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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Overview (Table of Contents)

Chapter 1 Education for education

Chapter 2 The duration and scope of the education

Chapter 3 The structure and content of the education and content

Chapter 4 Instructions

Chapter 5 Exportions governance

Chapter 6    Scheduling and implementation

Chapter 7 4-year organization, etc.

Chapter 8 Enkeltsubject

Chapter 9 Self-Student

Chapter 10 Internal Evaluation

Chapter 11 Education descriptions and attestations for successful education

Chapter 12 Special education and other special pedagogical assistance

Chapter 13 Health education

Chapter 14 Complar

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

Annex 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

Appendix 10

Appendix 11

Appendix 12

Appendix 13

Appendix 14

Appendix 15

Appendix 16

Exhibit 17

Appendix 18

Appendix 19

Appendix 20

Appendix 21

Appendix 22

Appendix 23

Appendix 24

Appendix 25

Appendix 26

Appendix 27

Appendix 28

Appendix 29

Annex 30

Publication to higher-degree commercial training (hhx notice)

Purchas of section 12 (3).  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

Education for education

section 1. Exforming to higher business age is a 3-year-old youth training, which is targeted at young people with an interest in knowledge, in depth, perspectives and abstractions. The creation constitutes a whole and completes with a degree after national standard.

Stk.  2. The purpose of training is to prepare students for higher education, including that they are dedicated to education, knowledge and skills through the combination of professional widths and depth and through the interaction between the professionals.

Stk.  3. The students must develop professional insight and study skills through training and educators. They must gain confidence in the application of different forms of work and ability to function in a study environment, where the requirements for autonomy, cooperation and sans to seek knowledge are at the heart.

Stk.  4. The training must have a training perspective, bearing in mind 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 sense

Stk.  The training and education culture as a whole must prepare students for co-determination, responsibility, 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.

Stk.  2. Hhx-Education's Student Competence is being implemented in the fields of corporate and socio-economic areas in combination with foreign language and other general subjects. The training must develop the ability of students for technical understanding and their understanding of theoretical knowledge as a tool for the analysis of real-life relationship.

Chapter 2

Extent of Education and Scope

Section 3. Higher Trade degree can be achieved as

1) an overall higher level of trade after a three-year, optionally 4-year training program.

2) a single-skilled high-trading section that is compared with test scores in all required classes, study area, selection subjects, and a project test.

§ 4. In both 3-year-yearly training courses and in the four-yearly planned courses are training times at least 2470 hours á 60 minutes.

Stk.  2. For students who have been accepted merit by the rules to this effect, the school manager may arrange individual courses of time to be training during 2470 hours.

Stk. 3. The training includes the addition of the student area and the Student Project between 12 and 15 subjects of C, B and A level. However, the school may allow students who want to complete more classes at A-level than the minimum requirement, between 11 and 15 subjects.

Stk.  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 corresponds to 2 blocks and subject A-level subjects equal to 3 blocks.

Stk. 5. The manager of the school can allow the sequence of the individual 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 pupil of the pupil as an elective ; get a language at A-level as 3. or 4. foreign language.

Stk. 6. The manager of the school can, after application, permit a student who has been given merit in training in accordance with the rules of the Merit notice and which is therefore exempted from parts of education, may use the available time to complete ; additional selections that can be included in hhx training, including raising the level of mandatory subjects.

section 5. Training time includes the total teacher-driven elevation activity, 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. Section 39 (1).

Stk.  The preparation for teaching, the written work carried out by the official examiners to the examination, the instructions for 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 training time.

Chapter 3

Education and content

Outline

§ 6. A higher degree of commerce is made up of high school C, B and A level subjects, where A is the highest level.

Stk.  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 subjects. For students with more than four classes at A level, the minimum level of class at B level can be reduced by the number of A-Level subjects, the student has beyond the minimum requirement.

section 7. Education class is carried out in part within the framework of the study area, cf. § 67, paragraph.  2 and 3.

Stk.  2. In the field of study, the emphasis must be placed on strengthening the interaction between professionals, progression in education and skills, pupils build through the professional work for the purposes of education.

Stk.  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 area of study part 1 to extend up to a year.

§ 8. Training is structured in a basic course of 425-500 hours and a subsequent session of study in the remainder of the Education Time.

Stk.  2. The manager preshares education time in each class between basic courses and study courses.

section 9. The compulsory courses and levels of education are Danish A, English A, 2. foreign language, cf. Section 11, intertime Story B, trade union marketing, