecutive languages as an option for B or A-level selections.

§ 28. Only one of the following subjects can be considered as an elective :

1) data catalog in C,

2) information technology (C),

3) information technology B,

4) It B,

5) It A,

6) communication / it C,

7) communication / it A, and

8) Programming C.

Paragraph 2. Student classes in which the study courses are carried out cannot complete the trade unions in paragraph 1. 1 as an Election :

1) data catalog in C,

2) information technology (C),

3) It B,

4) It A,

5) communication / it C, and

6) Programming C.

Paragraph 3. A student can neither choose an idea for an idea, B or business economics C as an elective.

§ 29. A student must follow or have followed the teaching of the nearest sub-level in a subject before the student can commence teaching at a higher level in the profession. However, the leader of the Schools may allow this requirement to be waisted if the true professional qualifications of the student is deemed sufficient.

Aggregation of electoral duty

-$30. If the head of the school decides to establish two existing elections for one team, the merging must be well alert to the students and teachers concerned in such a good time that there is an opportunity to establish a sufficient consistency between the teams, professional content and fulfillment of the professional objectives and to carry out a review of the training of the classes in which the group is to be joined.

Other training activities in the training period

§ 31. The sharing of training can be organised and organised as an ex-basket of the field.

Paragraph 2. All excursions must be approved by the school leader and must be included in the fulfilment of the professional objectives and be able to replace the training they replace.

§ 32. The leader of the school can decide that, as part of the lesson, joint events and theme days should be held, together with the possibility of internship.

Paragraph 2. Community events include more than one class or crew, and can be organized across the year.

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

Paragraph 4. Practice is in a business, an institution or similar to one or more students. Practik can be part of a learning process in all classes or their interaction or in connection with the student routing project.

Paragraph 5. All joint events, thematic days and internships must be approved by the school leader and must be included in the achievement of the objectives of education.

§ 33. Parts of training can take place in a foreign educational institution for pupils who have signed up to a special scheme where this is already planned.

Activities outside of education

§ 34. The school can offer students a volunteer lesson. The teaching that can be offered groups of pupils across the class, classes and teams cannot include the test-related, professional training. This class is free for the pupils.

Paragraph 2. Participation in voluntary training cannot be made a condition for the choice of student relocations, the choice of the school or any other activities offered by school as part of the training.

$35. The school can offer students the student body. Studiekredse can be offered groups of pupils across the class, classes and teams. Studiekredse cannot include the subject matter of professional training. Participation is voluntary and free of the pupils.

Paragraph 2. Participation in voluntary study can not be made one condition of the options for the choice of courses of study, the election subject or any other activities offered by school as part of the training.

§ 36. The leader of the school can offer students the opportunity to use the school facilities as their homework assignment, thereby strengthening the study and the basis for ensuring that every student achieves a good trade in professional goods.

Lireplanes

§ 37. The content and objectives of the teaching of the classes, in the field of study and in the study for the study project, appear in the readout, cf. Annexes 2 to 3 and 5 to 30 and the Annex to Section 26.

Paragraph 2. In individual vocational training, cf. in Chapter 8, paragraph 3.4 (co-play with other subjects) is not included in the halanas.

§ 38. The language of education is Danish, unless the instruction takes place at a foreign institution, cf. § 33. In other cases, the Ministry of Education may accept that the language of instruction is English, German or French.

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

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

Chapter 4

Instructions

§ 39. The leader of the school must ensure that professional and methodical guidance is given in the individual subjects and in the interaction between the professionals as part of the training period.

Paragraph 2. The leader shall ensure that in addition to the one in paragraph 1. 1 mentioned instructions outside the training period shall be offered individual and collective advice and guidance on the implementation of training, for example, on instructions on the implementation of training in the Education Ministry's territory.

Paragraph 3. The training and guidance guidance provided by students in accordance with the announcement of the choice of higher education and professions is beyond the training period.

Paragraph 4. The leader shall take a more detailed decision on the organisation and organisation of the guide in accordance with paragraph 1. 2. The students have an obligation to participate in the instructions given in accordance with paragraph 1. 1-3.

Chapter 5

Management of the training

Classes and teams

§ 40. The school establishes the framework for the creation of classes and teams.

Paragraph 2. The leader of the school makes a decision on the distribution of students in each class and on hold. In the course of the organisation of the groundwork, the school manager must take account of the principal characteristics of students ' pretenses about the study of the student body.

Paragraph 3. In the distribution of students in classes of study courses, the school manager is required to take account of the students ' requests for courses of study and the selection of courses.

§ 41. The leader of the school can allow a student from another high school education that has selected a class in hhx training, is being recorded in an existing class or on an existing team.

The tender and the establishment of studies and studies

§ 42. The school shall decide on the procedures for the procedure and the selection of studies, including criteria for the establishment of study relocations and the selection of the studies. The students shall be made aware of the criteria laid down.

Paragraph 2. The leader of the school must group the supply of student relocations into the following main categories : international-oriented, market-oriented, mathematicis/it-oriented and economic-oriented courses of study. The manager shall determine the two major classes at the highest level of the study ' s studies to which a head of study is covered.

Paragraph 3. The number of different courses of study offered at each school or school department must be proportionable to the number of students in school hhx training. Each school shall, however, have at least two different courses of study. Among the tenders offered shall include at least one (1) consecutive language A and a rookie language A. Alternatively, each school must provide at least one student body to be put together in such a way that the students through the studies and the selections are given in the studies and the selections ; the ability to obtain both a convator language A and a rook-inlet language A.

Paragraph 4. If a school offers hhx-training in several different addresses, paragraph 1 shall apply. Three for all the addresses.

§ 43. Each school must, as a class or a study class in a higher level than the compulsory subject of education, take classes in the following subjects :

1) marketing,

2) at least one beginning language,

3) at least one sequitator language,

4) international economy,

5) Math,

6) corporate economy.

Paragraph 2. The school shall ensure that the students are given the opportunity to put together the training so that it meets the requirements for this in this notice.

Paragraph 3. If a school offers hhx-training in several different addresses, paragraph 1 shall apply. One-two for all the addresses.

§ 44. A study registration may be named exclusively by the names of the two top-level studies in the study, cf. however, paragraph 1 2. If it is not unique which subjects in a study ' s study should be considered to be the two subjects at the highest level, the school itself determines which two of the studies in the student body are to be the name.

Paragraph 2. The school may be allowed on his website, at information meetings and in information brochures, further information on the content and scope of the individual courses of study, including envisaged levels. The information must focus on the central content of the individual study and shall not conflict with section 47 (s). Two and three.

§ 45. The leader of the school shall decide on the establishment of specific courses of study and may, in particular, decide on the establishment of a joint guidance class, cf. -23. The leader's decision may involve the fact that not all student's wishes for the course of study are taken into account.

§ 46. The leader of the school is deciding on the creation of a specific election. The leader's decision may involve the fact that not all student's requests for an elective profession are met. The leader must ensure that all students can meet the requirements of education.

§ 47. The range of procedures to be made by the school and the selection of studies shall be published by 1. In advance of the application for membership application. The enrollment shall be made on the school's website and at a possible orientation meeting for future 1. Years of students. If a number of selections are offered only in the context of certain studies, this shall be included in the home page.

Paragraph 2. The school's enrollment must include information on the two courses of study which are part of the two courses of study of the studies in the course of the study in accordance with the highest levels. Section 44 (2). 1, but must not be informed of the agents ' level, cf. however, section 44 (3). The school shall also indicate to each study ' s study which studies are envisaged as possible or possible third or fourth study subjects, cf. Section 21 (1). 2.

Paragraph 3. The school's announcement must also inform you of which subjects are offered as 2. Foreign language.

§ 48. The head of the school must be at least 1. November of the background information on the subject and level of the two subjects at the highest level in each study. At the same time, the leader must notify the levels of possible 3. Student course and the level of the tendering and the level of the selections.

Election of the student ' s choice of study and the selection of studies

§ 49. The school leader will collect the earliest on 1. In the elevation of the students, the students want to see their way to study. The students must be able to choose between all the courses of study, school exhibitions made in relation to the student application for inclusion in education. The school can offer new courses of study, including study relocations with new levels.

Paragraph 2. The manager distributes students in student relocations, so that the overall group's wishes are met as far as possible in the context of the given framework. The leader shall ensure that the composition of the students ' training courses meets the requirements of the training courses.

Paragraph 3. The study process begins in the period 2. -TWENTY. January to 1. Years. The students must, within eight days of school days before the start of the study for the study on which their wishes have been met, must be notified.

$50. The leader of the school decides when students make a wish for an election for the next school year. However, the wish must be made by the 15. April and they can only be amended in exceptional circumstances and in accordance with the specific authorisation of the school year after the 15. April, cf. § 53.

Paragraph 2. The students must be able to choose between at least all the electives that school offered, as the students sought admission to education. However, the school can decide that some of the selections in the field can only be selected on 2. or 3. Years.

Paragraph 3. Have some selections only been offered in connection with specific courses of law, only the students who have applied for these studies are entitled to be able to wish these selections.

§ 51. The leader of the school distributes the pupils of an election year, so that the overall group's wishes are met as far as possible in the context of the given framework. The leader shall ensure that the composition of the students ' training courses meets the requirements of the training courses.

§ 52. The leader of the school can allow a student to follow the teaching of an electoral profession that can be included in the hhx training course of another institution.

Paragraph 2. The leader of the school may, in exceptional cases, allow a student who wants an elective subject to be a specific access requirement for higher education, not created at school or not created at the desired level, or if the schema-ecrotic the fact is that a student may be admitted to a desired election team, to follow the course of the profession in another ; Student registration In such cases, the student must follow the plan laid down for the instruction in the profession.

§ 53. A student may, having received requests for an election, and after notification of the subject of the election subject, request the school's manager to change one or more selections. The leader may permit this, if the total requirements for training are still to be met.

Paragraph 2. Conversion must normally be completed before the selection in the selection process starts. Reselections can be made within one month after the selection of the optional start of the selection process unless exceptional circumstances apply.

Paragraph 3. If the manager allows a pupil to change his choice, and the shift means that the student has not been able to submit a sample at a lower level, the manager may at the same time decide that the student does not need to take the test at this lower level. A student to take this test must take the test before or as soon as possible after the shift.

School year and holiday

§ 54. The school makes a decision on the beginning of the notification.

Paragraph 2. The Ministry of Education shall determine the last time for the conclusion of the teaching of each class step at the time of the publication of the annual schedule for the examination.

Paragraph 3. The school makes a decision on the number of days of school and the placement of vacation days and holidays.

Chapter 6

Planning and implementation of the Noise

§ 55. The education is planned and implemented so that the objectives of both the training as a whole and for the individual subjects, cf. the readers of Annexes 2 to 3 and 5 to 30 are fulfilled.

§ 56. The teaching must be organised, taking into account the different abilities and conditions of the pupils.

§ 57. In the course of study, class of classes shall be subviewed in a compulsory class and study class, cf. however, paragraph 1 2-3.

Paragraph 2. Mandatory tutoring in two. foreign languages may be carried out in separate teams across classes.

Paragraph 3. In a selection class, the teaching can be organized in teams across classes and class steps.

§ 58. When teaching in a class or process, where more subjects play together, the teaching of several teachers, the school manager must establish a division of responsibilities for the overall education, evaluation and tests.

$59. The head of the school conduits the baselings and for each of the courses of study one or more teacher team. In addition, the leader can put together trainers by other criteria. A teacher team may, as needed, work in a shorter or longer time.

Paragraph 2. The manager decides on the tasks attributed to the individual teacher team in relation to planning, execution, evaluation and development.

§ 60. The Manager of the school shall determine, after discussion with relevant teacher team, a general, concise and manageable plan (study plan) for teaching. The study plan must ensure coherence and continuity of education, and the study plan is the starting point for the teaching team's joint planning.

Paragraph 2. The Study Plan must establish a clear division of responsibilities between the teachers and ensure consistency between single-disciplinary and multi-disciplinary procedures.

§ 61. In the course of the study, the studies should be included in the studies and field studies. In the course of study, the Study Plan includes all classes of class and their interactions and the area of study to ensure progression and variation in the use of various forms of work, including written work, virtual flows, project work, and Excursions.

§ 62. The study plan will be adjusted continuously and must be communicated to the school website, in accordance with the provisions of the law on transparency and openness in education and so on.

§ 63. The leader of the school shall ensure that there are clear objectives for the construction of professional, general and personal skills, as a prerequisite for professional excellence, study skills and personal development, cf. the purpose of training in Chapter 1.

Paragraph 2. In addition to the specific objectives, the leader shall be the leader of the lefers

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

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

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

Paragraph 3. The leader shall ensure that the written work of the agents ' s interaction and in the individual subjects, including the subject matter of hand-distributed time in writing, shall be subject to written work, cf. § 77, paragraph. 2, forming part of a common plan for the written work for the realisation of both the specialised objectives and the objectives set out in paragraph 1. One and two.

Paragraph 4. The leader must ensure that the burden of the students is distributed evenly across the entire educational process.

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

§ 65. The leader of the school must ensure that there is coordination of the teaching and written work. Coordination must make it possible to combine simultaneous learning flows to different levels in the same subject in accordance with the subject's objectives and content requirements.

Educational Time

§ 66. The following classes and courses have the following framework for their training time :

1) Statement B : 225 hours

2) Danish A : 260 hours

3) English A : 335 hours

4) International economy B : 130 hours

5) Mathematics C : 125 hours

6) Samthian B : 130 hours

7) Studiereal project : 50 hours

8) Corporate economics B : 225 hours

Paragraph 2. 75 hours for other C-level classes, 200 hours for class of B level, 125 hours to lift from C to B-level and 125 hours to lift from B-to A level.

Paragraph 3. The training time specified includes training time for the co-play of the fagents in the field of study, cf. Annex 2-3, as well as the training period used in section 70.

§ 67. The training time the individual subjects are assigned, cf. Section 66 must be divided between the individual subjects and the co-play of the agents so that the overall objective of education is to be taken as best as possible. The school leader decides how the split is to be.

Paragraph 2. The field of study part 1 shall be at least 250 hours of the training period, including at least 25 hours for training in it and at least 15 hours for training in physical education and personal health.

Paragraph 3. Study Area Part 2 represents at least 110 hours of training time. The training period for the implementation of the guidance project is not part of the training period for the field of study.

§ 68. The leader of the school decides after discussion with teachers how the apprentice of training periods in the areas and in the field of study, see it in accordance with the studies. § 67, paragraph. 1, must be in the individual years, so that the overall goals of education are best taken into account as well as possible.

Paragraph 2. The distribution of training must be carried out in such a way as to always end classes at A-level at the end of 3. Years.

Paragraph 3. The manager may decide that one or more Student classes at B and C level are ended prior to 3. year, cf. however, section 22 (3). 2.

Paragraph 4. The marketing and business economics of the business economy shall be completed at B level after 2. years when they are not the level of study courses at the A-level.

§ 69. The head of the school provides for discussion with each teaching team to set up the training path for different forms of work in order to support the various forms of work in the various forms of work.

Paragraph 2. Training time can be used for education which does not require, at the same time, a common presence of teacher and students (virtual education). In the background it may not exceed 10% of the training period and in the study process not more than 25% in each subject.

§ 70. The leader of the school can decide that up to 7 percent of the overall training period of the pupils is used for internal tests, other internal evaluations, internal joint interactions, etc. or other inter-disciplinary training activities in accordance with the purpose of training.

Paragraph 2. The leader decides, taking into account the purposes of education, how the time allocated should be distributed among the individual subjects and the teaching procedures.

Written Work

§ 71. The leader of the school provides for the allocation of the deposed resources to make written essay and to evaluate the students ' written work. The leader may, as part of this, provide for the creation and maintenance of knowledge banks for tasks and task formulations and the development and use of collective (including IT-based) retrenches which may be used against groups of pupils.

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

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

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

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

§ 73. Written work has to contribute to the competence of students, both within the field and in the fields of competence in the field of competence.

1) develop and document the skills and knowledge of students in the field of professional areas ;

2) Practise the students from communicating professional material in language appropriately in writing.

3) ensure that the students may carry out a self-employed work on issues ;

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

5) contribute to the elevation of the students in special problems ; and

6) provide the basis for the student ' s opinion and the teacher's assessment of the position of the student.

Paragraph 2. The leader of the school gives priority to the use of writing work in both the individual and in the agents ' interaction and to ensure coordination and cooperation between professionals to achieve the objectives.

§ 74. The leader of the school decides on the tasks attributed to each teacher and a teacher team with regard to the student's written work.

Paragraph 2. The extent to which the students ' written work should be approximated should be the same for all the courses of study.

Paragraph 3. The leader may, however, satisfy pupils with special needs.

§ 75. The extent of the written work is being done in an era of student body. Student time is expected an average student at the level in question required to complete a specific task.

Paragraph 2. Student time does not include internal tests.

SECTION 76. The head of the school provides for discussion with the teachers concerned about how the presentation of the student body is being set up for individual tasks. The school will pass the student time to writing work, cf. § § 77-79.

Paragraph 2. In advance, students are to be made aware of the student schedule of the individual task.

§ 77. An elevator time of 585-610 hours is set aside for the entire educational process for the written work of the individual student.

Paragraph 2. The manager of the school shall give the following hours :

1) at least 75 hours to Danish A,

2) at least 160 hours to mathematics A,

3) at least 110 hours for other A-level subjects of written test,

4) at least 100 hours to Math B,

5) at least 40 hours for the Enterprise economy at B level and for the other subject, with a final written written tireak character (written vineyslashers).

Paragraph 3. Inv-level Fag, which is a hand-stationed period of at least 110 hours, shall contribute approximately 1 10%. of which to the written work in the field of study.

Paragraph 4. In order to ensure the overall target information for each subject, the school of decision on whether to grant a subject more hours than the prepaid period of time must be taken into account, taking into account the way in which the business is taken into other forms of writing.

§ 78. The head of the school shall decide after discussion with the teachers involved, the remainder of the remainder will be allocated, in writing in writing in the following areas :

1) Study area Part 1,

2) Study area Part 2,

3) internal measured projects,

4) cooperation in written products in several subjects,

5) writing work in the field of B level, which the students have indicated, to choose as an option at the A-level, and

6) Oh, by the way.

§ 79. A number of hours may be set for writing to work in writing other than in section 77 (5). 1, to

1) students who have more than four classes at the level of the A-level ;

2) students who are changing courses, study or training, and

3) students in similar situations.

$80. In the written work, the students are entitled to get feedback regularly on their standpoint, including a deepening evaluation of the strengths and weaknesses of the Task Convices.

Paragraph 2. The director of the school must be regularly informed about the strengths, weaknesses and professional level of the individual class, weaknesses and professional level of written work. The leader employing this knowledge, after discussion with the individual teacher team, to ensure progression and an appropriate distribution of the written work.

§ 81. In the evaluation of the students ' written work, different types of evaluation shall be used, including

1) the orientation of the individual responses of tasks and tests, including internal tests,

2) direction and comment of group-based or individual essay works, including internal audits,

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

4) conversations with students or student groups ; and

5) combinations of the above.

Paragraph 2. The leader of the school decides how the evaluation of the written work is done.

Chapter 7

4-year-old arrangings, etc.

$82. For students engaged in TEAM Denmark, and for students engaged in the Musical Baseline or similar course in art arts, training may be organized over four years.

Paragraph 2. The leader of the school can for students who follow a 4-year-old organization, limit the opportunity of students to choose among the school's range of courses of study.

§ 83. The leader of the school can for students who follow a 4-year-old organisation of the training, deviate the trade union in the background.

§ 84. A student who, in the study process, follows a 4-year-old organisation of training, must meet the general requirements of education. However, the head of the school may derogate from the composition of the student's study, the student is concerned ;

1) Mandatory subject at A level shall be terminated by the end of 3. or 4. Year,

2) the two courses of study at the highest level (AAA-or AB level) may differ from the rest of the class, both in terms of both classes and levels,

3) the third. Student courses may derogate from the rest of the class, and

4) Student courses at A-level can be terminated in 3. or 4. Years.

Paragraph 2. In addition, the Ministry of Education may approve other deviations from the Ministry of Education through the application of individual schools.

Paragraph 3. The school picks three. Student course. All courses of study in a study of study must have good opportunities for interactions.

§ 85. Study, following a 4-year-old organisation of training, can choose between writing a student-law project, cf. Annex 6, and a project task, cf. Annex 7.

§ 86. If the school manager approves a student's desire to no longer follow the 4-year organisation of the training, but instead the 3-year organisation, the leader must ensure that the student's education is put together so that it meets the requirements for this purpose in this announcement.

Paragraph 2. The leader may allow the student ' s student body to differ from the rest of the class in accordance with the rules of section 21 (1). 3.

Chapter 8

Single subject

Individual vocational training

§ 87. Individual vocational education and training are offered and organised as an open education.

§ 88. Individual trade villains shall follow the teaching of the same terms as the other students, cf. however, section 84.

Paragraph 2. The teaching of each subject shall be completed by testing according to the rules for the three-year organisation, cf. however, paragraph 1 3.

Paragraph 3. A test shall be conducted in the case of the business case and a special organized test, cf. Annex 3, which replaces the test in the international area. It falls to the school to ensure that the couriers receive guidance to be able to submit the tests.

$89. The exchange of couriers shall be allocated to the written work of each student. The school prehand divists the following hours :

1) At least 75 hours to Danish A,

2) At least 160 hours to math A,

3) At least 110 hours for other A-level majors of written test,

4) At least a hundred hours to Math B,

5) At least 40 hours for business-level economics at B level and for other classes with written vineygrade.

Paragraph 2. In addition to the one in paragraph 1. 1 submitted course time may be available for all subjects including the time being : in writing or in writing classes, which in the 3-year course, final written stamping character (written years) shall be added up to 25 hours of curritastic time for written training in other subjects. Written work in the following areas must be taken into account :

1) Language class,

2) Internal projects, and

3) Other subjects, including cooperation in writing, which involves several subjects.

§ 90. Chapter 10 on internal evaluation shall not apply to individual vocational training, cf. however, paragraph 1 2.

Paragraph 2. The teachers offer twice the course for the Kurds an offer of an assessment of their position. During the last semester, before the end of the notification, the training course in subject matter at levels, ending with written testing, must be offered to draw up a written task of writing during the examination of a degree in qualifications.

§ 91. The leader of the school can allow a single professional class to be included in existing classes or on existing teams that are part of a 3-year training program.

A single trade union of the trade union

§ 92. A single trade union shall meet the same requirements for training, courses and levels as specified in sections 4 and 6.

Paragraph 2. The study project is replaced by a project task, cf. Annex 7. The courier shall either have either settled or set to the test or the subject of the project ' s project in the next exams after the courier has completed the instruction.

§ 93. Sample in the individual subjects shall be laid down in the final examination which comes immediately after the termination of the notification.

Paragraph 2. If tested later, the sample is submitted as self-students, unless it is submitted as a medical examination.

Chapter 9

Self-students

$94. The suitability of self-students must be adjusted to test in accordance with rules in the notice of examinations and studies in primary schools and in the general and study-education and adult education. In addition to this setting, the self-evisceration must demonstrate that any examination grounds may be present.

Paragraph 2. Self-students are testing according to the rules laid down in the medical plan for the subject in question, including any special rules applicable to the profession of higher trading, unless special conditions are described in the relevant readout.

§ 95. Self-students must be offered professional guidance, which can be given individually or in groups of self-students.

§ 96. Self-students who wish to draw up a project project, cf. Annex 7, which has not already drawn up a study project, shall draw up the project present at a time when the school determines.

§ 97. For self-students wishing to take samples for a general examination, the rules on the testing for single-skilled students shall apply, cf. Article 92, however, not in terms of training.

Chapter 10

Internal Evaluation

School evaluation strategy

-98. The school draws up an evaluation strategy. The leader of the school decides after discussion with teachers and students how the strategy is translated into an evaluation process that includes, in concrete, ongoing evaluation of the teaching and of the individual students, both based on the objectives set out for education as a means of training ; overall, and based on the objectives and assessment criteria laid down for the trade unions, cf. the current readout (s), so that :

1) the students are kept informed of their professional opinion and the development process they are in ;

2) each teacher is informed of the professional opinion of the class or team, and how students develop in the teacher and class other subjects and courses of class ;

3) be evaluated on a regular basis in order to assess the chosen methods and plan ahead, and

4) the school manager keeps informed of the results of the evaluations carried out.

Paragraph 2. The strategy needs to be put on the school website.

Paragraph 3. The manager determines the distribution of responsibilities between pupils, teachers, teacher team and management for the specific, continuous evaluation of teaching and of the student, the school leader determines when and where to use common evaluations subjects and methods at the school.

§ 99. The school decides how the evaluation strategy and the evaluation of specific vocational and educational fields are included in the school quality system.

Paragraph 2. The school decides in accordance with the law of transparency and openness, which parts of the evaluations carried out, cf. paragraph 1 publication.

Evaluation of the individual student

§ 100. All major projects to which students take part must be evaluated separately and the result will be submitted to the school manager.

§ 101. The professional opinion of each student is evaluated using the standpoint sharps, internal test marks and any statements.

Paragraph 2. Standpunctuates express the degree of achievement of the objectives of professional knowledge, insight and method in the appropriate readout and in relation to the date of the nature of the character. Internal test scores express the degree of achievement of the objectives of professional knowledge, insight and methodology in relation to the assigned task.

§ 102. The students get

1) the standpoint characteristics as part of the ongoing evaluation,

2) the standpoint characteristics of the end of the school year in subject to a non-termination subject, and

3) the closing standpoint characteristics (vines) at the conclusion of the individual subjects.

§ 103. The Manager of the school sets the time points for the abandonment of the standpoint perks, cf. however, paragraph 1 2. The manager decides whether students must have a standpoint sharper at the highest level or the standpoint sharper at both levels if the pupils are at the same time following a two-tier subject.

Paragraph 2. At the end of each school year, the students are given a standpoint percepter in the individual subjects that are not terminated unless the leader has exempted the student for a degree which, following the assessment of the director, does not allow the student to evaluate the student. The character is part of the basis for determining whether the student is to be moved up to next year.

§ 104. In subjects that have written tests for higher levels of trade and in math and language classes at C and B level, the pupils are given a grade for the written position and a character for the oral position. In all other classes, the school leader provides for the students to have one standpoint marksman.

§ 105. The students will have finalised standpoint percepts in all subjects when the business is concluded unless the leader of the school has exempted the pupil for a degree which, after the evaluation of the school, does not allow the student to evaluate the student.

Paragraph 2. However, students are only getting final scatter characteristics (scarce) at the highest level if students at the same time result in a two-tier subject.

§ 106. In subject of written test to higher trade, as well as in Math C, French congestation B and German consecutive language B, the school leader ensures that the students obtain a final standpoint character (years) of the written position. and a final paragraph marksman (vigilantes) of the oral standpoint.

Paragraph 2. In all other classes and for each part of the study area Part 2 (business case and the international area) the student has one final standpoint percepts (archdiotides).

§ 107. Final standpoint kits (annual cortias) must be introduced in the examination protocol before the plan for the oral examination shall be published. These characters are transferred to the student diploma, according to the rules of the examination of the studies and tests carried out in elementary school and in general education and adult education.

§ 108. During the period from the beginning of 1. This year, the end of the notification shall be the end of 3. This year, a minimum of 5 samples shall be held, either in writing or in oral oral tests, for examination, cf. the examination notice or of the head of the school shall have established internal written or oral tests, with a view to the training of students in different test forms of training.

-109. Each student shall be required to respond to a greater written task in either Danish or the same history or both classes, cf. Annex 5. The task is written in the 2 of the training field. this year, unless the school has decided that the education in the history of contemporary history first starts on 3. Years. In these cases, the task can be written in the first few months of 3. Years.

§ 110. Study area part 1 shall be completed with an oral oral test, cf. Annex 2.

Paragraph 2. If the school has used the option in section 7 (4). 3, final pkton, in order to allow the study area part 1 to extend for up to one year, the sample may be placed at the latest at the end of 1. Years.

Chapter 11

Education Descriptions and attestations for successful education

§ 111. Each teacher team each teacher must at the end of the groundwork at the end of each year and at the end of the teaching of the individual subjects a teaching description for the specific subject. In addition, a teaching description shall be drawn up for each part of the study area part 2.

Paragraph 2. The teaching descriptions drawn up at the end of classes in a class and study section part 2 are included in the background for the oral tests. Elives that has previously completed a class or process at a lower level or have received merit for part of the profession or progress, following an agreement with the teacher expected to act as an examiner at any oral test, using the viewing description (s) from here.

Paragraph 3. The teacher team shall, at the time of preparation of the education document, use it by the Ministry of Education, by the Ministry of Education, in the format laid down by the Ministry of Education. The Ministry may require the teaching descriptions submitted and may require this to be done in a specific electronic format. The viewing description must be available for school censors.

§ 112. For a student who changes education, school or student registration during the course of a school year, each teacher team and teacher must contribute to the preparation of a teaching description. The teaching description of such a single telev shall be drawn up in accordance with the rules of section 111.

§ 113. A student who has participated in a class or course without completing this may, at the request of the school ' s certificate, be issued from the school manager for the course of education, cf. however, paragraph 1 5, and achieved results.

Paragraph 2. A student who has completed teaching in a class or course and has obtained a final stop-punctual character may, at the request of the school ' s certificate, be issued from the school manager for successful education, provided that the sample has not been conducted in the profession ; or the flow.

Paragraph 3. A student who is moving schools and therefore has been cut off from completing a class of B or A level may, if the new school leader finds the grounds for it, his last given standpoint percepts have been transferred to a lower level of final stop-punches. level of the profession.

Paragraph 4. A student who has finished a class on B or A level with a character in a character during the bounds may, if the school manager on the basis of previously given standpoint perks find the basis for that, at the request of the certificate to be supplied to the profession, completed and passed at a lower level, cf. however, paragraph 1 5.

Paragraph 5. It is a condition of having the attestation that the student has met the requirements of the school's study and order rules to active participation in education.

Chapter 12

Special training and other special pedagogical assistance

§ 114. In the case of special education or other special pedagogical assistance (SPS), a disability or other special pedagogical assistance (SPS) must be offered special teaching or other special educational assistance (SPS), which meets their needs.

Paragraph 2. Teaching or supporting the pupil shall be assigned according to the school's manager's practical assessment of the needs of the student against the background of experts ' opinions. The teaching or aid shall be launched after discussion with the student and student teachers or teacher team. If the student is subject to custody, then the implementation must be carried out in cooperation with the holder of the custody of the child.

§ 115. For students who do not have the opportunity to follow a common training course, the school may allow the three-year cycle to be extended over four years. The training period is the same as for an ordinary course of action in three years.

Chapter 13

Health training

§ 116. Evers, which are temporary due to illness for a longer period of time, do not have the general education to be offered the provision of medical training.

§ 117. In the absence of a disease expected to take longer, the school leader shall be required to run the school as soon as possible and within two weeks (10 school days) after the student was last attended to the teaching, the right enquiry to the student. If the student is subject to custody, then the leader also needs to call on the holder of the custody of the authorities in the implementation of health education.

Paragraph 2. The leader shall arrange for the necessary training to be undertaken in agreement with the holder or the parent ' s proprietor and, where necessary, to the teachers or teacher teams of the student ;.

Paragraph 3. If the student is acting in a hospital or other institution, the head of the median agreement shall take care of the competent institution on the conduct of the sickness.

§ 118. The extent to which the student ' s health condition may not exceed 5 weekly hours and normally cannot extend beyond 8 weeks (40 school days) may normally not exceed 5 weekly hours. The training period performed replaces the training period during the period concerned during the period concerned.

§ 119. If a student frequently abbrevied due to illness has had short-term absences or is expected to have frequent, short-term absence, the student may receive additional training in connection with the student's participation in the general education.

Paragraph 2. The head of the school shall take a decision on education under paragraph 1. 1.

§ 120. For pupils who do not have the opportunity to follow the ordinary education, the leader of the school can allow the three-year cycle to be stretched over four years. It is a precondition for the fact that the student has no prospects of immediate recovery and that the student needs to be curtailed on a daily basis or periodi-by.

Paragraph 2. The training period is the same as for an ordinary course of action in three years.

Paragraph 3. section 82-85 shall apply mutatis mutis.

Paragraph 4. The student must document its illness and its needs, cf. paragraph 1, at a medical certificate.

Chapter 14

Crow

§ 121. A student can complain to the school manager for educational decisions made at school in accordance with this announcement.

Paragraph 2. If the student is subject to custody, complaints may also be lodged by the holder of the custody of the parental authority.

§ 122. If the leader of the school does not give the pupil in a complaint after § 121, the student or custody of the authority can complain to the Ministry of Education at the director's decision. The complaint must be delivered to the manager within two weeks of the operator giving the student his decision.

Paragraph 2. The head of the school is to draw up a statement in the case and give the complainant the opportunity to comment on the statement. The Leader shall give the complainant a week's deadline for this. The complainant must submit his comments to the manager who is forwarding the case, including the case. the statement and any comments made by the complainant to the Ministry.

Paragraph 3. The Ministry shall be able to decide on the rejection of the complaint if the conditions set out in paragraph 1 are rejected. 1 is not satisfied whether the decision to change the decision to the complainant or about the return of the decision to the manager's renewal of treatment is not fulfilled.

§ 123. A student who needs special pedagogical assistance (SPS) may appeal to the Board of Appeal for Educational Support for Decisions to be awarded for the award of grants to the student in accordance with the law of the State's Education and Education. on institutions of high school education and general adult education, etc.

Chapter 15

Fraviations from the rules of the notice

§ 124. The Ministry of Education may, in exceptional cases, grant permission to derogate from the rules of this notice if it is to promote experimental work and educational development work.

Paragraph 2. The Ministry of Education may, moreover, make exceptions for a single student, in which special circumstances apply.

Chapter 16

Entry into force and transitional rules

§ 125. The announcement shall enter into force on 1. On August 2008, and at the same time, the order 800 of 28. June 2007 on education for the higher-trade sector (hhx notice), cf. however, paragraph 1 2-4.

Paragraph 2. The announcement shall have effect on students starting or commencing 3 or 4-year-olds in the course of 1. In August 2005 or later.

Paragraph 3. Study plans and teaching descriptions made during the period 1.8.2005 to 1.8.2007 shall not be adjusted in order to be brought into conformity with the rules laid down in this Order Section 57-62 or section 111.

Paragraph 4. The school can for pupils who have started a 2, 3, or 4-year-old program before the first 1. This is August 2008, and the summer finals 2011, including the intake. medical examination, test-form a, b, and c in math, cf. Annexes 20, 21 and 22. Elives that is beginning a 2, 3, or 4-year-old flow of the 1. August 2008 or later can only use sample form c in math, cf. Annexes 20, 21 and 22.

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

Appendix 1

List of the contents of the notice and table of annexes-hhx, June 2008

Contents of the Bekendom Decision
Chapter 1
The purpose of education (§ § 1-2)
Chapter 2
Duration of education and scope (Clause (3) (5)
Chapter 3
Structure and content of the education and content (§ § 6-38)
Chapter 4
Instructions (§ 39)
Chapter 5
Management Management (Clause Section 40-54)
Chapter 6
Planning and implementation of the Noise (§ § 55-81)
Chapter 7
4-year-old arrangings, etc. (§ § 82-86)
Chapter 8
Single subject (§ § 87-93)
Chapter 9
Self-students (§ § 94-97)
Chapter 10
Internal Evaluation (§ § 98-110)
Chapter 11
Education Descriptions and attestations for successful education (§ § 111-113)
Chapter 12
Special training and other special pedagogical assistance (§ § 114-115)
Chapter 13
Health education (§ § 116-120)
Chapter 14
Clause (§ § 121-120)
Chapter 15
Fraviations from the Order of the Order of the Order (§ 123)
Chapter 16
Entry into force and transitional rules (§ 124)
Appendices of the Convendors
Appendix 1
List of appendices to the list of notices and lists of Annexes
Appendix 2
Study Area Part 1
Appendix 3
Study Area Part 2
Appendix 4
Bindings between Student Mages
Appendix 5
The task in Danish and / or contemporary history
Appendix 6
Studiereal project
Appendix 7
Project Task for Single Trade Counsamen
Appendix 8
Statement A
Appendix 9
Statement B
Appendix 10
Danish A
Appendix 11
English A
Appendix 12
Occubial right C
Appendix 13
French Begin language A
Appendix 14
French Continual language A
Appendix 15
French Continual language B
Appendix 16
International Economy A
Appendix 17
International Economy B
Appendix 18
It A
Appendix 19
It B
Appendix 20
Math A
Annex 21
Math B
Appendix 22
Mathematics C
Appendix 23
Samfound class C
Appendix 24
Samtidory B
Appendix 25
Spanish A
Appendix 26
German Begin language A
Appendix 27
German Continual language A
Appendix 28
German Continual language B
Appendix 29
Corporate economics A
Appendix 30
Corporate economics B

Appendix 2

Study area Part 1-hhx, June 2008

1. Identity and purpose

1.1 Identities

The field of study is a cooperation between trade in and across business economic, social and economic and humanistic oriented areas. In the field of study we are working on theories and methods of individual, enterprise and society in relation to general human issues and cultural, economic and political phenomena. The field of study reconciles a theoretical-analytical and practical-realism near approach from the disciplines. Across courses, more questions are still being asked and answers and arguments are reflected.

1.2 Foraims

The field of study challenges the creative and innovative skills of students and their critical sense of the use of professional knowledge and methods through professional cooperation and promote their ability to produce knowledge of practical-theoretical issues of general public, economic and social nature. In the field of study, students develop their ability to compare knowledge and methods from different subjects, and it helps to qualify for their choice of study and their reflections on their own study practice.

In addition, the field of study is instrumental in students to develop an understanding of themselves as individuals and citizens in a democratic society and strengthen their capacity for a professional and methodical basis to remain analytical, reflective and responsible for the process of taking account of their world and their own development and through the need to demonstrate understanding of the diversity of people on the basis of personal, social and cultural factors.

Finally, the field of study is the task of helping the students to develop their linguistic and communicative insight and experience and to be aware of the importance of exercise and life-style for health and quality of life.

2. Fact objectives and professional content

2.1 Fagable targets

The students must within the overall objectives of an elementary level could :

-WHAT? achieve knowledge of a subject by combining the content and methods of the various professional and professional areas and reflecting on what the various classes contribute in cooperation ;

-WHAT? the application of the theory and method from various subjects on the occasional issue of issues ;

-WHAT? account for what they have learned in the work on a given problem in relation to the professional objectives ;

-WHAT? demonstrate practical insight into professional appropriate study methods and be able to use them at an elementary level ;

-WHAT? reflecting on their use of different forms of work.

The following shall be subject to the following in the economic and economic field of the economic area :

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

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

-WHAT? account for the establishment of a business ;

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

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

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

-WHAT? account for historical innovations of social importance, as well as demonstrating practical insight into innovative processes and methods for creating ideation generation.

In the socieal / socioeconomic area, the students must be able to :

-WHAT? use basic knowledge and concepts from sociology, economics, politology to discuss current social issues and solutions to this end ;

-WHAT? analyse individual expressions of political interactions in specific interaction between political parties, media and electorates ;

-WHAT? use knowledge of key elements of the Danish welfare community to describe differences between political management and market management ;

-WHAT? give current and / or historical examples of how economic and political events in the outside world affect the Danish economy and the daily lives of each day ;

-WHAT? account for aspects of the developments in balancing problems and socio-economic objectives in the Danish economy.

The students must, within the area of the cultural area, be :

-WHAT? account for the concept of culture and the different cultural liabilities,

-WHAT? identify and characterize individual expressions of Danish identity and culture in a historical light ;

-WHAT? identify different expressions for a foreign language culture and perspectives in relation to their own cultural background

-WHAT? a statement of how cultural matters are important in general and business relations.

The students must in the linguistic and communications dimension, exercise, health and movement, as well as it could :

-WHAT? use a linguistic conceptual concept, including a grammatical preparedness and application of joint grammatical terminology ;

-WHAT? use a relevant language in different specific communications situations ;

-WHAT? demonstrate practical knowledge of lifestyles and the impact of physical, mental and social life, and to be able to inform themselves of the opportunities offered by the surrounding society for physical activity ;

-WHAT? demonstrate the practical insight into the correlation between the versatility of sporting events and motivation to continue to exercise exercise and be able to explain their personal fitness potential and how this can be strengthened.

-WHAT? apply professionally relevant information technology tools to work within and across the three areas and be able to use them in the course of information and dissemination, as well as to assess the suitability and reliability of the chosen one ; information technology tools.

2.2 Faglious Content

The seed area of the study area and the supplementary matter are listed in the fagene readers of the fshall.

3. Organisation of the Organisation

3.1 Didactik

The teaching must be organised as subjects whose illumination requires several courses in and across the three main areas. The program circuits are supported by the audience path. The focus of the individual subject matter must be clearly formulated and must give rise to both the reflection of competence targets and content and method of problem areas. Work must also be taken into account in a number of professional and appropriate studies.

The teaching must be organised so that the pupils of the professional and technical issues develop professional competence, independence, cooperation and reflectiveness. This must be done through investigative and inquisitive work processes, through reflection and evaluation, aimed at both own products and apprenticeship and camaraderie products and training, as well as by changing the exchange between practical, creative and innovative processes. and theoretical approaches. The work is hereby organised with progression and in a interaction between trade unions.

3.2 Workshapes

There is a interplay between different forms of work. The choice of forms of work is carried out from the professional work and under the conditions of the lift. There is a progressive progression of labour forms from the more instructor to the more so-driven, so that more study methods and forms of study are being taken into consideration. There must be a case and project-oriented forms of work in the flow of the flow. The students are part of the dialogue on the organisation of education.

Exersexercise, health and movement must at least run over four weeks.

The work of the students includes a wide range of forms of expression, including written work as a special study of study with process and product-oriented projections. The work on the subject matter is based on process writes and outsiders in written products, which document the acquired professional and study competences of the students. The students collect their documentary evidence in a work sport folio showing the progression of their professional and student skills through the field of study.

3.3 IT

On the basis of the individual student IT capabilities, the learning process must be organized to ensure that students are aware of the school's IT system and can use commonly known IT tools and can account for the use of these in connection with the professional tasks. It's all part of the interaction between the professionals in the field of study.

3.4 Foodplay

Study Area Part 1 includes a training period of at least 250 hours.

The following shall be included with the following reallocation of the overall training period :

-WHAT? business-based economy and marketing : approximately 90 hours

-WHAT? international economic, contemporary history and social studies : together. 60 hours, of which social studies constitute at least 25 hours ;

-WHAT? Danish and foreign languages : together. 35 hours

-WHAT? mathematics : at least 25 hours.

In addition, it shall be included with at least 25 hours and training in the exercise, health and movement of at least 15 hours.

4. Evaluation

4.1 Ongoing Evaluation

The current evaluation shall ensure that the pupils reflect their professional development in the context of the progression in the areas and in the field of study, as well as in relation to their development from primary school students to high school students. It shall stimulate the individual and common reflection on the yield of the teaching. It must also be carried out in connection with the study's work processes, partly through various forms of evaluation in the studies to ensure that the pupils will also achieve the technical objectives through the work of the field of study.

The current evaluation shall be based on the written work of the students, including both working and products, and what the students have been working on in the course of the field of study.

4.2 Test Forms

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

Test form a) : Internal verbal multidisciplinary tests on the basis of report

The other person chooses the field of expertise that will be included in the report. The task title shall be drawn up in cooperation between one or more of the team's teachers and examiners. The report shall have a scope of not more than 6 normal standards per year. The report shall be drawn up at the end of the study area part 1 and shall normally be available no later than 14 days before the test. Expermeator and censor must have competence in the field of the areas covered by the greatest weight.

The report shall consist of a treatment of the professional issues of the task. It shall contain reflections of the professional methods employed, the contribution of each specialist to the extraction of the problem, as well as the work-form and work process. In addition, it shall contain a comprehensive reflections on the professional and study experience of the examiner in the course of the study area Part 1.

Approbe some. 4 and a half pages of the technical content and approximately 5-year declaration. 1 and a half to other matters referred to.

Expermeation time is approximately 20 minutes per hour. Student, there is no preparation time.

The examination shall be based on the presentation and presentation of the key elements of the report with a subsequent conversation.

Sample form (b) : Internal oral test on the basis of portfolio

The ex-miners selects material for his presentation sports folio so that it broadly covers work within and across the three main areas and formulates a written justification for his choice. The presentation of the presentation shall normally be delivered to 14 days before the test is held. Expermeator and censor must have competence in the field of the areas covered by the greatest weight.

The presentation sports folio must demonstrate professional and overall skills, the work process in a written procedure, as well as reflections of the professional methods employed, working methods and work processes. In addition, it shall contain a comprehensive reflections on the professional and study experience of the examiner in the course of the study area Part 1.

Expermeation time is approximately 20 minutes. Preparation time is not given.

The examination shall be based on the presentation and presentation of his presentation, supplemented by subsequent conversation.

4.3 Assessment criteria

Test form a) : Internal verbal multidisciplinary tests on the basis of report

The assessment is an assessment to what extent the performance of the examiner lives up to the objectives of the study area part 1. The other person shall, in particular, be able to :

-WHAT? account for the project ' s professional issues, including the method of use and the contribution of the participating experts to the performance of the problem ;

-WHAT? consider the theoretical and practical coherence of the project ;

-WHAT? reflecting on its professional development during the course of study Part 1, including the use of various forms of work and study methods ;

-WHAT? I'm gonna broker a job.

The assessment is carried out on the basis of a comprehensive assessment.

Sample form (b) : Internal oral test on the basis of portfolio

The assessment is an assessment to what extent the performance of the examiner lives up to the objectives of the study area part 1. The other person shall, in particular, be able to :

-WHAT? justify its choice of material

-WHAT? account for professional issues, including method of use ;

-WHAT? reflecting on its professional development during the course of study Part 1, including the use of various forms of work and study methods ;

-WHAT? I'm gonna broker a job.

The assessment is carried out on the basis of a comprehensive assessment.


Appendix 3

Study area Part 2-hhx, June 2008

1. Identity and purpose

1.1 Identities

The field of study is a cooperation between trade in and across business economic, social and economic and humanistic oriented areas. In the field of study we are working on theories and methods of individual, enterprise and society in relation to general human issues and cultural, economic and political phenomena. The field of study reconciles a theoretical-analytical and practical-realism near approach from the disciplines. Across courses, more questions are still being asked and answers and arguments are reflected.

1.2 Foraims

The field of study challenges the creative and innovative skills of students and their critical sense of the use of professional knowledge and methods through professional cooperation and promote their ability to produce knowledge of practical-theoretical issues of general public, economic and social nature. In the field of study, students further develop their ability to compare knowledge and methods from different subjects, and it helps to qualify for their choice of higher education and their reflections on their own study practice.

In addition, the field of study is included that students are deepening their knowledge of and critical insights about the business and national, European and global prospects, at last the role of the student area to contribute to the pupils of students ; develop an understanding of itself as individuals and citizens of a democratic society and strengthen their capacity for a professional and methodical basis to remain analytical, reflective and responsibly to their world and their own development ; and to show understanding of people's differences on the basis of personal, social and cultural factors.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to : within the overall objectives :

-WHAT? combine subjects to produce knowledge of practical-theoretical issues

-WHAT? combine the methods of fagent and could create a correlation in professional knowledge within the field and between the professional and technical knowledge ;

-WHAT? assess the value basis and applicability of the theories as a tool for the analysis of the realities of reality ;

-WHAT? apply professionally relevant study methods,

-WHAT? apply different working forms independently and productively ;

-WHAT? use it in a self-employed way to resolve heterogeneous issues in the areas and interplay between the professionals, including further develop their critical search for critical information.

The students must in professional cascasebe :

-WHAT? identify and analyze key issues for a company with the use of fagenes theory ;

-WHAT? prepare and justify proposals for the resolution of selected problem positions using the theory of the fagen-;

-WHAT? evaluate the proposed solution proposals, including the applicable option and the applicability of models,

-WHAT? proportion to own analyses,

-WHAT? formulate the analysis, solution proposals and assessments of the case study by using the cohesive technical arguments and disseminate it using relevant IT tools.

The students must, within the international area, be able to :

-WHAT? analyse and evaluate aspects of the development of human life and values in the cultural dimension ;

-WHAT? global communities

-WHAT? use cultural theory related to the collection and processing of information on foreign language cultures in a country, a region or a company ;

-WHAT? apply methods for analysis and assessment of information on socio-economic conditions, as well as events associated with developments in the global community ;

-WHAT? disseminate cultural, historical and / or socio-economic knowledge of general and professional use.

2.2 Faglious Content

The seed area of the study area and the supplementary matter are listed in the fagene readers of the fshall.

3. Organisation of the Organisation

3.1 Didactik

The vocational training class must be organized as a case-based process whose illumination requires several courses in the business case. This training shall be based on real-life situations and events for thinking or existing undertakings and carried out as a number of cohesive procedures. The focus of the individual casetrackside flows must be clearly formulated and give rise to reflections, both in terms of competence and of the methodologies, as well as the issues of substance and method.

The teaching of the international area must be organised as issues if lighting requires more subjects. The path flow is supported by kursusflow.

In the field of study, Part 2 must also be involved in a number of professional and relevant study methods. The teaching must be organised so that the pupils ' work with the professional issues and methods develop their professional skills, independence, cooperation and reflection. This must be done through further development of investigative and inquisitive work processes, as well as through further development of reflection and evaluation aimed at both own products and apprenticeship, as well as valet products and training. It must also be done by converting between practical, creative and innovative processes and theoretical approaches, and by establishing dialogue between professional issues and the students ' own experiences and observations.

3.2 Workshapes

There is a interplay between different forms of work. The choice of forms of work is carried out from the professional work and in the interests of students. The elevators are in focus. The group organisation is used to further develop their experience with the relationship between the organizational form and the work process.

The written work is part of the ongoing study of the field of study. In the case of the business case, the pupils shall prepare a synopsis for each case-based cycle. In the international field, process and product-oriented writing is part of the process of writing. The work on major issues is based on process writes and outmods in synopsis and / or written report which documents the professions of professional and study skills. The students collect their documents in a work sport folio showing the progression in the development of their professional and student skills through the study area Part 2.

3.3 IT

The teaching of the field of study is arranged so that professional information technology tools are involved as an integral part of the work of the students in structuring their task and project solutions, as well as by means of preparation and dissemination of Their work.

In addition, relevant information technology tools and programmes are included in the work of the students in collecting and processing information. Education in the field of study must ensure that the critical assessment of information on the part of the students continues to increase.

3.4 Foodplay

Study Area Part 2 comprises a training period of at least 110 hours.

The following shall be included with the following reallocation of the overall training period :

Vocational case

-WHAT? Corporate economy and marketing : combined around the world. 60 hours.

International Area

-WHAT? The international economy and the history of contemporary history are part of this. Twenty hours, and Danish and foreign languages form part of a combination of approximately 20 hours. Thirty hours.

4. Evaluation

4.1 Ongoing Evaluation

The current evaluation shall ensure that the pupils reflect their professional development in the context of the progression in the areas and in the field of study Part 2, as well as in relation to their development from high school students to students. It shall stimulate the individual and common reflection on the yield of the teaching. It must be partly linked to the study area of Part 2's work processes, partly through various forms of evaluation in the studies to ensure that the students also achieve the professional objectives through the work of the field of study.

The current evaluation shall be based on the written work of the students, including both working and products, and what the students have been working on in the course of the field of study.

4.2 Test Forms

Vocational case

Mundant multidisciplinary tests on the basis of a centrally submitted open case.

In groups of up to 4 persons, the members shall prepare a synopsis with solutions to the problem positions which the open case acts are actualizing. Before the oral examination, the synopses usually send 14 days prior to the test for censor, together with the school plan for the organisation of the teaching. Synopsis shall constitute a maximum of 3 normal pages of exclusive annexes.

The appraisal shall be tested individually and assessed solely on the basis of the oral performance.

Expermeation time is approximately 20 minutes. There are at least 48 hours of preparation. The subsequent oral test will be placed after the school's choice.

The examination is based on the presentation by the examination group of the group's synopsis with a subsequent discussion.

International Area

Mundable multidisciplinary tests on the basis of a report.

The question is drawn up by the examiner and must subsequently be approved by the team's teachers. The report has a scope of 8-10 normal pages. When the international area is extracted, the report shall normally be sent within 14 days before the test for censor. Expermeator and censor must have competence in the field of the areas covered by the greatest weight.

The Committee on Experts alone is judged by the verbal achievement alone.

The report shall consist of :

-WHAT? a treatment of the professional issues of the task,

-WHAT? a statement of the method considerations in connection with the task ;

-WHAT? a statement of how the individual subjects contribute to the unfolding of the problem areas ;

-WHAT? a reasoned assessment of the way the trade unions promote a holistic understanding of the issues of the problem ;

-WHAT? a reflection of the professional development of examiners with reference to experience gained with :

-WHAT? work-forms and work processes during the course of study part 2.

Expermeation time is approximately 30 minutes. Preparation time is not given.

The examination shall be based on the presentation and presentation of key issues in the report with a subsequent conversation.

4.3 Assessment criteria

Vocational case

The assessment is an assessment of the extent to which the performance of the examiner complies with the relevant objectives of the study area Part 2. The other person must include :

-WHAT? using professional theory and method

-WHAT? using professional terminology,

-WHAT? independently carry out the analysis of business-close issues

-WHAT? arguably arguably

-WHAT? reasoning independently

-WHAT? perspectives on their own solutions

-WHAT? remain critical of the casens material and its own conclusions.

The assessment is carried out on the basis of a comprehensive assessment.

International Area

The assessment is an assessment of the extent to which the performance of the examiner complies with the relevant objectives of the study area Part 2. The other person must include :

-WHAT? using professional theory and method

-WHAT? arguably arguably

-WHAT? perspectives on their own solutions

-WHAT? relate critical to the method of the report as well as to their own conclusions

-WHAT? reflecting on working methods and working processes in the light of its professional development during the field of study part 2 ;

-WHAT? I'm gonna broker a job.

The assessment is carried out on the basis of a comprehensive assessment.

4.4 Single-class villains and self-students

Mundant multidisciplinary tests on the basis of a centrally submitted case

Individual trade-ins and self-students shall take the sample into the business case within the objectives of this. The Kursisten / Self-Student will draw up a synopsis with resolution proposals for the issues that the open case actualises. Before the oral examination, the synopsis is sent to the censor. Synopsis shall constitute a maximum of 3 normal pages of exclusive annexes.

The Kursisten / self-student goes to the test individually and is judged solely on the basis of the oral performance.

Expermeation time is approximately 20 minutes. There are at least 48 hours of preparation. The subsequent oral test will be placed after the school's choice.

The examination shall be based on the presentation of the examiner's presentation of synopsis with subsequent conversation.

In addition, individual training courses and self-students shall replace the sample as described in point. 4.2, try in the international area according to the following rules :

Mundable multidisciplinary tests on the basis of report

Each coupage / self-student shall draw up a report in the field of the objectives of the international area. The report is written in the areas of the international economy, the history of contemporary history, Danish and English. Preparation of the report shall be carried out within a defined period of time laid down by the school. The school nominates the school teachers at the school teachers for the individual coupage / self-students in the most important part of the report. The Kursisten / self-student selects in consultation with the guidance area of the report.

The question shall be drawn up by the examiner and shall then be approved by the school.

The report has a scope of 8-10 normal pages. The report is normally sent within 14 days prior to the test for the censor.

Expermeator and censor must have competence in the field of the areas covered by the greatest weight. The Committee on Experts alone is judged by the verbal achievement alone.

The report shall consist of :

-WHAT? a treatment of the professional issues of the task,

-WHAT? a statement of the method considerations in connection with the task ;

-WHAT? a statement of how the individual subjects contribute to the unfolding of the problem areas ;

-WHAT? a reasoned assessment of how the professionals combined promote a holistic understanding of the problem positions.

Expermeation time is approximately 30 minutes. Preparation time is not given.

The examination shall be based on the presentation and presentation of key issues in the report with a subsequent conversation.

The assessment criteria shall correspond to the assessment criteria for the international area under point. 4.3 in this reading plan.


Appendix 4

Bindings between student union gestures-hhx, June 2008

Any student registration must contain at least one of the classes below 1-4 and as soon as a class at A-level is performing as a study program, the study must also include a subject from a specific group of at least B-level classes, cf. the following.

If the study retains include :

1) corporate economics A, it must also include :

a) at least one of the marketing phras A or the international financial market ;

b) or at least one of the math or information technology at least B level ;

2) placing A, it must also include :

a) at least one of the professional enterprise economics A, international economics A, or a foreign language,

b) or factoring information technology at least at B level ;

3) international economics A, must also include :

a) at least one of the marketing phraings A, corporate economics A or a foreign language,

b) or math at least B level ;

4) a congeal A, it must also contain at least one of the studies marketing A, international economics A or a rook-start language A.


Appendix 5

The task in Danish and / or contemporary history-hhx, June 2008

1. Objective

1.1 Each student will have to answer a larger written assignment in one of the classes of Danish or the same history or in both classes. The task is written in the 2 of the training field. this year, unless the school has decided that the education in the history of contemporary history first starts on 3. Years. In these cases, the task can be written in the first few months of 3. Years.

1.2 The purpose of the task is, on the other, to strengthen the professional objectives of the pupil in association with the professional work and with the involvement of professional theory and method, working on a key subject, and on the other, to create progression in the preparation of major written paper ; To do so, the pupil of the emphasis on the manufacturing and the technical aspects of the manufacturing industry shall draw up a larger written product.

2. selection of subject matter and field ; guide

2.1 The individual student selects the subject / classes to which the task is to be completed. The choice shall be made within six weeks before the time of delivery. The school establishes a procedure for that.

2.2 Elevens professionals / professionals are the guides / counselors of the task.

2.3 In consultation with guides / guides, the student must select an area of the task. The area must be delimited in such a way as to ensure a anchorage in the training of the profession and thus a professional depth of the work. At the same time, the perimeter of the area must ensure that essential parts of the response lie outside of the substance, and that the student cannot reuse essential parts of the responses of previous tasks.

2.4 The student is offered guidance in order to ensure that guile and pupil collectively encircle a problem formulation in the area. The problem formulation shall be approved by the guidance counselor / road managers within two weeks prior to the time of delivery. The school establishes a procedure for that.

2.5 The task is answered individually. Elives may choose the same area, but must in the road-wire process have different problem wordings.

2.6 The school premises, library, and other training equipment shall be available to the student as far as possible during the period of time the reply is drawn up.

3. The assessment

3.1 The assessment of the task response shall be carried out by the professors / teachers and is a professional health assessment.

The emphasis shall be given to the following weight :

-WHAT? subject matter, including documentation,

-WHAT? the use of professional knowledge and the basic methods of the professional and fagent ;

-WHAT? manufacture, including source information, sheet and literary list.

In addition, it is included in the assessment whether there is consistency between the timescale and the scope and quality of the response.

A character is given, which forms part of the establishment of the grade of the trade unions.


Appendix 6

Studierest project-hhx, June 2008

1.1 On the third. This year, each student is to prepare a student project. The study project shall be drawn up in two or three subjects on the basis of a study study in which the student has at A level and with the involvement of other student subjects and / or the Danish A and English A. Student Student (s), must have been tested in or shall be : will be prepared to test in the incoming studies at the earliest exams.

1.2 The individual pupil chooses within the limits of fury. 1.1 even in which courses of study the study project is drawn up. The students then select the area of the student direction project, cf. Act. 2.2, as well as which (t) of the subject of the study ' s subject, which shall be its major subject, cf. Act. 2.3.

1.3 The preparation of the guidance project must be carried out during the course of two consecutive weeks (total 10 school days) in the period from 15. October to 1. March. However, if special circumstances are therefore to be taken, the school may decide that some of the first five days may be individually and / or separated from the last part of the period. In the days set aside for the guidance project, no other education shall be given.

2. Scope and Task formulation

2.1 The school nominates among the school teachers in the incoming subjects one or more counselors for the individual pupil, advice and intake of the student body work on the project. The school shall organise the guidance in such a way as to ensure a clear separation between the teacher ' s role as a guidance counselor and as a judge, and thus the instructions must not include an assessment of essential parts of the pupils ' s response.

2.2 The student elects in consultation with its (e) guidance counselor (s) of the Student System of Student (s). The area must be defined in such a way as to define a task formulation which ensures that the reuse of sections from responses to which previously have been delivered and in the form of supplementary substances may be devised ; corrected.

2.3 The Eleven shall at least six weeks prior to the start of the project period, in writing, in writing the selected classes and areas. The student at the same time, which is (t) of the major subject of the project's major project. If there is only one major, it must be a study study at least at B-level. If there are several major subjects, at least one of them must be a minimum level of study of at least B-level.

2.4 Elives that have selected the same area must have different task formulations. The task formulation cannot be built solely on the part of the project's main subject, which has already been entered into in the teaching of each student. However, there is no obstacle to the preparation of the guidance project in the extension of the work of the project or related to it. Fag, which is not major, can be included with the substance, supplementary matter, examples and methods within or in the immediate extension of the teaching of classes (one).

2.5 The task formulation shall be made out of the guidance counselor (s) of the student body (s). It shall accommodate specialities as well as cross-disciplinary professional requirements in the incoming subject, and there must be requirements for deepening which, in the main fields, lie beyond the work of the project's main subject. The task formulation must be concrete and delimited and must specify in precise terms what is required of the student-including requirements and frames for the scope of the response, and must include a number of aspects or be accompanied by an annex which does not : has been discussed with the student under instructions. The task formulation shall have such a form that the student may not be able to produce detailed parts of the final response but, at the same time, so as to take into account the considerations the trainee has made to the task in : the guidance period.

2.6 In the form of tasks in which one or more foreign languages are included, part of the sources used must be in the foreign language.

2.7 The task response must be prepared in Danish. However, the school can accept that it is, in whole or in part, drawn up in English, German or French. In addition, if one or more foreign languages are included, the school may also approve the fact that the task is fully or partially prepared in one of the languages in question.

2.8 The task response must include a summary summary in English.

3. Assessments

3.1 The assessment of the task response is a professional health assessment in relation to the technical objectives of the courses involved in the study project.

In the assessment, the following conditions shall be attached to the following conditions :

-WHAT? conformance between the response and the task formulation, including the limitations and requirements forming part of this,

-WHAT? the selection, withdrawal, processing, assessment and perspective of relevant professional substance,

-WHAT? the level of difficulty and complexity of the problem, and

-WHAT? the dissemination of the substance.

3.2 If the task of the task is partially or partially drawn up in a foreign language, the requirements for the linguistic form are the same as if it was written in Danish.

3.3 One character is given out of a holistic assessment.


Appendix 7

Project Task for Single Trade Counsamen-hhx, June 2008

1. Task Frames

1.1 Every coupage draws up a projectopial gift. The projectome is written in 1-3 of the courses included in the training course of the coupage. At least one of the gestus must be at A level.

1.2 The courier shall either have either settled or set aside for the examination or the incoming subjects of the next exams after the courier has completed the training of the studies.

1.3 The individual courier pivots within the framework of furtive. 1.1.2 even the subject of which the project is being written.

1.4 The design of the project shall be carried out over two consecutive weeks (total 10 school days) for a period to be determined by the school. However, if special practical conditions are therefore, the school may decide that some of the first five days may be individually and / or separately separated from the last part of the period.

2. Instructions and Task Title

2.1 The school designates one or more roadside counselors for the individual coupage of the courses included in the project edition. The weather is involved in all the phases of the project's project.

2.2 The Kursisten will select, in consultation with the guidance counselors, for the project edition. The area must be defined within the scope of the substance and / or of the additional substance (s) in such a way that a task formulation may be devised which ensures that the reuse of sections from tasks that have been previously received may not be reused ; delivered and corrected. No later than six weeks before the start of the project period, the courier shall inform the Commission or the selected classes and areas.

2.3 Couriers that have selected the same area must have different task formulations. The task formulation cannot be directly based on the technical matter which has been entered into in the teaching of each coupage. However, there is no obstacle to the preparation of the project in the extension of the work carried out in the field or in the field of major or in the context of the project.

2.4 The task formulation shall be made out by the guidance counselors. It must contain professional requirements in the field or in the major classes, and it may also accommodate more cross-disciplinary professional requirements in cases where more than one subject is included. The task formulation must be concrete and delimited and accurately specify what is required of the courier, including requirements for the scope of the task response, and it must include some aspects or be accompanied by an annex that has not been discussed with the coupage of the instructions. The form of the task formulation shall be such that the courier must not be prepared in advance to produce detailed parts of the final response but, at the same time, so as to take into account the considerations the courier has made of the task in : the guidance period.

2.5 In the form of tasks in which one or more foreign languages are included, part of the sources used must be in the foreign language.

2.6 The task response must be prepared in Danish. However, the school can accept that it is, in whole or in part, drawn up in English, German or French. In addition, if one or more foreign languages are included, the school may also approve the fact that the task is fully or partially prepared in one of the languages in question.

2.7 The task response must include a summary summary in English.

3. Assessments

3.1 The assessment of the task response is a professional health assessment in relation to the technical objectives of the projects forming part of the project ' s project.

In the assessment, the following conditions shall be attached to the following conditions :

-WHAT? on project edition has been replied to in accordance with the task formulation, including the limitations and requirements that are included in this

-WHAT? whether there is a correlation between the time frames for the project task and the scope and quality of the task response ;

-WHAT? on the examination of the final have selected, withdrawn and used relevant background material for the response ;

-WHAT? whether the examination of the examiner has applied appropriate professional analysis and working methods for the response

-WHAT? whether the substance has undergone sufficient depth ;

-WHAT? whether a critical assessment has been carried out on a professional and methodical basis ;

-WHAT? whether there has been a self-employment and perspective of the substance

-WHAT? on the issues of the problem have been particularly difficult and complex

-WHAT? whether the substance has been satisfactorily communicated

-WHAT? whether there are precise references and adequate documentation,

-WHAT? on all sources

-WHAT? whether notes and literary lists are correct and complete

-WHAT? on the production of the task intake, and whether the linguistic design is clear, precise and uniform throughout the whole task.

3.2 If the task of the task is partially or partially drawn up in a foreign language, the requirements for the linguistic form are the same as if it was written in Danish.

3.3 One grade shall be given based on a holistic evaluation of the response.


Appendix 8

Statement A-hhx, June 2008

1.1 Identities

The sentence is a social science class. The Fame offers knowledge of strategy, buyers, market analysis, market communications, and management. The family deals with the company's relationship with the national and international world, as well as the company's marketing decisions.

1.2 Foraims

The purpose of teaching is to promote the ability of students to work independently and holistic in terms of marketing issues. The deliverable must, through work with companies ' national and international development, strengthen the ability to analyse, assess and disseminate marketing business issues, and develop understanding of the European and global perspective.

It is also intended that the ability of students to gather and analyse relevant information in order to facilitate a decision-making basis. Finally, the pupils must build the ability to work with basic marketing issues through the use of marketing and information technology tools.

2. Fact objectives and professional content

2.1 Fagable targets

The students must, in both a national and international perspective, be able to :

-WHAT? gather, analyze and evaluate information about the company's internal and external relationships ;

-WHAT? analyze and assess your strategic planning ;

-WHAT? independently include theories and models for assessing the competitive situation in a given market,

-WHAT? assess and outlook the purchasing behaviour on the consument and producer market and to apply knowledge of this by organization of the company ' s strategy ;

-WHAT? conduct market selection and segmentation, as well as assessing the company selection of target groups ;

-WHAT? analyze and assess your product development, price fixing, distribution and communications ;

2.2 Kernestof

The core matter is :

-WHAT? methods of information collection and treatment ;

-WHAT? Internationalisation and globalization theory

-WHAT? the internal and external relations of the

-WHAT? strategic planning

-WHAT? market conditions, including cultural matters ;

-WHAT? competitive conditions,

-WHAT? purchasing behaviour,

-WHAT? market selection, segmentation and target group selection

-WHAT? product development, price fixing, distribution and communication.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall have an amount equal to 15%. the overall training period and must be chosen so that the core matter coworks with the development of the professional objectives. The additional substance includes the current marketing economic fabric, which is in perspective and deepening the professional objectives of the company's international strategy and marketing. Finally, the supplementary matter must provide a perspective for areas from the core and to build the professional objectives that have been acquired from this point of view.

3. Organisation of the Organisation

3.1 Didatical principles

Marketing deals with issues related to the company's marketing decisions. The marketing of these issues is to be seen from a holistic approach to the inclusion of professional theory in an international context.

A problem-oriented teaching principle has a central place in the organisation of teaching. Through this education, the professional curiosity, intuition and creativity of students are strengthened, as the pupils ' professional autonomy and security will be strengthened.

The problem positions of the flag are to be considered so that a distinction is made between the person, department, business and industry level. This instruction shall include analysis using the theories and models of the trade and their contexts in relation to reality-related issues.

3.2 Workshapes

The training shall be organised with variation and progression in the selection of educational forms. There must be a break between independent work, group and class education. The various forms of work must all contribute to the promotion of the pupils ' ability to analyse and assess the marketing of marketing issues.

Working with the use of authentic cases, cooperation with businesses, and company visits and guest holders.

The training shall be organized with at least two continuous cycles corresponding to at least 10%. of the overall training period. The students will have to work with marketing information and information processing in an unrealistic context. The fates are organised so that the ability of students to demonstrate professional skills is encouraged, so that their ability to discuss, analyze and assess the problems of a company on a concrete basis is being developed.

3.3 IT

The teaching is organised in the interest of the fact that text and presentation programmes should be used as tools for the students ' work in terms of marketing and drills. In the case of case work and the work of open and real-life issues, the teaching of the students must be given in the interest of access to the Internet as well as appropriate databases.

3.4 Collections with other subjects

When the profession is included as a study program, it has a professional interaction with humanist fields of international or intercultural issues and with other social sciences around the export, strategy and logistics of the company, and legislative aspects.

4. Evaluation

4.1 Ongoing Evaluation

Through individual guidance and evaluation, the students are getting a clear understanding of the level and development of the professional standpoint, including activities which stimulate the individual and shared reflection ; over the yield of the teaching. The basis for evaluation must be the professional objectives.

4.2 Test form

There will be a written and oral test.

Written test

Written test on the basis of a centrally submitted task. The task includes a framework description of a company and a voucher material. The duration of the test is four hours.

Mundable test

The school shall choose one of the following two forms of test :

a) Mundable sample on the basis of an unknown text material of 2 to 3 normal pages and a number of questions. The test material shall be sent to the censor and approved by this prior to the test of the test.

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

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

b) In part one of the examination procedure, the Mundable test on the basis of one of the degree of course of the examination was a non-known text material of a 1-2 normal page of the corresponding question. Sample material and a description of the continuous training flows shall be sent to the centre. The test material shall be approved by this prior to the test of the test.

Expermeation time is approximately 30 minutes per. examiner duck. There are 30 minutes of preparatory time. The samination is two-tier.

The first part consists of the presentation of a cohesive education flow complemented by an in-depth question from the examiner. The second part is based on the unknown text material and form a conversation between examiner and examiner.

The time of extermination is divided equally between the two parts.

The same unknown sample may not be used in three examinations on the same day and not in the same class for the following examination days.

4.3 Assessment criteria

In the assessment of the performance of the examiner ' s performance by the written and oral examination, the degree in which the examiner is able to meet the objectives of the trade, including that the examiner may :

-WHAT? structuring and disseminating professional substance,

-WHAT? Analyzing relevant information in relation to a problem

-WHAT? select and argue in favour of the choice of an appropriate model ;

-WHAT? discuss, analyze and assess the marketing of marketing issues during the application of the professional theory of a reality and international context.

One character is given out of a holistic assessment.


Appendix 9

Statement B-hhx, June 2008

1.1 Identities

The sentence is a social science class. The Fame offers knowledge of strategy, buyers, market analysis, market communication, and management. The family deals with the company's relationship with the national and international world, as well as the company's marketing decisions.

1.2 Foraims

The purpose of teaching is to promote the ability of students to work independently and holistic in terms of marketing issues. The deliverable must, through work with companies ' national and international development, strengthen the ability to analyse, assess and disseminate marketing business issues, and develop understanding of the European and global perspective.

It is also intended that the ability of students to gather and analyse relevant information in order to facilitate a decision-making basis. Finally, the pupils must build the ability to work with basic marketing issues through the use of marketing and information technology tools.

2. Fact objectives and professional content

2.1 Fagable targets

The students must, in both a national and international perspective, be able to :

-WHAT? use information collection information to carry out market opportunities analysis,

-WHAT? use knowledge of your internal and external relationships to discuss your strategic planning ;

-WHAT? analyse and assess the competitive situation in a given market ;

-WHAT? Analyzing the purchase behavior on the product market

-WHAT? account for the purchase market on the producer market,

-WHAT? complete segmentation and evaluate the company selection of target groups

-WHAT? analyze and take a position on the product development, pricing, distribution and communication.

2.2 Kernestof

The core matter is :

-WHAT? methods of information collection and treatment ;

-WHAT? Internationalisation and globalization theory

-WHAT? the internal and external relations of the

-WHAT? strategic planning

-WHAT? competitive conditions,

-WHAT? purchasing behaviour,

-WHAT? market selection, segmentation and target group selection

-WHAT? product development, price fixing, distribution and communication.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall have an amount equal to 15%. the overall training period and must be chosen so that the core matter coworks with the professional objectives. The additional substance includes the current marketing economic fabric, which is in perspective and deepening the professional objectives of the company's strategy and marketing. Finally, the supplementary matter must provide a perspective for areas from the core and to build the professional objectives that have been acquired from this point of view.

3. Organisation of the Organisation

3.1 Didatical principles

Marketing deals with issues related to the company's marketing decisions. The marketing of these issues is to be seen from a holistic approach to the inclusion of professional theory in an international context.

A case-based education principle has a central place in the organisation of teaching. Through this education, the professional curiosity, intuition and creativity of students are strengthened, as the pupils ' professional autonomy and security will be strengthened.

The problem positions of the flag are to be considered so that a distinction is made between the person, department, business and industry level. This instruction shall include analysis using the theories and models of the trade and their contexts in relation to reality-related issues.

3.2 Workshapes

The training shall be organised with variation and progression in the choice of forms of working life.

There must be a break between independent work, group and class education. The various forms of work must all contribute to the promotion of the pupils ' ability to analyse and assess the marketing of marketing issues.

Working with the use of authentic cases, cooperation with businesses, and company visits and guest holders.

The training shall be organized with at least one continuous flow corresponding to at least 10% of the total education period. The students will have to work with marketing information and information processing in an unrealistic context. The process is organised so that the ability of students to demonstrate professional skills is encouraged, so that their ability to discuss and analyse the problems of a company on a concrete basis is being developed.

3.3 IT

The training shall be organised in the light of the fact that text and presentation programmes must be used as tools for the work of the students with marketing and drills. In the case of case work and the work of open and real-life issues, the teaching of the students must be given in the interest of access to the Internet as well as appropriate databases.

3.4 Foodplay

The profession as a compulsory subject is a professional interact with a humanist in terms of international and intercultural issues and with other professions on the export, strategy and logistics, the use of IT, as well as issues of concern. business-related matters and legislative aspects.

4. Evaluation

4.1 Ongoing Evaluation

Through individual guidance and evaluation, the students are getting a clear understanding of the level and development of the professional standpoint, including to involve activities which stimulate individual and joint reflection. over the yield of the teaching. The basis for evaluation must be the professional objectives.

4.2 Test form

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

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

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

4.3 Assessment criteria

In the assessment, the degree in which the examiner is able to meet the objectives of the trade. The other person shall, in particular, be able to :

-WHAT? structuring and disseminating professional substance,

-WHAT? formulating professional arguments

-WHAT? demonstrating professional skills,

-WHAT? discuss and assess the marketing of marketing issues with the use of the professional theory of a reality and international context.

One character is given out of a holistic assessment.


Appendix 10

Dansk A-hhx, June 2008

1. Identity and purpose

1.1 Identities

Fame Denmark is a humanist subject of intoxification to the social sciences. The Community's core is text analysis and text output, reading, narrative, writing and interpreters texts, which express people's thoughts, experiences, feelings, intentions and opinions.

The Fame deals with language, communication, literature, and media. The Danish language is the starting point for the profession's work to uncover, provide and understand the importance of different text types, including to see and interpret in the work with visual texts.

1.2 Foraims

The purpose of teaching is to develop the creative and critical sense of the student body through dedication and the use of knowledge of languages, communication, literature and the media. This is a contribution to the construction of student competence by developing reflection and analytic abilities through work on texts in a language, aesthetic, culturally and historical perspective, and a certain language of language, reflection, and criticism-the analytical sense develops the pupils ' ability to commit itself with a sense of responsibility and tolerance and to actively participate in a democratic society.

The aim is, moreover, through the work of text types, which vary in time, place, genre and intention, to develop the pupils ' self-awareness and understanding as part of the personal identity formation.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? express orally and in writing appropriately, formally correct, personally, nuanced and arguable

-WHAT? demonstrating insights in the structure, use and operation of languages, and could use grammatically and stilistic terminology ;

-WHAT? use different oral and written genres, including reading, record, statement, characterisation, discussion and discussion paper ;

-WHAT? independently perform a methodical and relevant analysis and interpretation of literary literary and non-literary texts, both orally and in writing.

-WHAT? characterizing literary headlines from an epoker with an impact on the development of today's thinking.

-WHAT? perspectives and evaluate texts based on knowledge of historic, cultural, societal, aesthetic, psychological, communicative and business-related relationships ;

-WHAT? to read and extract the importance of printed and electronic media texts and be able to assess these as part of a communications situation ;

-WHAT? demonstrate knowledge of Danish and international influx of literature and the media and the interaction with culture and society ;

-WHAT? navigating large text volumes and analytic focused selectors and documentators.

2.2 Kernestof

The core matter is :

-WHAT? the oral and written language skills, including rhetoric and arguments ;

-WHAT? multiple literary genre, including popular people, and other text types, including journalism, images and commercial communications ;

-WHAT? translated and Nordic texts

-WHAT? Danish texts from central periods in the past 400 years, with particular commitment to texts following the modern breakthrough

-WHAT? At least one text of each of the following writers : Louis Holberg, Adam Oehlenschläger, N.F.S. Grundtvig, Steen St. Blicher, H.C. Andersen, Herman Bang, Henrik Pontoppidan, Johannes V. Jensen, Martin Andersen Nexe, Tom Kristensen, Karen Blixen, Martin A. Hansen, Peter Seeberg and Klaus Rifbjerg.

-WHAT? literary works of meaning for Danish, Nordic or European culture and thinking

-WHAT? the history of culture and awareness ;

-WHAT? languages, media and literary scientific concepts, tools and methods.

The family is organized in Focal Areas :

-WHAT? literature history

-WHAT? media history

-WHAT? language and communication

-WHAT? trends in the period

-WHAT? period

-WHAT? 2 Optional focus areas within categories : genre, writers, theme, period, media, arts and culture

and in 7 works, either in relation to the focal areas or for self-employed.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance must be chosen so that the substance of the substance is to be added and its potential to meet the technical objectives. The supplementary matter can be found in the interfaces for other humanist fields and in the fields of science and in the fields of education. 15%. of the professional training period of the professional.

3. Organisation of the Organisation

3.1 Didatical principles

This lesson is based on the final objectives of the 'speaking language', 'the written language' and 'language, literature and communication' in the basal school of Danish. The training shall be organised in such a way that the written and oral dimension of the profession works together and supports the further development of competencies listen, speak, read, write and see. The teaching is also organised with a professional progression over the three years.

The work of languages, literature and the media must be integrated as far as possible. Both literary and communicative texts must be represented in the areas of focus and the language, literary and media analytical work is being worked out with these. Fact relevant reading strategies are included in the work with texts.

3.2 Workshapes

The teaching is organised with exchanges of work and different learning strategies, which account for the cultural background, influence and professional depth of the students. The students are involved in the choice of matter and work forms.

The work on the oral and written preparation is integrated. The oral dimension is organised as a class discussion and group showing or individual projations with increasing requirements in terms of form and content. The written dimension shall also be organised with progression in form, content and scope. Written work includes process-oriented writing drills and works in text analysis, essay and dissemination. Process oriented writing exercises are conducted with professional guidance on the oral work and work in IT repair.

Two of them are being drafted. the year or the first months of 3. year, a task in Danish and / or a history of contemporary history, cf. Annex 5.

3.3 IT

It is both a tool in the teaching and in the form of electronic texts, which are made subject to analysis and assessment. It is used in connection with the student information search, communication, text analysis and text production.

3.4 Collections with other subjects

Danish is subject to the general requirements for interactions between the trade unions and are part of the study area according to the provisions that apply to this state of conduct. The profession acts as a compulsory subject in all the courses of study where it forms part of the interaction with both other compulsory subjects and the relevant study courses. In interplay with other subjects, text analysis and text production are at the heart of the heart, as is historical awareness.

4. Evaluation

4.1 Ongoing Evaluation

The students will have to take a clear view of the level and development of the professional position in the overall course of task work and individual guidance. Furthermore, activities that stimulate individual and common reflection on the proceeds of education are also involved. The basis for evaluation must be the professional objectives.

4.2 Test Forms

A written and oral test shall be held.

The written test

Written test on the basis of a centrally placed task set. A task set will include at least four tasks and each task includes a text base as well as inspection material. The other person chooses one of the tasks for response. The duration of the test is six hours.

The oral test

The Mundable test on the basis of an unknown text material to be the subject of analysis and perspectives, as well as a corresponding title in the field of a known professional area, which is to be used as a basis for a short oral presentation. The test material shall be sent to the censor and approved by this prior to the test of the test.

Expermeation time is approximately 30 minutes. 60-minute preparatory time is given.

The examination shall be based on the presentation by the examiner, supplemented by an in-depth question from the examiner.

A sample material may not be used in three examinations on the same day and not in the same class for the following examination days.

4.3 Assessment criteria

In the assessment, the degree in which the examiner is able to meet the objectives of the trade. The other person shall, in particular, be able to :

In the written test :

-WHAT? in writing and remorizing intermediaries ;

-WHAT? abstract and concrete the selected topic

-WHAT? apply Danish professional knowledge and the basic methods of the profession.

One character is given out of a holistic assessment.

In the oral test :

-WHAT? the oral production

-WHAT? structure and outline of the towed subject ;

-WHAT? apply Danish professional knowledge and the basic methods of the profession.

One character is given out of a holistic assessment.


Appendix 11

English A-hhx, June 2008

1. Identity and purpose

1.1 Identities

English is a skill class, a science class and a culture class, which deals with the language and global contexts of the English. The workspace is the English language as a means of communication and as a means of understanding of the cultural and social conditions of the English-language areas. The work includes the work of communication in practice, text analysis and text perspective, and the building and grammar of the English language.

1.2 Foraims

It is the purpose of teaching that the students through the work with English will gain the ability to understand and use the English language and thus create the conditions for them to be able to participate actively in international and global contexts, both personally and in terms of their personal nature. Commercially. It is also the aim of the students to gain current knowledge of Britain and the United States, as well as knowledge of other English-speaking societies and global contexts. The profession must also create the basis for the ability of students to communicate across cultural borders both in general and on business-related relationships. Finally, the teaching of the various disciplines of the profession must help to develop the linguistic knowledge and awareness of students.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? understand varied forms of authentic English

-WHAT? use appropriate study strategies and language learning strategies ;

-WHAT? the analysis, interpretation and perspective of texts

-WHAT? use the knowledge of the building and grammar of the English language, for language analysis, text understanding and dissemination ;

-WHAT? use knowledge of historic, cultural, societal and business-related conditions in Britain and the United States for the analysis and perspectives of current circumstances ;

-WHAT? use appropriate means of aid for the acquisition, evaluation and dissemination of new knowledge of the language and global contexts ;

-WHAT? account for and participate in the conversation on general, literary, societal and business-related topics ;

-WHAT? writing various types of text, including translations, resumes, internal and external business messages and longer, self-employed jobs of complex problem positions and topics ;

-WHAT? apply a broad-based general and technical vocabulary and a varied syntax in combination with a positive control of the main rules of the grammar.

2.2 Kernestof

The core matter is :

-WHAT? professional texts and new heel rates addressing issues of marketing, international economic, culture and social conditions ;

-WHAT? general and business-related communications ;

-WHAT? The lyrics of major English-language writers in the literary main genre

-WHAT? central texts put together provide a portrait of modern Great Britain and the United States of America, with extensive historical, cultural, social and business-related matters ;

-WHAT? the grammar of the English language, sound system, orthograph, idiomatik, vocabulary, vocabulary and provolitions.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance must deepen and outlook the core material and extend the professional horizons so that the pupils meet the professional objectives.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching must be based on the level of professional skill set by students in primary school and organised so that they gradually face greater complexity in terms of choice and methodology and experience greater autonomy and responsibility in relation to their own. professional development. We need to have a change between inductive and deductive forms of work.

Work on the various fabric of the profession must be integrated so that the pupils experience a clear correlation between expression, matter and communication. We need to work on listening, read and communication strategies, and the students ' own language production in writing and speaking must be a priority. The language of the language is quite predominating English.

3.2 Workshapes

The centre of education is the professional progression. The work on the profession is primarily organised as a matter of priority as topics or projects, starting with the subject matter of the trade in the matter and in the supplementary substance.

The training shall be organised in the form of 7-10 items.

The written work shall be organised with progression and shall include screening, testing and testing of linguistic skills and language vigilance, as well as the documentation of students ' s skills, to dissemination and to the self-employed person ; Problem positions.

3.3 IT

It is used as a tool for writing and oral dissemination, for information and for the development and testing of language skills and are integrated into the teaching where appropriate.

3.4 Collections with other subjects

English is covered by the general requirements for interactions between the trade unions. The profession is a compulsory subject in all the courses of study in which economic, social, historical, international and intercultural matters are involved.

The profession is also part of a interaction with other languages and languages in English and language-analytic relations.

4. Evaluation

4.1 Ongoing Evaluation

The technical viewpoint of the students shall be evaluated by means of an initial screening process followed up by tests. At the end of each topic or project progress, an evaluation shall be carried out so that the pupils achieve a clear understanding of the level and development of the professional position, so that the individual and common reflection on the yield of : the training shall be strengthened. The basis for evaluation must be the professional objectives.

4.2 Test Forms

A written and oral test shall be held.

The written test

The basis of the written test is a two-divided centrally placed task set. The entire task set is delivered at the start of the test. The duration of the test is five hours. In the first hour, computer or professional assistance resources must not be used. After an hour, all responses are collected from the first part of the task set, and then all remedies must be used to reply to the second part of the task set.

The oral test

The coil selects for the individual team one of the following two forms of sampling. In the case of both samples, the subjects which form the basis of the sample together must cover the technical objectives and the nuclear material and that the same unknown sample may not be more than 3 exams at a maximum of the same unit.

Test form (a) : a specimen of the sample on the basis of an unknown text material of some extent. 5 normal pages. The test material shall be sent to the censor and approved by this prior to the test of the test.

Expermeation time is approximately 30 minutes per. examiner duck. 60-minute preparatory time is given. The exam shapes itself as a conversation between exams and examiners.

Test form (b) : contested sample on the basis of an unknown text material of 10 to 15 normal pages relating to one of the studies studied and an unknown prose or expert prose test of some extent to some extent. 1 normal side. The test material shall be sent to the censor and approved by this prior to the test of the test.

Expermeation time is approximately 30 minutes per. examiner duck. A minimum of 24 hours of preparation time for the unknown text material associated with one of the studies studied is given. Preparation time for 30 minutes is provided to the rest of the material.

The samination is two-tier.

The first part consists of the examination of the examination of the examiner's presentation of unknown text material with the involvement of the studied subjects, supplemented by an in-depth discussion between examiner and examiner.

The second part is made up of the reading and translation of selected parts of the unknown, unprocessed text, and some commenting and explanation associated with vocabable vocablevocabs and grammar.

The time of extermination is divided between the two parts, so that the first part amounts to approximately 20 000. Two-thirds and other parts. 1/3.

4.3 Assessment criteria

In the assessment of the written and oral examination, the degree to which the examiner is able to fulfil the technical objectives of the product shall be made. 2.1.

The assessment of the written examiner shall include :

-WHAT? the textual understanding, overview and ability to select relevant information ;

-WHAT? understanding the communication situation and the ability to adapt text to recipient

-WHAT? ability to structure logically and coherently ;

-WHAT? ability to populate the topic and make appropriate perspectives

-WHAT? ability to use appropriate remedies, including IT ;

-WHAT? security in the herence of the English language, including language accuracy, language and vocabularity ;

-WHAT? the ability to present views and arguments coherently.

One character is given out of a holistic assessment.

The evaluation of the oral test shall include the following examination :

-WHAT? the textual understanding, overview of the text material and the ability to select relevant information ;

-WHAT? ability to populate the topic and make appropriate perspectives

-WHAT? ability to present a substance, cohesive and well-structured, using IT

-WHAT? ability to enter into a conversation in English, present views floating and

-WHAT? arguing cohesive

-WHAT? ability to explain and apply the relevant concepts and methods in relation to text (s) and subject ;

-WHAT? the ability to make relevant linguistic and stilistic observations,

-WHAT? security in the herb of the English language, including language accuracy, opinion, language and vocabularity.

One character is given out of a holistic assessment.


Appendix 12

Occubial C-hhx, June 2008

1. Identity and purpose

1.1 Identities

Corporate law is a legal profession that includes knowledge about the general legal principles and a broad field of occupational law. Corporate law provides knowledge of the law of the business and how to create opportunities, at a time when international and market-oriented activities are created. The profession deals with the rules specifically of interest to the business enterprise and its conduct.

1.2 Foraims

Through education in the business sector, students must develop the ability to reflect on legal issues related to the company, both nationally and internationally. In addition, students, through education, must develop the ability to identify professional issues through understanding of the legal foundations of a democratic society. Finally, the students must develop the ability to incorporate professional methods in connection with issues related to the prevention and resolution of legal conflicts.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? account for the legal philosophical, ethical and international aspects ;

-WHAT? account for aspects of national and international sources of law ;

-WHAT? applying legal means for analysis and assessment of Danish private legal issues in relation to the relationship between the enterprise and its surrounding world,

-WHAT? discuss and assess employment legal issues ;

-WHAT? discuss aspects relating to prosecution.

2.2 Kernestof

The core matter is :

-WHAT? legal regulation and sources of law ;

-WHAT? non-contractual replacement, product liability

-WHAT? the conclusion of contracts, consumer contracts, placing on the market ;

-WHAT? the purchase and sale of goods, national and international services, international private law, consumer purchases ;

-WHAT? credit agreements, credit-proofing, including the guarantee and guarantee,

-WHAT? it-juria

-WHAT? right of employment

-WHAT? prosecuting.

2.3 Supplementary substance

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

3. Organisation of the Organisation

3.1 Didatical principles

Work is being done on current legal issues, with specific cases being analysed from a holistic approach. Legal theory is being involved, so that the students are given the opportunity to account for the company's legal decisions and conduct in a way of realising that they are in a very close context. The teaching must, as far as possible, involve the students ' experience of experience.

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

Business issues are to be considered from the company point of view. The individual and society are stakeholders in terms of company law's legal actions.

3.2 Workshapes

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

In addition, the instruction manual will include oral and written work on tasks relating to limited legal issues.

The training shall be organized with at least one consistent flow corresponding to at least 10%. of the overall training period. The form shall be organised in such a way as to promote the ability of students to demonstrate professional skills and so that their ability to discuss and assess business-law issues with the application of the professional theory of a reality and international law are being promoted ; context is developed.

3.3 IT

The training shall be organised in the light of the fact that it is a tool. In the context of longer continuous course, the teaching of the students must be given in the interest of access to electronic communications platforms and the Internet.

3.4 Collections with other subjects

The profession is part of interaction with other subjects of international issues and in a interaction with the social sci-and in the field of occupational legal and general legal issues.

4. Evaluation

4.1 Ongoing Evaluation

The basis for the ongoing evaluation is the professional objectives. Through individual guidance and evaluation, the students shall obtain a clear understanding of the level and development of the professional standpoint, including activities which stimulate individual and joint reflection on the basis of the overall process, including activities which stimulate individual and joint reflection. the yield of the teaching.

4.2 Test Forms

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

Test form (a) : contested sample on the basis of an unknown text material and a number of questions. The text material of the corresponding question is sent to the censor and approved by this prior to the test of the test.

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

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

Sample form (b) : contested on the basis of one of the examiner's other selected cohesive training courses and, on the other hand, an unknown text material of a 1-2 normal page. The test material and a description of the cohesive training flows shall be sent to the centre. The test material shall be approved by this prior to the test of the test.

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

The samination is two-tier.

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

4.3 Assessment criteria

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

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

-WHAT? structuring and disseminating professional substance,

-WHAT? formulating professional arguments

-WHAT? demonstrating professional skills,

-WHAT? discuss and assess business legal issues with the use of the method and terminology of the trade in an atonatation of reality.

One global character shall be given in the form of a comprehensive assessment.


Appendix 13

French beginners ' A-hhx, June 2008

1. Identity and purpose

1.1 Identities

French is a skill class, a science class and a culture class. The central working area of the European Union is French language, partly as a means of communication in European and other international contexts, partly as a means of recognition and a shortcut to the understanding of other Roma languages and cultures. In addition, the business and social conditions of the profession and culture in France and other French-speaking countries are also concerned.

1.2 Foraims

Through the work of French languages, the ability of students to communicate in French, in general and in terms of business, is developed. The study of the French language culture and literature provides knowledge and insight that brings the students, both understanding of French-speaking societies and cultures, as well as increasing world understanding and intercultural awareness. The Fame is developing the students ' sense of the aesthetic dimension of the term forms of expression. Finally, the French will be able to reflect through the culture of culture by reflecting on its own culture by comparison with French-language cultures.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? understand the main thrust of the French on known as well as the general issues, via various media,

-WHAT? participate in conversation and discussion on a clear and reasonably fluent French of known as well as the general issues,

-WHAT? reading and understanding unprocessed French languages

-WHAT? verbally presenting, explaining and commenting on known issues of concern in society, professions and culture, in a clear and reasonably liquid French, by means of appropriate presentation forms

-WHAT? express in writing of a given problem on a single and coherent French, translate an easier Danish text into French and simple business-related materials ;

-WHAT? to analyse and interpret French language versions of different genres, as well as put the individual text into cultural, societal and literary relationships ;

-WHAT? perspectives the acquired knowledge of the French and francopone community, business and cultural relations with other communities, business and cultural matters ;

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

-WHAT? use one and two-language dictionaries, a French grammar and other assistipation.

2.2 Kernestof

The core matter is :

-WHAT? the basic principles of the structure and use of the language, both for the structure and the structure of the coveners and of the texture, and the relevant syntax and morphology,

-WHAT? a general and professional vocabinal and idiomatik for the use of oral and written communication, with particular focus on the studies in question ;

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

-WHAT? the oral and written literary and non-literary forms from France and other francophaone countries ;

-WHAT? central pages of French and other francopone countries and professions ;

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

-WHAT? internal and external communications in French undertakings.

2.3 Supplementary substance

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

3. Organisation of the Organisation

3.1 Didatical principles

The disciplines of the trade shall be experienced as a whole which, in accordance with the professional objectives, primarily focuses on the application aspect.

The teaching must allow the students to acquire the knowledge of languages necessary to develop both oral and written communications.

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

Listening, reading and communication strategies must give the pupils the tools to trigger and maintain communication.

Grain, textual understanding and alienation of languages to a relevant extent and taking into account the professional progression.

The teaching is as far as possible in French.

3.2 Workshapes

The centre of education is the professional progression.

After the initial instruction, the work is organised mainly through 6-8 different issues, and ensures that the professional targets are integrated into this work.

Work methods and methods are varied and adapted and adapted to the technical objectives pursued in the relevant subject.

The training shall be organised with progression in the choice of forms of work, so that students gain competence and independence in the work.

Presupretive forms of work are selected which develop the skills ' communications skills, ability to read and understand texts, as well as presenting a given topic. Confession of the French language is guaranteed by the fact that the students hear language disseminated through various media.

The work on the part of French culture, of French and professional relationships is constantly being integrated into the work of the subjects.

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

3.3 IT

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

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

3.4 Collections with other subjects

French are subject to the general requirements for interactions between the trade unions and are part of the study area according to the provisions that apply to this course of action. The general linguistic, international and global dimensions of the Union are open to interaction with other subjects.

When French forms part of a study, it must form part of interaction with other subjects on issues of linguistic, cultural, intercultural and company and social economic issues.

4. Evaluation

4.1 Ongoing Evaluation

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

The evaluation shall be forward-looking.

4.2 Test Forms

A written and oral test shall be held.

The written test

Written test on the basis of a centrally set task set. The task set includes :

-WHAT? in writing, in writing, with a reference to a French language of text. 1 normal side and an image material ;

-WHAT? translation of a text from Danish to French

-WHAT? business-related task in French on the basis of a French-language material.

The duration of the test is four hours.

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

The oral test

Mundant sample on the basis of an unknown, unprocessed French-language text material of a volume of approximately 4 norms linked to one of the studied subjects and an unknown, unprocessed French-language text-and image material of a degree of approximately EUR 20 000 ; 1 normal subject of a common theme. The issues covered as the basis for the test must also cover the technical objectives and the core material. The test material shall be sent to the censor and approved by this prior to the test of the test.

The sample is bipartitioned with a total examination time of 30 minutes.

The first part includes a presentation in French of the unknown, unprocessed text material. The associated study shall be included in the presentation and in the detailed conversation between examiner and examiner. The text material shall be extraditing the day before the test and the preparation time is at least 24 hours. All auxiliary agents are permitted.

The second part involves a conversation in French with the starting point of the unknown text and image material.

The text is referenced in French main features. For this part of the test, a preparatory time of 30 minutes is given. During this preparatory time, the examination must use all the means of aid other than communication with the outside world.

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

4.3 Assessment criteria

In both the written and oral tests, the extent to which the performance of the examiner lives up to the technical objectives.

In the written enclosure, the emphasis on the examination of the material of the supplied text material may be expressed in writing in a cohesive French, to respond to a task ;

dispose and make a content clearly and independently in a manner corresponding to the nature of the subject.

In addition, the other person shall be able to show safety in the relevant morphology and syntax and to master a general vocabable vocabary, as well as idiomatik.

One character is given out of a holistic assessment.

In the oral examination, the emphasis is placed on the fact that the French diploma can present and outlook the unfamiliar text material and include relevant elements of French and francophagus, literature, professions and society from the studied subject. The emphasis is also placed on the level of cooperation and understanding of the text.

Coherence of language is more important than correctness in the detail.

One character is given out of a holistic assessment.


Appendix 14

French Continuing language A-hhx, June 2008

1. Identity and purpose

1.1 Identities

French is a skill class, a science class and a culture class. The central working area of the European Union is French language, partly as a means of communication in European and other international contexts, partly as a means of recognition and a shortcut to the understanding of other Roma languages and cultures. In addition, the business and social conditions of the profession and culture in France and other French-speaking countries are also concerned.

1.2 Foraims

Through the work of French languages, the ability of students to communicate in French, in general and in terms of business, is developed. The study of the French language culture and literature provides knowledge and insight that brings the students, both understanding of French-speaking societies and cultures, as well as increasing world understanding and intercultural awareness. The Fame is developing the students ' sense of the aesthetic dimension of the term forms of expression. Finally, the French will be able to reflect through the culture of culture by reflecting on its own culture by comparison with French-language cultures.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? understand French, disseminated by various media, including verbal statements,

-WHAT? participate in conversations and discussions at a varied and liquid French ;

-WHAT? use different read strategies to guide in larger text quantities and understand unprocessed French language texts ;

-WHAT? the presentation and presentation of a subject by means of appropriate presentation forms in a clear and well-structured French,

-WHAT? write a varied and reasonably correct French on known subjects, finished business-related materials, and translate a Danish text of a certain degree of value to a clear and precise French language ;

-WHAT? analyze and interpret French language versions of different genders, and perspectives the individual text in relation to cultural, societal and literary relationships

-WHAT? use the acquired knowledge of the French and francopies of society, business and cultural matters in the daily work, both orally and in writing ;

-WHAT? perspectives the acquired knowledge of French and francopha; societal, professional and cultural relations with other social, professional and cultural conditions ;

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

-WHAT? use one and two-language dictionaries, a French grammar and other aid.

2.2 Kernestof

The core matter is :

-WHAT? the general principles of the establishment and use of the language, both for the structure and the structure of the coveners and the textiles and morphology of languages ;

-WHAT? a varied general and professional vocabulary, as well as idiomatik for use in written and oral communication with particular focus on the studies in question ;

-WHAT? knowledge of French pronunciation and intonation, receptive as well as productively ;

-WHAT? central, as well as specific sides of France and other francopies, societies, professions and culture ;

-WHAT? the oral and written literary and non-literary forms from France and other francophaone countries ;

-WHAT? The profile, structure and interaction of French firms with the outside world

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

-WHAT? the role of the francophaone world in the international community.

2.3 Supplementary substance

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

3. Organisation of the Organisation

3.1 Didatical principles

The disciplines of the trade shall be experienced as a whole which, in accordance with the professional objectives, primarily focuses on the application aspect.

The teaching must allow the students to acquire the knowledge of languages necessary to develop both oral and written communications.

The centre of education is the opportunity for students to have their own language production and to develop in a relationship with the professional objectives. The emphasis is placed on developing linguistic awareness and awareness in order to promote the linguistic reflectance and precision of the student body. Fluency is a priority higher than linguistic precision.

Listening, reading and communication strategies must give the pupils the tools to trigger and maintain communication.

Grain, textual understanding and alienation of languages to a relevant extent and taking into account the professional progression.

The teaching is as far as possible in French.

3.2 Workshapes

The centre of education is the professional progression.

The work is organised mainly through 8-10 different issues, and it is ensured that the professional targets are integrated into this work.

Work methods and methods are varied and adapted and adapted to the technical objectives pursued in the relevant subject.

The training shall be organised with progression in the choice of forms of work, so that students gain competence and independence in the work.

The focus is on working forms that develop the communicative skills of students, the ability to read and understand texts, and develop the ability to present a given topic. Confession of the French language is guaranteed by the fact that the students hear language disseminated through various media.

The work on the part of French culture, of French and professional relationships is constantly being integrated into the work of the subjects.

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

3.3 IT

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

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

3.4 Collections with other subjects

French are subject to the general requirements for interactions between the trade unions and are part of the study area according to the provisions that apply to this course of action. The general linguistic, international and global dimensions of the Union are open to interaction with other subjects.

When French forms part of a study, it must form part of interaction with other subjects on issues of linguistic, cultural, intercultural and company and social economic issues.

4. Evaluation

4.1 Ongoing Evaluation

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

The evaluation shall be forward-looking.

4.2 Test Forms

A written and oral test shall be held.

The written test

Written test on the basis of a centrally set task set. The task set includes :

-WHAT? in writing.-In the case of a French language of text on 2 to 3 normal pages and an image material, free written production is based on a French language

-WHAT? translation of a text from Danish to French

-WHAT? business-related task in French on the basis of a French-language material.

The duration of the test is five hours.

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

The oral test

Mundant sample on the basis of an unknown, unprocessed French-language text material of a volume of approximately 6 norms linked to one of the studied subjects and an unknown, unprocessed French language prosatecal of a degree of approximately 20%. 2 normal pages. The issues covered as the basis for the test must also cover the technical objectives and the core material. The test material shall be sent to the censor and approved by this prior to the test of the test.

The sample is bipartitioned with a total examination time of 30 minutes.

The first part includes a presentation in French of the unknown, unprocessed text material. The associated study shall be included in the presentation and in the detailed conversation between examiner and examiner. The text material shall be extraditing the day before the test and the preparation time is at least 24 hours. All auxiliary agents are permitted.

The second part involves textual understanding, based on the unknown, unprocessed prosatchst. The text is referenced in the main features of the French and commenting. For this part of the test, a preparatory time of 30 minutes is given. During this preparatory time, the examination must use all the means of aid other than communication with the outside world.

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

4.3 Assessment criteria

In both the written and oral tests, the extent to which the performance of the examiner lives up to the technical objectives.

In the written enclosure, the emphasis on examination may be extracted from the material supplied by the text, express in writing in a cohesive French, to respond to a task, disponers and make a clear and independent body of a the manner corresponding to the nature of the subject and the tacit of the task. In addition, the other person shall be able to show safety in the relevant morphology and syntax and to master a general vocabable vocabary, as well as idiomatik.

One character is given out of a holistic assessment.

In the oral examination, the emphasis is placed on the fact that the French diploma can present and outlook the unfamiliar text material and include relevant elements of French and francophagus, literature, professions and society from the studied subject. The emphasis is also placed on the level of cooperation and understanding of the text.

Coherence of language is more important than correctness in the detail.

One character is given out of a holistic assessment.


Appendix 15

French Continuing language B-hhx, June 2008

1. Identity and purpose

1.1 Identities

French is a skill class, a science class and a culture class. The central working area of the European Union is French language, partly as a means of communication in European and other international contexts, partly as a means of recognition and a shortcut to the understanding of other Roma languages and cultures. In addition, the business and social conditions of the profession and culture in France and other French-speaking countries are also concerned.

1.2 Foraims

Through the work of French languages, the ability of students to communicate in French, in general and in terms of business, is developed. The study of the French language culture and literature provides knowledge and insight that brings the students, both understanding of French-speaking societies and cultures, as well as increasing world understanding and intercultural awareness. The Fame is developing the students ' sense of the aesthetic dimension of the term forms of expression. Finally, the French will be able to reflect through the culture of culture by reflecting on its own culture by comparison with French-language cultures.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? understand the main thrust of the French on known as well as the general issues, via various media,

-WHAT? participate in conversation and discussion on a clear and reasonably fluent French of known as well as the general issues,

-WHAT? reading and understanding unprocessed French languages

-WHAT? verbally presenting, explaining and commenting on known issues of concern in society, professions and culture, in a clear and reasonably liquid French, by means of appropriate presentation forms

-WHAT? express in writing of a given problem on a single and coherent French, translate an easier Danish text into French and simple business-related materials ;

-WHAT? to analyse and interpret French language versions of different genres, as well as put the individual text into cultural, societal and literary relationships ;

-WHAT? perspectives the acquired knowledge of the French and francopone community, business and cultural relations with other communities, business and cultural matters ;

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

-WHAT? use one-and two-language dictionaries, a French grammar and other means of aid.

2.2 Kernestof

The core matter is :

-WHAT? the basic principles of the structure and use of the language, both for the structure and the structure of the coveners and of the texture, and the relevant syntax and morphology,

-WHAT? a general and professional vocabinal and idiomatik for the use of oral and written communication, with particular focus on the studies in question ;

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

-WHAT? the oral and written literary and non-literary forms from France and other francophaone countries ;

-WHAT? central pages of French and other francopone countries and professions ;

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

-WHAT? internal and external communications in French undertakings.

2.3 Supplementary substance

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

3. Organisation of the Organisation

3.1 Didatical principles

The disciplines of the trade shall be experienced as a whole which, in accordance with the professional objectives, primarily focuses on the application aspect.

The teaching must allow the students to acquire the knowledge of languages necessary to develop both oral and written communications.

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

Listening, reading and communication strategies must give the pupils the tools to trigger and maintain communication.

Grain, textual understanding and alienation of languages to a relevant extent and taking into account the professional progression.

The teaching is as far as possible in French.

3.2 Workshapes

The centre of education is the professional progression.

The work is organised mainly through 6-8 different issues, and it is ensured that the professional targets are integrated into this work.

Work methods and methods are varied and adapted and adapted to the technical objectives pursued in the relevant subject.

The training shall be organised with progression in the choice of forms of work, so that students gain competence and independence in the work.

The focus is on working forms that develop the communicative skills of students, the ability to read and understand texts, and develop the ability to present a given topic. Confession of the French language is guaranteed by the fact that the students hear language disseminated through various media.

The work on the part of French culture, of French and professional relationships is constantly being integrated into the work of the subjects.

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

3.3 IT

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

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

3.4 Collections with other subjects

French are subject to the general requirements for interactions between the trade unions and are part of the study area according to the provisions that apply to this course of action. The general linguistic, international and global dimensions of the Union are open to interaction with other subjects.

When French forms part of a study, it must form part of interaction with other subjects on issues of linguistic, cultural, intercultural and company and social economic issues.

4. Evaluation

4.1 Ongoing Evaluation

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

The evaluation shall be forward-looking.

4.2 Test form

Oral test shall be held on the basis of an unknown, unprocessed French-language text material of a degree of approximately 5 000. 4 norms linked to one of the studied subjects and an unknown, unprocessed French-language text-and image material of a degree of approximately EUR 20 000 ; 1 normal subject of a common theme. The issues covered as the basis for the test must also cover the technical objectives and the core material. The test material shall be sent to the censor and approved by this prior to the test of the test.

The sample is bipartitioned with a total examination time of 30 minutes.

The first part includes a presentation in French of the unknown, unprocessed text material. The associated study shall be included in the presentation and in the detailed conversation between examiner and examiner. The text material shall be extraditing the day before the test and the preparation time is at least 24 hours. All auxiliary agents are permitted.

The second part involves a conversation in French on the basis of the unknown, unprocessed text and image material. The text is referenced in French main features. For this part of the test, a preparatory time of 30 minutes is given. During this preparatory time, the examination must use all the means of aid other than communication with the outside world.

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

4.3 Assessment criteria

The test shall be judged by the extent to which the performance of the examiner shall meet the professional objectives.

The emphasis is placed on the fact that the French diploma can present and outlook the unknown text material and include relevant elements of French and francophagus, literature, professions and society from the studied subject. The emphasis is also placed on the level of cooperation and understanding of the text.

Coherence of language is more important than correctness in the detail.

One character is given out of a holistic assessment.


Appendix 16

International Economy A-hhx, June 2008

1. Identity and purpose

1.1 Identities

The international economy is a socio-science class that deals with socio-economic development in a national, European and global perspective.

The trade is thus knowledge and understanding of the socio-economic development of an open economy. The Fame deals with descriptive economics and economic theory and method.

1.2 Foraims

The purpose of the profession is that students develop their socieability and their ability to describe, analyse, reflect on and take a position on both historical and current socio-economic contexts and issues.

In addition, the students must develop their methodical skills and gain insights and understanding of socio-economic issues in and between national, European and global prospects, and the students must also build the ability to deal with it. say reflecting to socioeconomic development.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? use knowledge of economic theory and method of analysis of socio-economic contexts and interactions between economic sub-sectors ;

-WHAT? based on economic key figures, analyse and assess financial balance-sheet problems, as well as to analyse and assess the socio-economic impact of economic and political interventions and events ;

-WHAT? analyzing, perspectives and assessing national and global socio-economic issues

-WHAT? have knowledge of central macro-economic schools ;

-WHAT? use the knowledge of trade theory and international economic cooperation to analyse and evaluate the development of Denmark's external trade, global trade and the international division of labour ;

-WHAT? analysing, assessing and comparing different degrees of economic integration, including an account of economic cooperation in the European Union ;

-WHAT? to apply knowledge of economic growth and global growth centres to analyse the rate of economic growth in Denmark and the global economy ;

-WHAT? to analyse, discuss and evaluate different welfare models ;

-WHAT? analyse and assess differences in living conditions, as well as to account for different developmental categories and development aid ;

-WHAT? analyzing, assessing and comparing information relating to the business structure, living conditions, demographics and economic development in different countries and regions

-WHAT? set up tables and draw diagrams to illustrate socio-economic data and make simple calculations related to socioeconomic analyses.

2.2 Kernestof

The core matter is :

-WHAT? economic theory and method

-WHAT? the economic sectors and the interplay between these ;

-WHAT? national accounting concepts and macro-economic key figures

-WHAT? financial balancing problems and key economic policies ;

-WHAT? macroeconomic schools,

-WHAT? trade theory, international trade and international division of labour ;

-WHAT? international economic cooperation and different degrees of economic integration ;

-WHAT? economic growth, cyclical and international cyclical trends ;

-WHAT? welfare models

-WHAT? development categories, development policy and development cooperation ;

-WHAT? business structure, living conditions, income distribution and demographics development.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The supplementary matter must be chosen so that it can help to outlook and deepen the nuclear material and thus help to achieve the professional objectives. The supplementary matter includes national and global economic issues, as well as global economic issues. The supplementary matter must be around. 20%. of the overall training period.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching must be organised with a great deal of emphasis on elevation working forms.

There must be a change between the inductive education method, which takes on the basis of reality posts, where the pupils formulate the explanations and the consequences of the problems and the deductive learning method, where the teacher is taught ; structure the substance and establishes the basic contexts of the trade.

Current examples and cases must be constantly taken into account in the teaching, so that the professional theory and method are used in concrete realities. The emphasis is placed on the practical application rather than theoretical model architecture.

Similarly, there must be a progression in the organisation of the notification.

3.2 Workshapes

There must be a break between independent work, group education and class education. The various forms of work must all contribute to the promotion of the pupils ' ability to analyse, assess and argue.

The written work shall comprise less testing to evaluate the profitability of students of selected themes from the teaching and to the tasks that are based on a case associated with the issues related to the issues, casens ; contains.

3.3 IT

Information technology tools must be included in the teaching where they can support and supplement the professional objectives and the educational process. The IT must be used for information search and to set up tables and charts for oral and written presentation.

3.4 Foodplay

The international economy is covered by the general requirement for interactions between the trade unions. When the profession acts as a study program, it's part of the interaction with the other social studies. Equally, it is part of interaction with a humanist profession that contains international themes.

Finally, the faction of mathematics has been interact when this subject is part of the study.

4. Assessments

4.1 Ongoing Evaluation

Through individual guidance and testing, the students are getting a clear understanding of the level and development of the technical standpoint in the overall course of the overall process. Including activities that stimulate individual and common reflection on the proceeds of education.

The basis for evaluation must be the professional objectives.

4.2 Test Forms

A written and oral test shall be held.

The written test

The school selects for each crew one of the following two test forms :

Test form a) : Written test on the basis of a centrally submitted case for which a number of questions have been associated.

The duration of the test is five hours.

Test form b) : Written test on the basis of a centrally submitted case for which a number of questions have been associated.

The duration of the test is five and a half hours.

The sample is bipartitioned.

The duration of the first part of the sample is one and a half hours. The experts shall read and discuss amongst each other in groups of up to four of the supplied case. The duration of the second part of the sample is four hours.

Questions relating to the calate are handed out, and the examination of the examination is to make its own individual responses to the questions raised.

The oral test

The school selects for each crew one of the following two test forms :

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

Expermeation time is approximately 30 minutes per. examiner duck. 60-minute preparatory time is given.

The exam shapes itself as a conversation between examiner and examiner's.

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

Graduation days on the same team.

Test form b) : The Mundable test on the basis of a known socio-economic theme consisting of an unknown socio-economic annex material. The test material shall be sent to the censor and approved by this prior to the test of the test. In the case of the material, the material shall draw up a synopsis on a maximum of 2 pages.

Expermeation time is approximately 30 minutes per. examiner duck. At least 24 hours of preparation time.

The examination shall be based on the presentation of its synopsis by the examination of its synopsis.

Exterminatory question from examiner. The Committee on Experts alone is judged by the verbal achievement alone.

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

Graduation days on the same team.

4.3 Assessment criteria

In the performance of the written and oral examination, the degree in which the examiner is able to fulfil the objectives of the profession shall be subject to the performance of the written oral question. Special attention shall be given to the examiner ' s :

-WHAT? professional knowledge and overview ;

-WHAT? the application of professional theory and method,

-WHAT? ability to analyze, perspectives and evaluate professional issues

-WHAT? the ability to formulate professionally,

-WHAT? ability to argue for the views that have been presented,

-WHAT? ability to structure and disseminate professional substance,

One character is given out of a holistic assessment.


Appendix 17

International Economy B-hhx, June 2008

1. Identity and purpose

1.1 Identities

The international economy is a socio-science class that deals with socio-economic development in a national, European and global perspective.

The trade is thus knowledge and understanding of the socio-economic development of an open economy. The Fame deals with descriptive economics and economic theory and method.

1.2 Foraims

The purpose of the profession is that students develop their socieability and their ability to describe, analyse, reflect on and take a position on both historical and current socio-economic contexts and issues.

In addition, the students must develop their methodical skills and gain insights and understanding of socio-economic issues in and between national, European and global prospects, and the students must also build the ability to deal with it. say reflecting to socioeconomic development.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? use knowledge of economic theory and method of analysis of socio-economic contexts and interactions between economic sub-sectors ;

-WHAT? analyse the economic balance problems and analyse, discuss and assess the socio-economic impact of economic and political interventions and events ;

-WHAT? account and assess national and global socioeconomic issues ;

-WHAT? use the knowledge of trade theory and international economic cooperation to account for the development of Denmark's external trade and the global trade ;

-WHAT? explain the situation of the Junk in Denmark

-WHAT? account for differences in living conditions in countries at different stages of development,

-WHAT? analyze tables, diagrams, and texts relating to a country's economic structure, demographics and economy.

-WHAT? set up tables and draw diagrams to illustrate socio-economic data and make simple calculations related to socioeconomic analyses.

2.2 Kernestof

The core matter is :

-WHAT? economic theory and method

-WHAT? the economic sectors and the interplay between these ;

-WHAT? financial balancing problems and key economic policies ;

-WHAT? trade in trade and trade and trade cooperation ;

-WHAT? economic cooperation in the EU,

-WHAT? national accounting concepts and macro-economic key figures

-WHAT? economic growth, cyclical and international cyclical trends ;

-WHAT? business structure, living conditions and demographics development.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The supplementary matter must be chosen so that it can help to outlook and deepen the nuclear material and thus help to achieve the professional objectives. The supplementary matter includes national and global economic issues, as well as global economic issues. The supplementary matter must be around. 15%. of the overall training period.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching must be organised with a great deal of emphasis on elevation working forms.

There must be a change between the inductive education method, which takes on the basis of reality posts, where the pupils formulate the explanations and the consequences of the problems and the deductive learning method, where the teacher is taught ; structure the substance and establishes the basic contexts of the trade.

Current examples and cases must be constantly taken into account in the teaching, so that the professional theory and method are used in concrete realities. The emphasis is placed on the practical application rather than theoretical model architecture.

Similarly, there must be a progression in the organisation of the notification.

3.2 Workshapes

There must be a break between independent work, group education and class education. The various forms of work must all contribute to the promotion of the pupils ' ability to analyse, assess and argue.

3.3 IT

Information technology tools must be included in the teaching where they can support and supplement the professional objectives and the educational process, including it must be used for information searching.

3.4 Foodplay

The international economy is covered by the general requirement for interactions between the trade unions. The profession acts as a compulsory subject in all the courses of study where it is part of the interaction with the other social studies. Equally, it is part of interaction with a humanist profession that contains international themes. Finally, the faction of mathematics has been interact when this subject is part of the study.

4. Evaluation

4.1 Ongoing Evaluation

Through the individual guidance and use of testing, students along the way in the overall flow are a clear view of the level and development of the professional standpoint, including activities that stimulate individual and shared reflection ; over the yield of the teaching.

The basis for evaluation must be the professional objectives.

4.2 Test Forms

An oral test will be held. The school selects for each crew one of the following two test forms :

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

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

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

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

Graduation days on the same team.

Test form b) : The Mundable test on the basis of a known socio-economic theme consisting of an unknown attachment material. The test material shall be sent to the censor for approval of this prior to the test of the test. In the case of the material, the material shall draw up a synopsis on a maximum of 2 pages.

Expermeation time is approximately 20 minutes per hour. examiner duck. At least 24 hours of preparation time.

The examination shall be based on the presentation of its synopsis by the examination of its synopsis, with detailed questions from the examiner.

The Committee on Experts alone is judged by the verbal achievement alone.

A sample material may not be used in three examinations on the same day and not in the same class for the following examination days.

4.3 Assessment criteria

In the assessment, the degree in which the examiner is able to meet the objectives of the trade.

In the assessment, special attention shall be paid to the examiner ' s :

-WHAT? professional knowledge and overview ;

-WHAT? the application of professional theory and method,

-WHAT? ability to analyze, discuss and evaluate professional issues

-WHAT? capacity to structure and disseminate professional substance.

One character is given out of a holistic assessment.


Appendix 18

It A-hhx, June 2008

1. Identity and purpose

1.1 Identities

It is a social scientifically subject, with touch surfaces for technological disciplinies. The Fame provides insight into data processing technologies and systems and skills in development, implementation and use of IT in relation to individual, professions and communities. The Fame deals with technologies and systems for the processing of data and the dissemination of information.

1.2 Foraims

The teaching must promote the ability of students to reflect on the importance of information technology and the importance of the individual, professions and society. In addition, education must promote the ability of students to respond to the use and misuse of information and information technology. The teaching must develop the ability of students to use the theory and method of development and the way in which information technology issues are developed in a sense of reality and international context.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? account for the importance of the part of the individual, the professions and the communities,

-WHAT? use professional knowledge to organize and maintain digital jobs in networks ;

-WHAT? structuring data and use databases in different fields of use,

-WHAT? application solutions to simple professional issues

-WHAT? use knowledge of the development and implementation of IT systems to plan and organise projects ;

-WHAT? use knowledge of IT tools to assess and develop business processes ;

-WHAT? map IT security problems and formulated different solution proposals

-WHAT? discuss and outline IT strategic solutions and policies in the context of business development and other strategies

-WHAT? use knowledge of IT for communication in interactive connections, including assessing visualization sac and ease of use.

2.2. Kernestof

The core matter is :

-WHAT? IT infrastructure and rule of law

-WHAT? IT systems including server, data transmission and network

-WHAT? databases, modeling, system integration and data presentation.

-WHAT? programming and programming language, description tools, and test methods

-WHAT? IT Organization, Development and Management

-WHAT? IT tools and IT systems for optimization of business processes

-WHAT? logical, physical and organizational data security

-WHAT? IT strategies and technology management

-WHAT? communication tools and models, design and visualization.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall have an amount equal to 15%. the overall training period and must be selected so as to ensure that the technical objectives are attainable, the use of IT in interdisciplinary contexts, the core is immerging the substance in relation to the study, and shows current developments in development ; within the tenor.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching of the profession shall promote the curiosity and apprentitiest of pupils through a creative and experimental approach to the substance. This is achieved by an inductive approach to the subject matter of the area.

In education, the students must learn the positive synergy effect of mutual cooperation in which individual skills are used in interactions with others.

3.2 Workshapes

The training shall be organised with variation and progression in the selection of educational forms.

There is a need to exchange between overflows, experiments, drills and projects that focus on both the process and the product. This training includes work with drills based on specific and delimited programming tasks.

The viewing process will end with a group project. The project consists of an information technology product and a report. The organisation shall be organised in such a way as to promote the ability of students to demonstrate IT professional skills.

3.3 IT

The main area of the Fagus is information technology. The family must therefore be implemented with the extract of IT tools for experimentation, testing and drafting documentation.

3.4 Foodplay

When the profession forms part of the study program, it has a interaction with other subjects about the use and implementation of IT solutions. In addition, the factions are interact with social sci-and-related issues related to technological development and IT political circumstances.

4. Evaluation

4.1 Ongoing Evaluation

The basis for the ongoing evaluation is the professional objectives. Through individual guidance and testing, students are getting a clear view of the level and development of the professional standpoint, including activities which stimulate individual and joint reflection activities in the overall course of the overall course of the procedure. over the yield of the teaching.

4.2 Test Forms

Oral testing is being held. The school shall choose one of the following two forms of test :

a) Mundable test on the basis of a project and a degree of examination. Eksaminator is preparing diplomas. The report and examination questions shall be sent to the censor and shall be approved by this prior to the test of the test. Eksaminator and censor are assessing the report. Before the oral test examiners examiner examiner and censor which of the project's problem positions are to be examined.

The members are working in groups of up to four people with a project in the framework of a project set by the school. The project description must be approved by the school. The project consists of a product and a report. The report shall describe the development of the finished product. The project must be available no later than one week before the beginning of the examination period. The project has a degree of equal to 40 hours of work per year. group member. The report shall not exceed a maximum of 20 pages per 1. group member.

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

The samination is two-tier.

The first part consists of the examination by the examiner's presentation of the project, supplemented by in-depth questions from the examiner. The second part forms the examination of the examination of the examination of the diplomas with an in-depth question from the examiner. The time of extermination is divided equally between the two parts.

One grade shall be given out of a holistic assessment of the project and the verbal performance of the examiner.

(b) Mundable test on the basis of a project. The report shall be sent to the censor and shall be approved by this prior to the test of the test. Eksaminator and censor are assessing the report. Before the oral test examiners examiner examiner and censor which of the project's problem positions are to be examined.

The members are working in groups of up to four people with a project in the framework of a project set by the school. The project description must be approved by the school. The project consists of a product and a report. The report shall describe the development of the finished product. The project must be available no later than one week before the beginning of the examination period. The project has a degree of equal to 40 hours of work per year. group member. The report shall not exceed a maximum of 20 pages per 1. group member.

Expermeation time is approximately 30 minutes per. examiner duck. Preparation time is not given.

The samination is two-tier.

The first part consists of the examination by the examiner's presentation of the project, supplemented by in-depth questions from the examiner. The second part acts as a conversation between examination and examiner issues within the project, in relation to the subject matter of the subject matter of the subject matter of the trade and supplementary matter. The time of extermination is divided equally between the two parts.

One grade shall be given out of a holistic assessment of the project and the verbal performance of the examiner.

4.3 Assessment criteria

The assessment is an assessment of the extent to which the performance of the examiner lives up to the professional objectives. The other person shall, in particular, be able to :

-WHAT? structuring and disseminating professional substance,

-WHAT? formulating professional arguments

-WHAT? demonstrating IT skills

-WHAT? discuss and evaluate IT issues with the use of the theory and method of a reality within context.


Appendix 19

It B-hhx, June 2008

1. Identity and purpose

1.1 Identities

It is a social scientifically subject, with touch surfaces for technological disciplinies. The Fame provides insight into data processing technologies and systems and skills in development, implementation and use of IT in relation to individual, professions and communities. The Fame deals with technologies and systems for the processing of data and the dissemination of information.

1.2 Foraims

The teaching must promote the ability of students to reflect on the importance of information technology and the importance of the individual, professions and society. In addition, education must promote the ability of students to respond to the use and misuse of information and information technology. The teaching must develop the ability of students to use the theory and method of development and the way in which information technology issues are developed in a sense of reality and international context.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? account for the importance of the part of the individual, the professions and the communities,

-WHAT? use professional knowledge to organize and maintain digital jobs in networks ;

-WHAT? structuring data and use databases in different fields of use,

-WHAT? use knowledge of the development and implementation of IT systems to plan and organise projects ;

-WHAT? use knowledge of IT tools to assess business processes

-WHAT? map IT security problems and formulated different solution proposals

-WHAT? account for IT strategic solutions and policies in the context of business development and other strategies

-WHAT? use knowledge of IT for communication in interactive connections, including assessing visualization satication and ease of use.

2.2 Kernestof

The core matter is :

-WHAT? IT infrastructure and rule of law

-WHAT? IT systems, including server, data transmission and network

-WHAT? databases, modeling, system integration and data presentation

-WHAT? IT Organization, Development and Management

-WHAT? IT tools and IT systems for optimization of business processes

-WHAT? logical, physical and organizational data security

-WHAT? IT strategies and technology management

-WHAT? communication tools and models, websites, design and visualization.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall have an amount equal to 15%. the overall training period and must be selected so as to ensure that the technical objectives are attainable, the use of IT in interdisciplinary contexts, the core is immerging the substance in relation to the study, and shows current developments in development ; within the tenor.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching of the profession shall promote the curiosity and apprentitiest of pupils through a creative and experimental approach to the substance. This is achieved by an inductive approach to the subject matter of the area.

In education, the students must learn the positive synergy effect of mutual cooperation in which individual skills are used in interactions with others.

3.2 Workshapes

The training shall be organised with variation and progression in the selection of educational forms.

There is a need to exchange between overflows, experiments, drills and projects that focus on both the process and the product.

The viewing process will end with a group project. The project consists of an information technology product and a dossier of progress towards the finished product. The organisation shall be organised in such a way as to promote the ability of students to demonstrate IT professional skills.

3.3 IT

The main area of the Fagus is information technology. The family must therefore be implemented with the extract of IT tools for experimentation, testing and drafting documentation.

3.4 Foodplay

When the profession forms part of the study program, it has a interaction with other subjects about the use and implementation of IT solutions. In addition, the factions are interact with social sci-and-related issues related to technological development and IT political circumstances.

4. Evaluation

4.1 Ongoing Evaluation

The basis for the ongoing evaluation is the professional objectives. Through the individual guidance and use of test, the student will reach a clear understanding of the level and development of the professional standpoint, including activities which stimulate individual and joint reflection on the basis of the technical viewpoint, including activities which stimulate individual and common reflection. the yield of the teaching.

4.2 Test Forms

Oral testing is being held. The coil shall choose between one of the following two test forms :

a) project test on the basis of project, synopsis and diploma. Eksaminator is preparing diplomas. Synopsis and examination questions shall be sent to the centre and shall be approved by this prior to the examination of the test. The examiner and censor shall be discussing before the oral question, which issues the examiner needs to deepen.

The members are working in groups of up to four people with a project in the framework of a project set by the school. The project description must be approved by the school. The project consists of a product and a report. The report shall describe the development of the finished product. Synopsis describes product and documentation. The project and synopsis must be available no later than one week before the start of the examination period. The project has a degree of equal to 30 hours of work per year. group member. The report shall not exceed a maximum of 20 pages per 1. group member. Synopsis must have a scale of two sides.

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

The samination is two-tier.

The first part consists of the examination by the examiner's presentation of the project, supplemented by in-depth questions from the examiner. The second part forms the examination of the examination of the examination of the diplomas with an in-depth question from the examiner.

The time of extermination is divided equally between the two parts.

(b) Mundable project test on the basis of project and synopsis. Synopsis shall be sent to the censor and shall be approved by this prior to the test of the test. The examiner and censor shall be discussing before the oral question, which issues the examiner needs to deepen.

The members are working in groups of up to four people with a project in the framework of a project set by the school. The project description must be approved by the school. The project consists of a product and a report. The report shall describe the development of the finished product. Synopsis describes product and documentation. The project and synopsis must be available no later than one week before the start of the examination period. The project has a degree of equal to 30 hours of work per year. group member. The report shall not exceed a maximum of 20 pages per 1. group member. Synopsis must have a scale of two sides.

Expermeation time is approximately 30 minutes per. examiner duck. Preparation time is not given.

The samination is two-tier.

The first part consists of the examination by the examiner's presentation of the project, supplemented by in-depth questions from the examiner. The second part acts as a conversation between the examination and examiner on matters relating to the project in relation to the subject matter of the subject matter of the subject matter of the trade and supplementary matter.

The time of extermination is divided equally between the two parts.

4.3 Assessment criteria

The assessment is an assessment of the extent to which the performance of the examiner lives up to the professional objectives. The other person shall, in particular, be able to :

-WHAT? structuring and disseminating professional substance,

-WHAT? formulating professional arguments

-WHAT? demonstrating IT skills

-WHAT? discuss and evaluate IT issues with the use of the theory and method of a reality within context.

One character is given out of a holistic assessment.


Appendix 20

Math A-hhx, June 2008

1. Identity and purpose

1.1 Identities

Famed mathematics have its origins in science, and the profession has in hhx intoxics for both social and economic and economic areas. The body is based on abstraction, logical thinking and reasoning, and includes a wide range of modelling and problem care methods. The Fame deals both with theoretical and applications-oriented issues through building and insights into mathematical theory used for modelling and resolution of theoretical or practical issues.

1.2 Foraims

Through mathematical work with the emphasis in the main areas of algebra and geometry, and mathematical analysis, the pupils must obtain factual knowledge of mathematical issues, methods and applications. In this way, the pupils must be able to view, analyse and assess known and unknown issues from the profession or from outside the profession, both in everyday life and in the context of the profession and in the course of study or study. The students must gain an understanding of the role of mathematicians in society, including knowledge of professional methods and the importance of thought to the importance of society in society. Through the work on mathematical materials, the pupils must be able to respond in a qualified way to and understand the increased mathematicisation of society and to contribute to the continuing development of society.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? account for mathematical issues within a problem field from the content of the subject, able to evaluate, select and apply methods for the solution, including IT-based solutions, of these

-WHAT? recognise and switch between verbale, graphical and symbolic representations of mathematical issues from the content of the subject, assess in which case the various forms of representation are appropriate, and to select and apply appropriate means ; representation of a given problem,

-WHAT? argues, including evidence, for central statements from algebra and geometry, and from mathematical analysis ;

-WHAT? the formulae and handling of formulas, including translating between mathematical symbols languages and a daily or written language, and use symbolic language, including variable shifts, to resolve mathematically content problems

-WHAT? conduct modelling on the use of variable contexts, growth considerations, land considerations, planometrics or trigonometric considerations, statistical data processing or financial models and understanding of the inventor models limitations and scope

-WHAT? communicate mathematical methods and results in an appropriate language.

2.2 Kernestof

The core matter consists of subjects from algebra and geometry, mathematical analysis, descriptive statistics, and financial expense.

The core material in algebra and geometry is :

-WHAT? straight lines : lines, equations, inequalities, polygons, linear programming and sensitivity analysis ;

-WHAT? multiple-lines : arithmetes : arithmetes, equations, inequalities and factorsation ;

-WHAT? geometry and trigonometry : classic geometry and trigonometry

-WHAT? vectors of the plan : coordinates and rainrules.

The core matter in the mathematical analysis is :

-WHAT? basic functionality : the general function concept, polynomial, exponential functions, logarithmefunctions, power functions, trigonometric functions and stylized functions ; graphs, signs and monotoni ; composite functions ; functions of two variables

-WHAT? differentiation : monotonous conditions, curvature and extrema ; tangentees and vendetas ; rain rules ;

-WHAT? ' integral account ' shall mean certain and specific integrations ; rainrules and areas.

The core material is also :

-WHAT? descriptive statistics with discreet and grouped variables

-WHAT? interest account, including annuity account and capital value as a function of the time.

2.3 Supplementary substance

The students will not be able to achieve the technical objectives solely with the help of the nuclear material. The additional substance shall be of a degree equal to approximately 5 000. 30%. the overall training period and must be chosen so as to help to extend and perspectives areas from the core and develop the professional objectives acquired from this area. The deliverable must, through the work of the complementary substance, recognise that mathematical thinking and methods can be used in interaction with other subjects and to obtain experience with the identification of issues, setting up models, and the solution of these.

3. Organisation of the Organisation

3.1 Didatical principles

The flow shall be experienced as a whole, with a gradual shift of technical surveys from the subject matter of science. This is why, through the process, a gradual transition from mainly inductive education has to be achieved at the beginning of the process of a more deductive education at the end of the process. In the course of the process, teaching methods aimed at strengthening the professional curiosity, intuition and creativity of pupils must be used, as well as methods which strengthen the professional autonomy and security of pupils. The training shall be organised in such a way as to ensure that the professional objectives are maintained at the same time as basic skills are maintained, and with an increasing number of students ' ability to reflect the ability of the reflections. The individual student must develop its insight into mathematical thinking and reasoning through systematic work with oral and written dissemination.

3.2 Workshapes

Group, subject or casework, must be a priority as a form of work, when the pupils work with the experts ' investigative sites and applications of professional methods and models. In the course of work on building and insights in mathematical theories, training-driven education combined with individual work must be a priority as a form of work.

We must work systematically with the students 'verbal communication of mathematical issues, including the students' self-employed working and presentation of mathematical texts.

In relation to the individual main topics, the students must draw up a tagging task which summarines the central parts of the subject and document the professional objectives achieved through the work. The subject matter must be broadly covered by the subject matter. The tasks shall be corrected and commented on by the teacher and shall be the basis of the test basis for the oral test, where sample form (b) or (c) is selected.

Training and retention of skills must take place through ongoing work on small training tasks, multiple-choice tasks or equivalent. In addition, we need to work on traditional individual tasks for delivery. This work must be around. 2/3 of the students ' s total written work.

3.3 IT

The use of IT nets, including calculator calculates, is an integral part of the mathematical customer view. In education, training must be used to select and use IT programs and calculators for calculations to manage larger data volumes and for graphical representation of contexts. It is also used for basic skills training, and the test can be carried out using it. In education, the ability of the IT tools of graphical representations and visualizations must be used to support the development of the mathematical intuition and creativity of students.

3.4 Foodplay

Mathematics are subject to the general requirements for interactions between the trade unions. In the case of the profession as a student subject, the additional substance shall be chosen so that the technical objectives and the professional competencies achieved by working with the content are in addition to the objectives of the other courses of study and the compulsory professions. The additional substance must therefore involve the modelling and application aspect in relation to the other subjects and contribute to the perspectives and deepening of the knowledge of the subject matter of the trade union.

4. Evaluation

4.1 Ongoing Evaluation

Through individual instructions, the ongoing process-oriented work on topic tasks, and the use of tests, including test to self-evaluation, the pupils must gain a clear understanding of the current level and development of the technical standpoint. The ongoing evaluation shall involve activities, including forms of work that develop and stimulate the reflections of the student by the instruction of the teaching. The basis for evaluation must be the professional objectives.

4.2 Test Forms

A written and oral test shall be held.

The written test

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

The duration of the test is five hours. In the first hour, computer and professional remedies must not be used except for writing and type-of-writing equipment. After 1 hour, all responses are collected for the first part of the task set, and then all assistitions must be used to reply to the second part of the task set.

The tasks for the written test shall be made within the framework of the core.

The oral test

The coil selects for the individual team one of the following three oral test forms :

Test form (a) : undone test on the basis of a number of questions asked in the field of the subject matter. The test material shall be sent to the censor and approved by this prior to the test of the test.

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

The examination shall be based on the examination of the examiner ' s occupation of degrees in relation to a professional subject, supplemented by detailed questions from the examiner.

A sample material may not be used at the same time on the same day and not in the same class for the following examination days.

Test form (b) : a specimen of the sample on the basis of one of the subject matter of the examiner. A list of topic tasks and literature used in the preparation of these are to be censor and approved by this prior to the test of the test.

Expermeation time is approximately 30 minutes per. examiner duck. Preparation time is not given.

The decision shall be determined by drawing up which of the subject matter which has been drawn up shall be the basis for the test.

The examination shall be based on the presentation by the examiner's presentation of central parts of the subject matter with detailed questions from the examiner.

Test form c : Mundable test on the basis of the subject tasks from the class, cf. Act. 3.2.

Eksamine will have an assignment by drawing. The task is designed with a heading that specifies the extracted topic task with specific sub-issues related to the topic.

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

The sample is bipartitioned.

The first part consists of the examination of the subject matter and the response to the extracted task. Censor and examiners are asking questions.

The second part acts as a conversation between examination and examiner, starting with the extracted topic in which this is being deepened and seen to be a long-term perspective.

The authors of the oral audits shall be published at least five days prior to the test and must be so designed in such a way that they make it possible to evaluate the professional objectives and the professional content.

Tasks, disconnect to topic tasks, and a list of literature used in the preparation of these must be available to the censor prior to the publication authoritailing the tasks.

4.3 Assessment criteria

In the assessment of both the written and oral examination, the degree of examination shall be in a position to meet the professional objectives.

In the written examination, the emphasis on the qualifications of the examiner shall be that :

-WHAT? establish, apply and evaluate mathematical models and methods of problem solving ;

-WHAT? applying the terminology of the professional

-WHAT? disseminate reasoning and results.

One character is given out of a holistic assessment.

In the oral examination, the emphasis on the skills of the examiner shall be that :

-WHAT? structuring and neattering a mathematical issue,

-WHAT? perform mathematical reasoning

-WHAT? use the terminology and methods of the professional ;

-WHAT? the medial matter.

One character is given out of a holistic assessment.


Annex 21

Math B-hhx, June 2008

1. Identity and purpose

1.1 Identities

Famed mathematics have its origins in science, and the profession has in hhx intoxics for both social and economic and economic areas. The body is based on abstraction, logical thinking and reasoning, and includes a wide range of modelling and problem care methods. The Fame deals both with theoretical and applications-oriented issues through building and insights into mathematical theory used for modelling and resolution of theoretical or practical issues.

1.2 Foraims

Through mathematical work with the emphasis in the main areas of algebra and geometry, and mathematical analysis, the pupils must obtain factual knowledge of mathematical issues, methods and applications. In this way, the pupils must be able to view, analyse and assess known and unknown issues from the profession or from outside the profession, both in everyday life and in the context of the profession and in the course of study or study. The students must gain an understanding of the role of mathematics in society, including knowledge of the importance of professional methods and thought as to the social development. Through the work on mathematical materials, the pupils must be able to respond in a qualified way to and understand the increased mathematicisation of society and to contribute to the continuing development of society.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? identify and describe mathematical issues from the content of the trade, propose and use methods, including IT-based methods, to the solution of these ;

-WHAT? recognise and switch between verbale, graphical and symbolic representations of mathematical issues from the content of the profession and be able to assess in which case the various forms of representation are appropriate ;

-WHAT? argues, including evidence, for key statements from algebra and geometry and mathematical analysis ;

-WHAT? handle formulas, including translating between mathematically symbolic language, and on a daily basis, or written languages, and could use symbolic language to resolve mathematically content problems

-WHAT? conduct modelling through the use of variable contexts, geometrics or trigonometric considerations, statistical data processing or financial models, and understanding of the scope of the model

-WHAT? communicate mathematical methods and results in an appropriate language.

2.2 Kernematter

The core matter is topics from algebra and geometry, mathematical analysis, descriptive statistics, and financial expense.

The core material in algebra and geometry is :

-WHAT? straight lines : lines, equations, inequalities, polygons, and linear programming

-WHAT? multiple-lines : arithmetes : arithmetes, equations, inequalities and factorsation ;

-WHAT? geometry and trigonometry : classic geometry and trigonometry.

The core matter in the mathematical analysis is :

-WHAT? basic functionality : the general function concept, polynomial, exponential functions, logarithmefunctions, potent functions, and piecing functions ; graphs, signs and monotoni ; conversational functions ; composite functions ;

-WHAT? Differentiation : monotonous conditions and extremes ; tangentees ; rainrules.

The core material is also :

-WHAT? descriptive statistics with discreet and grouped variables

-WHAT? interest account, including annuity account and capital value as a function of the time.

2.3 Supplementary substance

The students will not be able to achieve the technical objectives solely with the help of the nuclear material. The additional substance shall be of a degree equal to approximately 5 000. 30%. of the overall training period and must be chosen so as to provide for the perspective of areas from the core and to build the professional objectives acquired from this area. The deliverable must, through the work of the complementary substance, recognise that mathematical thinking and methods can be used in interaction with other subjects and to obtain experience with the identification of issues, setting up models, and the solution of these.

3. Organisation of the Organisation

3.1 Didatical principles

The flow shall be experienced as a whole, with a gradual shift of technical surveys from the subject matter of science. This is why, through the process, a gradual transition from mainly inductive education has to be achieved at the beginning of the process of a more deductive education at the end of the process. In the process, teaching methods should be used aimed at strengthening the professional curiosity, intuition and creativity of pupils. The training shall be organised in such a way as to ensure that the professional objectives are maintained at the same time as basic skills are maintained, and with an increasing number of students ' ability to reflect the ability of the reflections. The individual student must develop its insight into mathematical thinking and reasoning through systematic work with oral and written dissemination.

3.2 Workshapes

Group, subject or casework, must be a priority as a form of work, when the pupils work with the experts ' investigative sites and applications of professional methods and models. In the course of work on building and insights in mathematical theories, training-driven education combined with individual work must be a priority as a form of work.

In relation to the individual main topics, the students must draw up a tagging task which summarines the central parts of the subject and document the professional objectives achieved through the work. The subject matter must be broadly covered by the subject matter. The tasks shall be corrected and commented on by the teacher and shall be the basis of the test basis for the oral test, where sample form (b) or (c) is selected.

Training and retention of skills must take place through ongoing work on small training tasks, multiple-choice tasks or equivalent. In addition, we need to work on traditional individual tasks for delivery. This work must be around. Half of the student's entire written work.

3.3 IT

The use of IT nets, including calculator calculates, is an integral part of the mathematical customer view. In education, training must be used to select and use IT programs and calculators for calculations to manage larger data volumes and for graphical representation of contexts. It is also used for basic skills training, and the test can be carried out using it. In education, the ability of the IT tools of graphical representations and visualizations must be used to support the development of the mathematical intuition and creativity of students.

3.4 Foodplay

Mathematics are subject to the general requirements for interactions between the trade unions. In the case of the profession as a student subject, the additional substance shall be chosen so that the technical objectives and the professional competencies achieved by working with the content are in addition to the objectives of the other courses of study and the compulsory professions. The additional substance must therefore involve the modelling and application aspect in relation to the other subjects and contribute to the perspectives and deepening of the knowledge of the subject matter of the trade union.

4. Evaluation

4.1 Ongoing Evaluation

Through individual instructions, the ongoing process-oriented work on topic tasks, and the use of tests, including test for self-evaluation, the pupils must be at a clear understanding of the current level and development of the professional position. The ongoing evaluation shall involve activities, including forms of work that develop and stimulate the reflections of the student by the instruction of the teaching. The basis for evaluation must be the professional objectives.

4.2 Test Forms

A written and oral test shall be held.

The written test

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

The duration of the test is four hours. In the first hour, computer and professional remedies must not be used except for writing and type-of-writing equipment. After 1 hour, all responses are collected for the first part of the task set, and then all remedies must be used for the second part of the task set.

The tasks for the written test shall be made within the framework of the core.

The oral test

The coil selects for the individual team one of the following three test forms :

Test form (a) : undone test on the basis of a number of questions asked in the field of the subject matter. The test material shall be sent to the censor and approved by this prior to the test of the test.

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

The examination shall be based on the examination of the examiner's examination of the examinations relating to a professional subject, supplemented by detailed questions from the examiner.

A sample material may not be used at the same time on the same day and not in the same class for the following examination days.

Test form (b) : a specimen of the sample on the basis of one of the subject matter of the examiner. A list of topic tasks and literature used in the preparation of these are to be censor and approved by this prior to the test of the test.

Expermeation time is approximately 30 minutes per. examiner duck. Preparation time is not given.

The decision shall be determined by drawing on which of the tasks that were drawn up on the basis of the sample.

The examination shall be based on the presentation by the examiner's presentation of central parts of the subject task, supplemented by detailed questions from the examiner.

Test form c : Mundable test on the basis of the subject tasks from the class, cf. Act. 3.2.

Eksamine will have an assignment by drawing. The task is designed with a heading that specifies the extracted topic task with specific sub-issues related to the topic.

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

The sample is bipartitioned.

The first part consists of the examination of the subject matter and the response to the extracted task. Censor and examiners are asking questions.

The second part acts as a conversation between examination and examiner, starting with the extracted topic in which this is being deepened and seen to be a long-term perspective.

The authors of the oral audits shall be published at least five days prior to the test and must be so designed in such a way that they make it possible to evaluate the professional objectives and the professional content.

Tasks, disconnect to topic tasks, and a list of literature used in the preparation of these must be available to the censor prior to the publication authoritailing the tasks.

4.3 Assessment criteria

In the assessment of both the written and oral examination, the degree of examination shall be in a position to meet the professional objectives.

In the written examination, the emphasis on the qualifications of the examiner shall be that :

-WHAT? establishing and applying mathematical models and methods of problem solving ;

-WHAT? applying the terminology of the professional

-WHAT? disseminate reasoning and results ;

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

In the oral examination, the emphasis on the skills of the examiner shall be that :

-WHAT? account for a mathematical topic

-WHAT? perform mathematical reasoning

-WHAT? use the terminology and methods of the professional ;

-WHAT? the medial matter.

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


Appendix 22

Mathematics C-hhx, June 2008

1. Identity and purpose

1.1 Identities

Famed math in hhx has its origins in scientifics, and the profession has in hhx touch surfaces to both social and economic and economic areas. The body is based on abstraction, logical thinking and reasoning, and includes a wide range of modelling and problem care methods. The Fame is dealing with applications-oriented and investigative issues through modeling and resolving practical issues.

1.2 Foraims

In the field of mathematical work, the students must gain knowledge of mathematical issues and fields of application within the profession itself, as well as in the interaction with other subjects. In this way, the individual pupil becomes able to use mathematical methods for solving problems and decision-making in professional or non-professional context. The students must have an understanding of the role of mathematics in society, including knowledge of professional methods and the importance of thought to the importance of society in society. Through the work on mathematical materials, the pupils must be able to respond in a qualified way to and understand the increased mathematicisation of society.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? identify mathematical issues and propose solutions, including simple IT-based solution methods, to these within a known problem field from the content of the professional ;

-WHAT? recognise and switch between verbale, graphical and symbolic representations of mathematical issues from the content of the profession and distinguish between cases in which the different forms of representation are appropriate ;

-WHAT? handle simple formulae, including translating between mathematical symbols languages and daily counted or written languages, and use symbolic language to resolve simple issues with mathematically content

-WHAT? conduct modelling through the use of variable contexts, statistical data processing or financial models, and understanding the limitations and scope of the model.

2.2 Kernestof

The core matter is topics from algebra, analysis, descriptive statistics, and financial expense.

The core material in algebra is :

-WHAT? straight lines : lines, equations, inequalities

-WHAT? multiple-line sizes : arithmetes, parentheses, equations, inequalities and factorising.

The core matter in the mathematical analysis is :

-WHAT? basic function commuting : the general function concept, polynomial, exponential functions and stylishness defined functions. Graphs and omens. Monotoni based on graphical considerations.

The core material is also :

-WHAT? descriptive statistics with discreet and grouped variables

-WHAT? interest account, including annuity account and capital value as a function of the time.

2.3 Supplementary substance

The students will not be able to achieve the technical objectives solely with the help of the nuclear material. The additional substance shall be of a degree equal to approximately 5 000. 30%. the overall training period and must be selected so as to help to extend and perspectives areas from the core and to develop the professional objectives of this area. The deliverable must, through the work of the complementary substance, recognise that mathematical thinking and methods can be used in interaction with other subjects and to obtain experience with the identification of issues, setting up models, and the solution of these.

3. Organisation of the Organisation

3.1 Didatical principles

The flow shall be experienced as a whole with the main emphasis on a mathematical approach as a category of use. That is why, to a large extent, teaching methods, supporting an inductive education and aimed at strengthening the professional curiosity, intuition and creativity of students, must be used to a large extent. The training shall be organised in such a way as to ensure that the professional objectives are maintained at the same time as basic skills are maintained, and with an increasing number of students ' ability to reflect the ability of the reflections. The individual student must develop its insight into mathematical thinking and reasoning through systematic work with oral and written dissemination.

3.2 Workshapes

Group, subject or casework, must be a priority as a working form in an induced education, where students work with the experts ' investigative sites and applications of professional methods.

In relation to the individual main topics, the students must draw up a tagging task which summarines the central parts of the subject and document the professional objectives achieved through the work. The subject matter must be broadly covered by the subject matter. The tasks shall be corrected and commented on by the teacher and shall be taken as a test basis for the oral test, where sample form (b) or (c) is chosen.

Training and retention of skills must take place through ongoing work on small training tasks, multiple-choice tasks or equivalent. Only a small amount of work is to be done with traditional individual tasks for delivery.

3.3 IT

The use of IT nets, including calculator calculates, is an integral part of the mathematical customer view. In education, training must be used to select and use IT programs and calculators for calculations to manage larger data volumes and for graphical representation of contexts. It is also used for basic skills training, and the test can be carried out using it. In education, the ability of the IT tools of graphical representations and visualizations must be used to support the development of the mathematical intuition and creativity of students.

3.4 Collections with other subjects

Mathematics are subject to the general requirements for interactions between the trade unions. The profession is a compulsory subject of interactions with socio-economic and business economic areas in the field of study Part 1 and contributes to the number of the statistics, the representation of representations through descriptive statistics, and with relevant mathematical methods ; and models, including graphical methods.

4. Evaluation

4.1 Ongoing Evaluation

Through individual instructions, the ongoing process-oriented work with subject tasks in the main subjects of the subject, and the use of tests, including test for self-evaluation, each student must obtain a clear understanding of the current level and development of the professional opinion. The ongoing evaluation shall be involved in activities that develop and stimulate the reflections of the student by the instruction of the teaching. The basis for evaluation must be the professional objectives.

4.2 Test form

An oral test will be held.

The coil selects for the individual team one of the following three test forms :

Test form (a) : undone test on the basis of a number of questions asked in the field of the subject matter. The test material shall be sent to the censor and approved by this prior to the test of the test.

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

The examination shall be based on the examination of the examiner's examination of the examinations relating to a professional subject, supplemented by detailed questions from the examiner.

A sample material may not be used at the same time on the same day and not in the same class for the following examination days.

Test form (b) : a specimen of the sample on the basis of one of the subject matter of the examiner. A list of topic tasks and literature used in the preparation of these are to be censor and approved by this prior to the test of the test.

Expermeation time is approximately 30 minutes per. examiner duck. Preparation time is not given.

The decision shall be determined by drawing on which of the tasks that were drawn up on the basis of the sample.

The examination shall be based on the presentation by the examiner's presentation of central parts of the subject task, supplemented by detailed questions from the examiner.

Test form c : Mundable test on the basis of the subject tasks from the class, cf. Act. 3.2.

Eksamine will have an assignment by drawing. The task is designed with a heading that specifies the extracted subject task with specific sub-issues related to the topic.

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

The sample is bipartitioned.

The first part consists of the examination of the subject matter and the response to the extracted task. Censor and examiners are asking questions.

The second part acts as a conversation between examination and examiner, starting with the extracted topic in which this is being deepened and seen to be a long-term perspective.

The authors of the oral audits shall be published at least five days prior to the test and must be so designed in such a way that they make it possible to evaluate the professional objectives and the professional content.

Tasks, disconnect to topic tasks, and a list of literature used in the preparation of these must be available to the censor prior to the publication authoritailing the tasks.

4.3 Assessment criteria

In the assessment of the performance of the examiner, the degree to which the examiner is able to fulfil the technical objectives is included in the evaluation. The other person shall, in particular, be able to :

-WHAT? account for a mathematical topic

-WHAT? use the terminology and methods of the professional ;

-WHAT? the medial matter.

One character is given out of a holistic assessment.


Appendix 23

Sami majors C-hhx, June 2008

1. Identity and purpose

1.1 Identities

We are dealing with Danish and international social issues. On a concrete basis, knowledge and understanding of modern, globalised societies dynamically and complexity by linking the current social development to social, economic and political contexts and thus qualifying their own the positions and options for action.

1.2 Foraims

Society must promote the desire and ability of students to act and participate in the democratic debate and, through the content and working methods of education, engage them in the sense of democracy and social development. In addition, the teaching of the students 'ability to formulate independent opinions on social issues must also be promoted by the students' ability to formulate independent views on social issues. The teaching must provide knowledge and understanding of Danish and international social conditions and the dynamism that affects society's development, including the interplay of the economy with the surrounding society. In the work on empirical issues and the use of knowledge, concepts and methods from the social disciplines, the student competence of students must be strengthened.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? use basic knowledge and concepts from sociology, economics and politology to account for current social problems and solutions to this ;

-WHAT? use knowledge of the political system in Denmark to explain the way to the way in which solutions are being applied to current social problems ;

-WHAT? use sociological concepts to explain social and cultural patterns ;

-WHAT? use knowledge of basic economic links to discuss current socio-economic priorities ;

-WHAT? demonstrate the framework of economic and political action for economic and political action by the European Union,

-WHAT? seek information channels, formulate socieal questions and apply different material types to document simple, professional relationships ;

-WHAT? disseminate simple models, tables and diagrams ;

-WHAT? apply the terminology of the professional's terminology to disseminate knowledge and on a society's basis argument for their own views and to be responsive to different opinions and arguments.

2.2 Kernestof

The core material is as follows :

Sociology

-WHAT? Socialism and patterns of socialism

-WHAT? changes in social structures in the transition from industrial societies to information society / knowledge society.

Policy

-WHAT? central political ideologies, including conservatism, liberalism and socialism, as well as democracy types ;

-WHAT? political actors in Denmark, including political parties and media,

-WHAT? political institutions and decision-making processes.

Finance

-WHAT? the economic cycle,

-WHAT? socio-economic objectives and means, including political management and market management,

-WHAT? the internal market and EMU.

International relations

-key players globally, including the European Union.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance is material from the current social debate, which is used to exemplify and outlook the nucleus. Interdisciplinary actions on cross-disciplinary and interdisciplinary activities may also be included in the additional substance.

3. The organization of the education

3.1 Didatical principles

The teaching must be organised thematically-typically with the outlet in the pupils ' wonder and curiosity about current social issues. In education, emphasis must be placed on the inductive principle, where specific issues are the starting point and the emphasis is placed on the ability of the individual student to make their own views, arguments and points of view, and ratings.

Subtitles by the Organisation of the Subway, the following shall be applied in the case of theoretical, professional material on a practical example.

The class shall be organized in such a way as to make it generally in the selection of points of view, concepts and methods. In the treatment of the substance, a holistic view of the individual disciplines is being treated.

The overall course of action is arranged so that the focus is taken from simple and closed questions to complex and open issues.

3.2 Workshapes

In the teaching process, altering and elevational forms of work must be used so that the students are given a good chance of identifying, documenting, communicating and discussing professional relations and views. Outwarted activities must be integrated into the training. In the overall course of the overall process, at least one less project flow was carried out with subsequent oral reports. In the project, a technical issue must be addressed through the use of concepts and methods from the profession.

3.3 IT

Information technology tools must be used in the teaching of training to support the professional objectives and the educational process. Information technology is used for the information search, processing and dissemination, as well as knowledge sharing.

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

3.4 Collections with other subjects

Coal subjects are subject to the general requirements for interactions between the trade unions. The profession is in interaction with humanistic and other social sciences and contributes to knowledge, methods and concepts in other subjects of work with issues that contain political, economic, sociological or international issues ; dimensions. In concrete educational situations, the faction can contribute methodical tools to minor empirical studies.

4. Evaluation

4.1 Ongoing Evaluation

Through the forwarding and individual guidance, the use of test and feedback on professional activities achieves the pupils in the overall course of a clear understanding of the level and development of the professional standpoint, including activities involving activities ; which is stimulating individual and common reflection on the yield of the teaching. The basis for evaluation must be the professional objectives.

4.2 Test Forms

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

Test form (a) : contested on the basis of a social and unfamiliar attachment material, of a maximum of 2 normal pages. In relation to the theme, the focus is placed on underquestion that follows the taxonomic levels. The test material shall be sent to the censor within five working days before 1. test day and shall be approved by this prior to the test of the test. A sample material may be used in three examinations on the same day and not in the following test days on the same team.

Expermeation time is approximately 24 minutes per hour. examiner duck. 48-minute preparatory time is provided.

The exam is shaping up like a conversation.

Sample form (b) : a sample of the sample on the basis of one of the examination procedures selected and an unknown attachment material of a scale of less than 2 normal pages. In relation to the annexes, the focused subquestions are subject to the taxonomic levels. The test material and a list of training courses shall be sent to the centre at least 5 working days before 1. test day and shall be approved by this prior to the test of the test. A sample material may be used in three examinations on the same day and not in the following test days on the same team.

Expermeation time is approximately 24 minutes per hour. examiner duck. 48 minutes will be given to preparation time.

The samination is two-tier.

The first part consists of the presentation of a cohesive education process complemented by in-depth questions.

The second part forms as a conversation based on the annexes and subquestions.

The time of extermination is divided equally between the two parts.

4.3 Assessment criteria

The assessment is an assessment to what extent the examiner is able to meet the objectives of the trade.

Weight shall be given to :

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

-WHAT? knowledge of central union contexts,

-WHAT? ability to be accurately disseminate and discussing a professional issue ;

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

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

One global character shall be given in the form of a comprehensive assessment.


Appendix 24

Samtidory B-hhx, June 2008

1. Identity and purpose

1.1 Identities

Contemporary history is a humanist and has touch with the community-science professional group. The story of Samthias is how people live, have lived and have organised themselves in different cultures and societies in the last two months. Two hundred years. The region's reposition is primarily a national and international political and economic history. In addition, it deals with the development of social and cultural matters.

1.2 Foraims

The education of the history of the students is intended to develop the historical consciousness and identity of students, as well as their desire to ask questions to the past in order to obtain a new realisation of their time. This qualifies the ability to participate actively in society, nationally and globally. Through the knowledge of historical and cultural developments in other societies, the ability of the students to face other cultures in a world of rapid change and increased intercourse across cultures must be strengthened. The teaching must develop the ability of students to assess and structure diverse forms of historical material and various forms of history, so that their ability to take a position on national and international historical and historical events ; current issues are being strengthened.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? demonstrate the insights of national, regional, European and global development and reflect the development opportunities of the communities on the basis of interactions between these levels ;

-WHAT? explain social change as a interaction between continuity and fractures, as well as reflecting to the periodical breakdown of the Denmark's and the world history. 200 years

-WHAT? document the insights of fundamental forms of governance, political ideologies and human rights, and reflect on the possibilities of their own influence in the democratic process ;

-WHAT? demonstrate understanding of the confliction of conflicts and their solution as well as international cooperation opportunities and their institutionalisation ;

-WHAT? analyse the interaction between people, nature and society in order to deal with the development possibilities of the communities ;

-WHAT? account for the centre-periphery problem and relate to the vision of the development of global prosperity ;

-WHAT? use cultural theories in an analysis of cultural meetings within and between different forms of society in time and space, including relate to Danish and European culture and thinking in relation to non-European culture and mindset ;

-WHAT? use historical methods, including disseminating historical issues, analysing and assessing the use of history and reflecting other people's own use of history.

2.2 Kernestof

The core matter is :

-WHAT? the main periods in the history of the world with the emphasis on the political, economic and cultural development and the significance thereof for the conditions in Denmark ;

-WHAT? significant conflict and cooperation relationships in the 20. And 21. Century

-WHAT? the development of European integration since 1945,

-WHAT? the development of the Danish democratic system since 1848 ;

-WHAT? central periods in Denmark's economic history set out in an international perspective

-WHAT? the international development of democracy and human rights,

-WHAT? the relationship between rich and poor regions and the development of the global labour division ;

-WHAT? the cultural meeting between European and non-European culture and its development.

The business is organized in seven courses. In each of the following periods, one or two courses shall be read, so that the main weight of this or these flows shall be added within the period concerned :

-WHAT? before 1920

-WHAT? between 1920 and 1960

-WHAT? between 1960 and 1990

-WHAT? After 1990.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance must be chosen so that, in cooperation with the core material, it shall include the technical objectives. The choice of additional substance will depend on the course of the process, on the one hand, depending on the interaction with other subjects.

3. Organisation of the Organisation

3.1 Didactik

The teaching must be based on the level of professional skill set by students in primary school and organised so that they gradually face greater complexity in terms of choice and methodology and experience greater autonomy and responsibility in relation to their own. professional development.

The training shall be organised with progression so that students move from education to learning. In the start of the notification, the initial work is processed mainly by means of deductive method, progressively involved inductive method, where a problem-oriented approach is applied, so that the students themselves formulate issues, collector and processing material and presents the results.

The report's starting point is permeating current issues.

3.2 Workshapes

The work on the profession is organised as a starting point in the field of the subject matter of the subject matter and in the supplementary substance. In connection with one of the chosen flows, the pupils are working with a self-selected problem formulation and a selfselected material.

The training shall be organised with exchanges of work and different learning strategies, which serve the influence and technical preparation of the students. The students are involved in the choice of substance and forms of work, so as to place an increasing emphasis on the independence of the students. The emphasis must be placed on elevational work, including the development of the student's ability to present a material.

Two of them are being drafted. the year or the first months of 3. year a task in the history of contemporary history and / or Danish, cf. Annex 5.

3.3 IT

It is included in the search, collection and presentation of material. In addition, it is part of the training of the source critical skills.

3.4 Collections with other subjects

It shall be subject to the general requirements for interactions between the trade unions and are part of the study area according to the rules that apply to this state of conduct. The profession is a compulsory subject in all the courses of study where it forms part of the study of the study and the other compulsory courses of study. The problems of the problems and the material elections in the history of intertime are toned down in relation to the specific trade union cooperation.

4. Evaluation

4.1 Ongoing Evaluation

At the end of each course, an evaluation shall be carried out so that the pupils can be informed of the professional opinion and the development thereof, so that the individual and common reflection on the yield of the subtour is strengthened. The basis for evaluation must be the professional objectives.

4.2 Test Forms

Oral testing is being held. The school shall choose one of the following two forms of test :

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

Expermeation time is approximately 20 minutes. 40 minutes of preparation is given.

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

A sample material may not be used in three examinations on the same day and not in the same class for the following examination days.

(b) Mundant sample on the basis of an unknown material related to one from the class known to a professional area. The test material shall be sent to the censor and approved by this prior to the test of the test. In the case of the material, the material shall draw up a synopsis on a maximum of two normal pages.

Expermeation time is approximately 20 minutes. At least 24 hours of preparation time.

The examination shall be based on the presentation of its synopsis by the examination of its synopsis, with detailed questions from the examiner. The Committee on Experts alone is judged by the verbal achievement alone.

A sample material may not be used in three examinations on the same day and not in the same class for the following examination days.

4.3 Assessment criteria

In the assessment, the degree in which the examiner is able to meet the objectives of the trade.

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

-WHAT? relate a given problem to other parts of the profession in such a way that the contexts are present in both a time-to-day perspective ;

-WHAT? apply the relevant professional arguments,

-WHAT? dispose and disseminate a professional problem.

One character is given out of a holistic assessment.


Appendix 25

Spanish A-hhx, June 2008

1. Identity and purpose

1.1 Identities

Spanish is a skill class, a science class and a culture class, based on the acquisition of communications skills. The central working area of the European Union is the Spanish language, partly as a means of communication in European and other international contexts, and in part as a shortcut to the understanding of other languages and cultures. The working area of the Trade Union is language, culture and the broadest sense of the broadest sense of the Spanish-speaking countries.

1.2 Foraims

In Spanish, the Fame Spanish contributes to the development of their ability to communicate in Spanish. The Fame brings insight into and understanding the essential aspects of Spanish-speaking societies and cultures, and increasing their communicative, intercultural and aesthetic consciousness. The Fame develops the pupils ' ability to use the foreign language as an entrance to understanding an alien world. Furthermore, through the oral and written language skills, the students must develop their ability to communicate on personal and general issues, as well as on the issues of professional and social-related issues.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? understand the main content of a clear Spanish for general and known topics disseminated by different media ;

-WHAT? be a clear and reasonably fluent Spanish so that they can account for and participate in a conversation or discussion on general issues and known issues of culture, professions and society ;

-WHAT? read unprocessed Spanish-language lyrics in both the fiction and the case pros, including business-related texts, and remain reflective to them ;

-WHAT? Writing simple and consecutive texts, including shorter texts of a business-related character, in Spanish

-WHAT? in writing translas a single Danish text into Spanish

-WHAT? analyze different text types as well as put the individual text into cultural, societal and literary relationships ;

-WHAT? perspectives the acquired knowledge of society, business and culture in the Spanish-speaking countries of own society, professional and cultural matters ;

-WHAT? practising knowledge of language learning in the work of Spanish

-WHAT? use one and two-language dictionaries and a Spanish grammar.

2.2 Kernestof

The core matter is :

-WHAT? a central general vocabable vocabable vocabal for oral and written communications ;

-WHAT? a specific vocabable vocabable vocabable vocablist

-WHAT? basic principles of the application and construction of the language including morphology, syntax, phonetics and pragmatics ;

-WHAT? communication strategies in the field of study,

-WHAT? modern texts in both the estifiform and the case prolisa ;

-WHAT? historical and cultural conditions in Spain and in America which are relevant to the studies studied,

-WHAT? the central and professional conditions of Spain and America ;

-WHAT? in writing.-The production of studies,

-WHAT? Spanish business culture, as well as internal and external communications ;

-WHAT? the central aids of the trade.

2.3 Supplementary substance

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The supplementary matter consists of various societal, business, cultural and literary expressions from the Spanish-speaking areas. It must deepen and deepen the core and broaden the professional horizons so that the pupils meet the professional objectives.

3. Organisation of the Organisation

3.1 Didatical principles

In Spanish, education is based on the communicative principle and is organised as far as possible inductively. The disciplines of the trade shall be experienced as a whole which, in accordance with the professional objectives, primarily focuses on the application aspect. The teaching must allow the students to acquire the knowledge of languages necessary to develop both oral and written communications.

Listening, reading and communication strategies must give the pupils the tools to trigger and maintain communication. The training must integrate work with skills, strategies, language knowledge and content, where the student is a responsible language teacher. The teaching is as much as possible in Spanish. Coherent language needs a higher priority than linguistic precision.

3.2 Workshapes

The centre of education is the professional progression. After the initial instruction, the work is organized mainly through 6-8 items that together must represent Spain and America. The work of Spanish culture, Spanish society and professional relationships is constantly being integrated into the work of the subjects.

Work methods and methods shall be adapted to the technical objectives being worked towards in the relevant subject. A variation of work forms that all focus on language learning through the acquisition of communications skills : listening understanding, intercourse, literacy, verbal statement and readability, so that the students develop Greater autonomy in the work. Glosings, linguistic and communications exercises and student body parts are part of all stages.

In the course of the whole process, the written work forms an integral part of the education. It is organised with progressive progression so that the language learning process supports the language of the whole process.

3.3 IT

It is an integral part of the Spanish class view, both as regards the content dimension and language skills. The content page is used for searching international information sources within the studied topics. In the work on the written and oral language, the application of type and presentation tools and interactive drills and training programmes shall be used.

3.4 Collections with other subjects

Spanish is subject to the general requirements for interactions between the trade unions and are part of the study area according to the rules that apply to this sequence. When Spanish form part of a study, it must form part of interaction with other subjects on the subjects of linguistic, historical, cultural, intercultural and professional and social economic issues. The profession is part of a interaction with other languages and languages in language and language analysis.

4. Evaluation

4.1 Ongoing Evaluation

The training shall be carried out throughout the course and at the end of each subject flow or project process evaluation of the five communications skills : listening understanding, intercourse, literacy, oral exotation, and writing skills ; so that the students achieve a clear understanding of the level and development of the professional position, so that the individual and common reflection on the yield of the teaching is strengthened. The basis for evaluation must be the professional objectives. The technical viewpoint of the students is evaluated along the way by means of various forms of screening, oral and written studies, a dialogue between student, class and teacher, as well as assessments of the pupils ' processes and products, including the students ' s own ; self-evaluation.

4.2 Test Forms

There will be a written and oral test.

The written test

Written test on the basis of a centrally set task set. The task set includes :

-WHAT? in writing.-In a Spanish text, in writing. 1 normal side and an image material ;

-WHAT? translation of text from Danish to Spanish

-WHAT? business-related task in Spanish on the basis of a Spanish-language material.

The duration of the test is four hours.

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

The oral test

Mundant sample on the basis of an unknown, unprocessed text material of a volume of approximately 4 normal-related standards relating to one of the studies studied and an unknown, unprocessed text and image material of a degree of approximately 1 normal subject of a common theme. The issues covered as the basis for the test must also cover the technical objectives and the core material. The test material shall be sent to the censor and approved by this prior to the test of the test.

Expermeation time is approximately 30 minutes. A minimum of 24 hours of preparation shall be given for the first subtest and 30 minutes of preparation for second subtest.

The sample is bipartitioned. The first part involves a presentation in Spanish of the unknown, unprocessed text material. The topic studied must be included in the presentation and in the detailed discussion between examination and examiner.

The second part involves a conversation in Spanish, based on an unknown, unprocessed text and image material. The text is referred to in Spanish headlines.

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

4.3 Assessment criteria

In the written test, the extent to which the performance of the examiner lives up to the technical objectives. The emphasis is placed on the fact that the examination may extract the essential material of the supplied text material, express itself in writing in a cohesive Spanish, to respond to a task, dispose and make a clear and independent body in a manner similar to that : the nature of the subject. In addition, the other person shall be able to show safety in the relevant morphology and syntax and to master a general vocabable vocabary, as well as idiomatik.

One character is given out of a holistic assessment.

In the oral test, the extent to which the performance of the examiner lives up to the technical objectives. The emphasis is placed on the fact that the Spanish diploma can present and take a perspective on the unknown text material and include relevant elements of Spanish culture, literature, professions and society from that studied subject. The emphasis is also placed on the level of cooperation and understanding of the text.

Coherence of language is more important than correctness in the detail.

One character is given out of a holistic assessment.


Appendix 26

German Begin language A-hhx, June 2008

1. Identity and purpose

1.1 Identities

German is a skill class, a science class and a culture class, and the various sides of the trade beteys each other reciprocally. The profession is partly concerned with German-speaking texts in broad terms, which are significant aspects of the societal, professional and cultural aspects of Germany and German-language languages, and in part with language and language learning and intercultural activities ; understanding and communication.

1.2 Foraims

Through the work of German and societal, professional and cultural relations in German-speaking countries, the pupils evolve the competence to communicate in German with a solid knowledge base. The purpose of teaching is that the students achieve a broad understanding of societal, professional and cultural relations in German-speaking countries and, at the same time, an intercultural competency, giving them the desire, the ability and the courage to reflect on and go in dialogue with other cultures in general and business relations. Through the work of the profession, students are pupils aware that they are in a position to extract knowledge of German-language texts in the other fields of education. In addition, students develop through teaching the literacy and other aesthetical forms of expression as a set of experience and reflection.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? understand common German speaking language on key issues

-WHAT? Read and understand easier, newer, authentic, German language languages

-WHAT? an account and discussion on unknown subjects in German, with a basic vocabularable vocabularable phrases and phrases, and relevant communication strategies, and address and discuss known topics in German with a varied vocabularable vocabularable vocabularable argument, including arguments for their views,

-WHAT? express in writing in German with a basic vocabarary and basic grammatical correctness ;

-WHAT? understand and take a perspective on the content of authentic, German-language fixations and solicitors hhv. German-language electronic media for societal, professional and cultural matters ;

-WHAT? the current community and business conditions in Germany and other German-language countries in the oral and written communications ;

-WHAT? use basic business terminology and phraseology in the work of the company ' s external and internal communications, orally and in writing ;

-WHAT? use the knowledge of professional conditions in the oral communication,

-WHAT? understand, experience and conversation about the German literature and other aesthetic forms of expression

-WHAT? use knowledge of newer German Literature in a reflective manner in oral communication.

2.2 Kernestof

The core matter is :

-WHAT? basic vocabinal / language acquisition and knowledge building

-WHAT? easier, more recent German-language texts and electronic-based material in German on cultural, societal and professional conditions in Germany ;

-WHAT? easier text and casematerial on German undertakings,

-WHAT? the external and internal communication of the undertaking, with a special emphasis on basic business terminology and phraseology ;

-WHAT? a wide range of newer German-language beautiated lyrics, including at least two novels or longer concocted texts

-WHAT? texts and electronic-based material in the case of German on cultural matters focusing on similarities and differences between German and own culture

-WHAT? basic rules and standards for the German language and language structure, including relevant communication and language learning strategies.

2.3 Supplementary substance

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

The additional substance must deepen and outlook the core and extend the professional horizons and make new dimensions so that the pupils meet the professional objectives.

3. Organisation of the Organisation

3.1 Didatical principles

The emphasis is placed on the fact that the disciplines of the profession are taken together as a whole. The teaching must promote the creativity and ability of students to think outside the traditional sense of the future. In the work of the language, the high school level is preeted early in the learning process through the inclusion of notation techniques, literacy strategies, presentations, presentation techniques, communication strategies, etc. The centre of education is at the centre of the teaching ; vocational progression and, therefore, teaching differentiation is an important principle in the organisation of teaching and working both inductively and deductible in line with the student's different learning stipulations. The work on the linguistic aspects is taking place with an ever-increasing gaze in the language of use.

The training shall be conducted as far as possible in German.

3.2 Workshapes

This lesson is based on the preconditions of the students using varied teaching methods.

In the organisation of the notification, a correlation between the written and oral work shall be pursued. In addition, the teaching of the theme courses and self-employed areas is organised in areas which are selected alongside the students.

The students are participating in less and more professional and cross-disciplinary projects. This is happening with the progression of small-scale manageable courses to the major problem-oriented interdisciplinary procedure.

The teaching is organized mainly through 6-8 major or smaller topics, where the case-rate and / or literary texts are included.

The students must carry out a number of written tasks in the course of the process. Part of the written tasks is drawn up in relation to the reading topics.

3.3 IT

It is an integral part of the German view, both as regards the content dimension and language skills. It is used for the information search on the Internet, in lookup works, dictionaries and lexicon. In the case of written work, the various facilities of the text processing engine are used. The oral dissemination is supported by appropriate presentation programmes, just as the skill training is supported by relevant interactive exercises and language training programmes.

3.4 Collections with other subjects

German is subject to the general requirements for interactions between the trade unions. When German forms part of a study, it must form part of interaction with other subjects on issues of cultural, intercultural and business-and socio-economic nature. The lack of language skills in the liver will, however, prevent real trade unions in the first time. The trade is also part of a interaction with the other foreign languages and language relationships.

4. Evaluation

4.1 Ongoing Evaluation

Student and academic standpoint evaluations shall be evaluated by running tests and tests.

Through the individual guidance and use of tests, students along the way in the overall course will be a clear understanding of the level and development of the technical standpoint. These tests and tests have, at the same time, to create a room for a common reflection for teacher and pupil of results, learning needs, improvement opportunities and preferred learning times in the individual students.

The basis for evaluation must be the professional objectives.

4.2 Test Forms

A written and oral test shall be held.

The written test

Written test on the basis of a centrally set task set. The task set contains a German text base of approximately 5 000. 3 normal aspects of social and commercial conditions.

Three tasks are requested :

-summary in Danish

-free written production in German with the starting point of the German text and image material ;

-business-related task in German on the basis of a German language.

The duration of the test is four hours.

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

The oral test

Mundant sample on the basis of an unknown, unprocessed tycterous material of a volume of approximately 5 000 (5). 6 regular pages relating to one of the studies studied and unknown, unprocessed, the text of the German language of a degree of approbalty. 1 normal side.

The issues covered as the basis for the test must also cover the technical objectives and the core material.

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

The sample is bipartitioned with a total examination time of 30 minutes.

The first part shall include a presentation in German of the unknown, unprocessed thick-language text material, supplemented by a detailed discussion in German between examiner and examiner. The text material shall be extraditing the day before the test and the preparation time is at least 24 hours. All auxiliary agents are permitted.

The second part involves text understanding, based on the unknown, unprocessed German language text. The text is referenced in German. Expermeator shall provide additional questions to deepwater the understanding of the central language and / or content of the text in the text. For this part of the test, a preparatory time of 30 minutes is given. During this preparatory time, the examination must use all the means of aid other than communication with the outside world.

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

4.3 Assessment criteria

In the written test, the extent to which the performance of the examiner lives up to the technical objectives. The emphasis is placed on the fact that the examination may extract the essential material of the supplied text material, express itself in writing in a coherent German, to respond to a task, dispose and make a clear and independent body in a manner similar to that : the nature of the subject and the tacit of the task. In addition, the other person shall be able to show safety in the relevant morphology and syntax and to master a general vocabable vocabary, as well as idiomatik.

One character is given out of a holistic assessment.

The oral examination shall be judged by the extent to which the performance of the examiner shall meet the professional objectives. The emphasis is placed on the fact that the examiner of German can present and outlook the unfamiliar text material and include relevant elements of German culture, literature, professions and society from the study of the study. The emphasis is also placed on the level of cooperation and understanding of the text.

Coherent language is more important than correctness in the detail.

One character is given out of a holistic assessment.


Appendix 27

German Continual language A-hhx, June 2008

1. Identity and purpose

1.1 Identities

German is a skill class, a science class and a culture class, and the various sides of the trade beteys each other reciprocally. The profession is partly concerned with German-speaking texts in broad terms, which are significant aspects of the societal, professional and cultural aspects of Germany and German-language languages, and in part with language and language learning and intercultural activities ; understanding and communication.

1.2 Foraims

Through the work of German and societal, professional and cultural relations in German-speaking countries, the pupils evolve the competence to communicate in German with a solid knowledge base. The purpose of teaching is that the students achieve a broad understanding of societal, professional and cultural relations in German-speaking countries and, at the same time, an intercultural competency, giving them the desire, the ability and the courage to reflect on and go in dialogue with other cultures in general and business relations. Through the work of the profession, students are pupils aware that they are in a position to extract knowledge of German-language texts in the other fields of education. In addition, students develop through teaching the literacy and other aesthetical forms of expression as a set of experience and reflection.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? understand the varied and nuanced German speaking language on central issues ;

-WHAT? Read and understand newer, authentic, German language languages

-WHAT? an account and discussion on unknown subjects in German, with a varied vocabularable vocabularable phrases and phrases, and relevant communication strategies, and address and discuss known topics in German with a nuanced and varied vocabulomas, including arguing for their views

-WHAT? express in writing in German with a varied vocabulary and grammatical correctness ;

-WHAT? understand and relate professional perspectives to the content of authentic, German-language fixations and solicitors hhv. German-language electronic media for societal, professional and cultural matters ;

-WHAT? to apply knowledge of current social and economic conditions in Germany and other German-language countries in oral and written communications ;

-WHAT? use relevant business terminology and phraseology in the work of the company ' s external and internal communications, orally and in writing ;

-WHAT? use the knowledge of professional relationships with intercultural competence in writing and oral communication ;

-WHAT? understand, experience and reflect on the German literature and other aesthetic forms of expression ;

-WHAT? apply knowledge of newer, German Literature on a reflective and perspective in the verbal communication.

2.2 Kernestof

The core matter is :

-WHAT? a wide range of authentic German-language texts on the main features of the political, economic and social development of Germany after 1945 ;

-WHAT? newer, authentic, German language, cultural, social and industrial relations in Germany today ;

-WHAT? German undertakings, text and casematerial ;

-WHAT? your external and internal communications ;

-WHAT? a wide range of newer estimates of literary languages, including at least two novels or longer concocted texts ;

-WHAT? texts and electronic-based material in the case of German on cultural matters focusing on similarities and differences between German and own culture

-WHAT? essential rules and standards for the German language and language structure, including the review of relevant communication and language learning strategies.

2.3 Supplementary substance

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

The additional substance must deepen and outlook the core and extend the professional horizons and make new dimensions so that the pupils meet the professional objectives.

3. Organisation of the Organisation

3.1 Didatical principles

The emphasis is placed on the fact that the disciplines of the profession are taken together as a whole. The teaching must promote the creativity and ability of students to think outside the traditional sense of the future. At the centre of education, the professional progression of each student is, and therefore, teaching differentiation is an important principle in the organisation of teaching, and work is being done both inductively and deductictively in line with the students ' students ; different learning stiles. The work on the linguistic aspects is taking place with an ever-increasing gaze in the language of use.

The training shall be conducted as far as possible in German.

3.2 Workshapes

This lesson is based on the preconditions of the students using varied teaching methods.

In the organisation of the notification, a correlation between the written and oral work shall be pursued. In addition, the teaching of the theme courses and self-employed areas is organised in areas which are selected alongside the students.

The students are participating in less and more professional and cross-disciplinary projects. This is happening with the progression of small-scale manageable courses to the major problem-oriented interdisciplinary procedure.

The teaching is organised mainly through an 8-10 or smaller topics, where the case-rate and / or literary texts are included.

The students must carry out a number of written tasks in the course of the process. Part of the written tasks is drawn up in relation to the reading topics.

3.3 IT

It is an integral part of the German view, both as regards the content dimension and language skills. It is used for the information search on the Internet, in lookup works, dictionaries and lexicon. In the case of written work, the various facilities of the text processing engine are used. The oral dissemination is supported by appropriate presentation programmes, just as the skill training is supported by relevant interactive exercises and language training programmes.

3.4 Collections with other subjects

German is subject to the general requirements for interactions between the trade unions. When German forms part of a study, it must form part of interaction with other subjects on issues of cultural, intercultural and business-and socio-economic nature. The trade is also part of a interaction with the other foreign languages and language relationships.

4. Evaluation

4.1 Ongoing Evaluation

The technical and academic standpoint of the students shall be evaluated by means of initial screening followed up by running tests and tests.

Through the individual guidance and use of tests, students along the way in the overall course will be a clear understanding of the level and development of the technical standpoint. These tests and tests have, at the same time, to create a room for a common reflection for teacher and pupils of results, learning needs, improvement opportunities and preferred learning times in the individual students.

The basis for evaluation must be the professional objectives.

4.2 Test Forms

A written and oral test shall be held.

The written test

Written test on the basis of a centrally set task set. The task set contains a German text base of approximately 5 000. 4 normal-side standards on social and commercial matters.

Three tasks are requested :

-WHAT? summary in Danish,

-WHAT? free written production in German, starting from the German text and image material ;

-WHAT? business-related task in German on the basis of a German language.

The duration of the test is five hours.

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

The oral test

Mundant sample on the basis of an unknown, unprocessed tycterous material of a volume of approximately 5 000 (5). 8 regular pages relating to one of the studied subjects and an unknown, unprocessed tyclanguage text of a volume of approximately 2 normal pages.

The issues covered as the basis for the test must also cover the technical objectives and the core material.

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

The sample is bipartitioned with a total examination time of 30 minutes.

The first part shall include a presentation in German of the unknown, unprocessed thick-language text material, supplemented by a detailed discussion in German between examiner and examiner. The text material shall be extraditing the day before the test and the preparation time is at least 24 hours. All auxiliary agents are permitted.

The second part involves text understanding, based on the unknown, unprocessed German language text. The text is referenced in German. Expermeator shall provide additional questions to deepwater the understanding of the central language and / or content of the text in the text. For this part of the test, a preparatory time of 30 minutes is given. During this preparatory time, the examination must use all the means of aid other than communication with the outside world.

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

4.3 Assessment criteria

In the written test, the extent to which the performance of the examiner lives up to the technical objectives. The emphasis is placed on the fact that the examination may extract the essential material of the supplied text material, express itself in writing in a coherent German, to respond to a task, dispose and make a clear and independent body in a manner similar to that : the nature of the subject and the tacit of the task. In addition, the other person shall be able to show safety in the relevant morphology and syntax and to master a general vocabable vocabary, as well as idiomatik.

One character is given out of a holistic assessment.

The oral examination shall be judged by the extent to which the performance of the examiner shall meet the professional objectives. The emphasis is placed on the fact that the examiner of German can present and outlook the unfamiliar text material and include relevant elements of German culture, literature, professions and society from the study of the study. The emphasis is also placed on the level of cooperation and understanding of the text.

Coherent language is more important than correctness in the detail.

One character is given out of a holistic assessment.


Appendix 28

German Continual language B-hhx, June 2008

1. Identity and purpose

1.1 Identities

German is a skill class, a science class and a culture class, and the various sides of the trade beteys each other reciprocally. The profession is partly concerned with German-speaking texts in broad terms, which are significant aspects of the societal, professional and cultural aspects of Germany and German-language languages, and in part with language and language learning and intercultural activities ; understanding and communication.

1.2 Foraims

Through the work of German and societal, professional and cultural relations in German-speaking countries, the pupils evolve the competence to communicate in German with a solid knowledge base. The purpose of teaching is that the students achieve a broad understanding of societal, professional and cultural relations in German-speaking countries and, at the same time, an intercultural competency, giving them the desire, the ability and the courage to reflect on and go in dialogue with other cultures in general and business relations. Through the work of the profession, students are pupils aware that they are in a position to extract knowledge of German-language texts in the other fields of education. In addition, students develop through teaching the literacy and other aesthetical forms of expression as a set of experience and reflection.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? understand common German speaking language on key issues

-WHAT? Read and understand easier, newer, authentic, German language languages

-WHAT? an account and discussion on unknown subjects in German, with a basic vocabularable vocabularable phrases and phrases, and relevant communication strategies, and address and discuss known topics in German with a varied vocabularable vocabularable vocabularable argument, including arguments for their views,

-WHAT? express in writing in German with a basic vocabarary and basic grammatical correctness ;

-WHAT? understand and take a perspective on the content of authentic, German-language fixations and solicitors hhv. German-language electronic media for societal, professional and cultural matters ;

-WHAT? the current community and business conditions in Germany and other German-language countries in the oral and written communications ;

-WHAT? use basic business terminology and phraseology in the work of the company ' s external and internal communications, orally and in writing ;

-WHAT? use the knowledge of professional conditions in the oral communication,

-WHAT? understand, experience and conversation about the German literature and other aesthetic forms of expression

-WHAT? use knowledge of newer German Literature in a reflective manner in oral communication.

2.2 Kernestof

The core matter is :

-WHAT? a wide range of slightly authentic German-language texts on the main features of the political and social development of Germany after 1945 ;

-WHAT? easier, more recent, authentic, German language, cultural, societal and professional relations in Germany today ;

-WHAT? easier text and casematerial on German undertakings,

-WHAT? the external and internal communication of the undertaking, with a special emphasis on basic business terminology and phraseology ;

-WHAT? a wide range of newer denoted-language beautias, of which at least 1 novel or longer cohesive text ;

-WHAT? texts and electronic-based material in the case of German on cultural matters focusing on similarities and differences between German and own culture

-WHAT? basic rules and standards for the German language and language structure, including relevant communication and language learning strategies.

2.3 Supplementary substance

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

The additional substance must deepen and outlook the core and extend the professional horizons and make new dimensions so that the pupils meet the professional objectives.

3. Organisation of the Organisation

3.1 Didatical principles

The emphasis is placed on the fact that the disciplines of the profession are taken together as a whole. The teaching must promote the creativity and ability of students to think outside the traditional sense of the future. At the centre of education, the professional progression of each student is, and therefore, teaching differentiation is an important principle in the organisation of teaching, and work is being done both inductively and deductictively in line with the students ' students ; different learning stiles. The work on the linguistic aspects is taking place with an ever-increasing gaze in the language of use.

The training shall be conducted as far as possible in German.

3.2 Workshapes

This lesson is based on the preconditions of the students using varied teaching methods.

In the organisation of the notification, a correlation between the written and oral work shall be pursued. In addition, the teaching of the theme courses and self-employed areas is organised in areas which are selected alongside the students.

The students are participating in less and more professional and cross-disciplinary projects. This is happening with the progression of small-scale manageable courses to the major problem-oriented interdisciplinary procedure.

The teaching is organized mainly through 6-8 major or smaller topics, where the case-rate and / or literary texts are included.

The students must carry out a number of written tasks in the course of the process. Part of the written tasks is drawn up in relation to the reading topics.

3.3 IT

It is an integral part of the German view, both as regards the content dimension and language skills. It is used for the information search on the Internet, in lookup works, dictionaries and lexicon. In the case of written work, the various facilities of the text processing engine are used. The oral dissemination is supported by appropriate presentation programmes, just as the skill training is supported by relevant interactive exercises and language training programmes.

3.4 Collections with other subjects

German is subject to the general requirements for interactions between the trade unions. When German forms part of a study, it must form part of interaction with other subjects on issues of cultural, intercultural and business-and socio-economic nature. The trade is also part of a interaction with the other foreign languages and language relationships.

4. Evaluation

4.1 Ongoing Evaluation

The technical and academic standpoint of the students shall be evaluated by means of initial screening followed up by running tests and tests.

Through the individual guidance and use of tests, students along the way in the overall course will be a clear understanding of the level and development of the technical standpoint. These tests and tests have, at the same time, to create a room for a common reflection for teacher and pupil of results, learning needs, improvement opportunities and preferred learning times in the individual students.

The basis for evaluation must be the professional objectives.

4.2 Test form

Oral test shall be held on the basis of an unknown, unprocessed German text material of a volume of approximately 5 000 (5). 6 regular pages relating to one of the studies studied and unknown, unprocessed, the text of the German language of a degree of approbalty. 1 normal side.

The issues covered as the basis for the test must also cover the technical objectives and the core material.

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

The sample is bipartitioned with a total examination time of 30 minutes.

The first part shall include a presentation in German of the unknown, unprocessed thick-language text material, supplemented by a detailed discussion in German between examiner and examiner. The text material shall be extraditing the day before the test and the preparation time is at least 24 hours. All auxiliary agents are permitted.

The second part involves text understanding, based on the unknown, unprocessed German language text. The text is referenced in German. Expermeator shall provide additional questions to deepwater the understanding of the central language and / or content of the text in the text. For this part of the test, a preparatory time of 30 minutes is given. During this preparatory time, the examination must use all the means of aid other than communication with the outside world.

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

4.3 Assessment criteria

It is judged to what extent the performance of the examiner lives up to the professional goals. The emphasis is placed on the fact that the examiner of German can present and outlook the unfamiliar text material and include relevant elements of German culture, literature, professions and society from the study of the study. The emphasis is also placed on the level of cooperation and understanding of the text.

Coherent language is more important than correctness in the detail.

One character is given out of a holistic assessment.


Appendix 29

Corporate economics A-hhx, June 2008

1. Identity and purpose

1.1 Identities

Corporate economics is a social scientifically subject that includes knowledge in the fields of strategy, internal and external accounts, investment and logistics. The Fame provides insight into the company's ability to use its resources in the interests of the company's goals and the international market conditions. The profession deals with the economic decisions and conduct of business in business with the outside world.

1.2 Foraims

Through the teaching of enterprise economy, students must develop the ability to reflect reflecting to the company, its value-making and its economic capacity to act in a democratic society. In addition, students must develop the ability to analyse, assess and disseminate business-economic issues through the application of economic theory in a reality and international context.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? account for the economic governance of the company in a market context, including discuss the company's strategic options

-WHAT? developing financial reports for a company ;

-WHAT? to analyse and evaluate an annual report with the involvement of other information relevant to the assessment of the undertaking,

-WHAT? develop financial decision-making basis for the efficiency of the resource utilisation of an undertaking ;

-WHAT? analyzing and evaluating the effectiveness of the resource utilization of a company in relation to internal opportunities and market opportunities

-WHAT? preparing activities plans, investment plans and budgets for a business ;

-WHAT? analyze and assess plan and budget agreements in relation to developments in and around the undertaking ;

-WHAT? apply appropriate IT tools and systems in the work with business-economic issues.

2.2 Kernestof

The core matter is :

-WHAT? corporate economic governance ;

-WHAT? Annual report

-WHAT? enterprise analysis,

-WHAT? revenue and cost analysis ;

-WHAT? logistics

-WHAT? activities planning, investment and budgeting ;

-WHAT? Control.

2.3 Supplementary substance

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

3. Organisation of the Organisation

3.1 Didatical principles

In business economics, work is being worked on issues of the company's economic decisions and conduct with the involvement of corporate economic theory in a reality that is very much in context. The business-oriented issues are analysed from a holistic approach.

A problem-based teaching principle has a central place in the organisation of teaching. Through this education, the ability of the students to structure, formulate and disseminate the technical argument.

The business-economic issues are to be considered from the company's point of view. Individuals and society are stakeholders in the decisions and behaviour of the company. The training in business economic theory includes quantitative and qualitative models of the strategic, tactical as operational level.

3.2 Workshapes

The training shall be organised with variation and progression in the choice of forms of working life.

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

The training shall be organized with at least two consecutive cycles, corresponding to at least 10%. of the overall training period. The runway is organised with the involvement of IT-based economists so that students are given the opportunity to work with financial information and information processing in an realities of reality. The fates are organised so that the ability of students to demonstrate professional skills is encouraged, so that their ability to discuss and assess the problems of a company on a concrete basis is being developed.

3.3 IT

The training shall be organised in the light of the fact that it is a tool. In the context of cohesive courses, the teaching of the students in the interest of the availability of IT-based financial systems, electronic communications platforms and the Internet must be organized.

3.4 Collections with other subjects

The profession has a history of study courses in line with subjects of international or intercultural issues. The profession has interaction with social studies in the context of economic governance and planning, the use of IT as well as problems related to business relations. Finally, the face-playing with mathematics around mathematical modeling of economic issues has been created.

4. Evaluation

4.1 Ongoing Evaluation

The basis for the ongoing evaluation is the professional objectives. Through individual guidance and evaluation, the students shall obtain a clear understanding of the level and development of the professional standpoint, including activities which stimulate individual and joint reflection on the basis of the overall process, including activities which stimulate individual and joint reflection. the yield of the teaching.

4.2 Test Forms

A written and oral test shall be held.

The written test

The basis of the written test is a central task. The duration of the test is four hours.

The oral test

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

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

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

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

Sample form (b) : a sample of the sample on the basis of one of the degree of confining of the examination, on the one hand, of an unknown text material of a 1-2 normal page. The test material and a description of the cohesive training flows shall be sent to the centre. The test material shall be approved by this prior to the test of the test.

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

The samination is two-tier.

The first part consists of the presentation of a cohesive education flow complemented by an in-depth question from the examiner. The second part is based on the unknown text material and form a conversation between examiner and examiner.

The time of extermination shall be divided equally between the two parts : a sample material may not be used in three examinations on the same day and not in the same class for the following examination days.

4.3 Assessment criteria

In the assessment of the performance of the examiner, the written and oral examination shall be assessed by the degree in which the examiner is able to meet the objectives of the trade.

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

-WHAT? structuring and disseminating professional substance,

-WHAT? formulating professional arguments

-WHAT? demonstrating professional skills,

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

In both the written and the oral question, a single character shall be given by a comprehensive assessment.


Appendix 30

Corporate economics B-hhx, June 2008

1. Identity and purpose

1.1 Identities

Corporate economics is a social scientifically subject that includes knowledge in the fields of strategy, internal and external accounting and logistics. The profession deals with the economic decisions and conduct of business in business with the outside world. The Fame provides insight into the company's ability to use its resources in the interests of the company's goals and the international market conditions.

1.2 Foraims

Through the teaching of enterprise economy, students must develop the ability to reflect reflecting to the company, its value-making and its economic capacity to act in a democratic society. In addition, students must develop the ability to analyse, assess and disseminate business-economic issues through the application of economic theory in a reality and international context.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

-WHAT? account for the economic governance of the company in a market context, including discuss the company's strategic options

-WHAT? developing financial reports for a company ;

-WHAT? analyse and assess an undertaking ' s annual accounts with the inclusion of external information in the assessment of the economic situation of the undertaking ;

-WHAT? develop financial decision-making basis for the efficiency of an undertaking ' s detailed logistics and the price and outlet ;

-WHAT? analyzing and evaluating the effectiveness of the resource utilization of an undertaking in relation to market opportunities ;

-WHAT? developing activities plans and budgets for a company ;

-WHAT? apply appropriate IT tools and systems in the work with business-economic issues.

2.2 Kernestof

The core matter is :

-WHAT? corporate economic governance ;

-WHAT? Annual report

-WHAT? accounting analysis ;

-WHAT? revenue and cost analysis ;

-WHAT? logistics

-WHAT? planning and budgeting.

2.3 Supplementary substance

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

3. Organisation of the Organisation

3.1 Didatical principles

In business economics, work is being worked on issues of the company's economic decisions and conduct with the involvement of corporate economic theory in a reality that is very much in context. The business-oriented issues are analysed from a holistic approach.

A problem-based teaching principle has a central place in the organisation of teaching. Through this education, the ability of the students to structure, formulate and disseminate the technical argument.

The business-economic issues are to be considered from the company's point of view. Individuals and society are stakeholders in relation to company business decisions and conduct. The training in business economic theory includes quantitative and qualitative models of the strategic, tactical as operational level.

3.2 Workshapes

The training shall be organised with variation and progression in the choice of forms of working life.

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

The training shall be organized with at least one consistent flow, corresponding to at least 10%. of the overall training period. The process is organised with the involvement of IT-based economists so that students are given the opportunity to work with financial information and information processing in an realities of reality. The course of the game is organised so that the ability of students to demonstrate professional skills is encouraged, so that their ability to discuss and assess the problems of a company on a concrete basis is being developed.

3.3 IT

The training shall be organised in the light of the fact that it is a tool. In the context of the cohesive course, the teaching of the students in the interest of the availability of IT-based financial systems, electronic communications platforms and the Internet must be organized.

3.4 Collections with other subjects

The profession has a history of study courses in line with subjects of international or intercultural issues. The profession has interaction with social studies in the context of economic governance and planning, the use of IT as well as problems related to business relations. Finally, the face-playing with mathematics around mathematical modeling of economic issues has been created.

4. Evaluation

4.1 Ongoing Evaluation

The basis for the ongoing evaluation is the professional objectives. Through individual guidance and evaluation, the students shall obtain a clear understanding of the level and development of the professional standpoint, including activities which stimulate individual and joint reflection on the basis of the overall process, including activities which stimulate individual and joint reflection. the yield of the teaching.

4.2 Test Forms

A written and oral test shall be held.

The written test

The basis of the written test is a central task. The duration of the test is four hours.

The oral test

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

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

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

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

Test form (b) : contested on the basis of one of the examiner's other selected cohesive training courses, and some unknown text material. The test material and a description of the continuous training cycle shall be sent to the centre. The test material shall be approved by this prior to the test of the test.

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

The samination is two-tier.

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

4.3 Assessment criteria

In the assessment of the performance of the examiner, the written and oral examination shall be assessed by the degree in which the examiner is able to meet the objectives of the trade.

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

-WHAT? structuring and disseminating professional substance,

-WHAT? formulating professional arguments

-WHAT? demonstrating professional skills,

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

In both the written and oral examination, one general character shall be given on the basis of a comprehensive assessment.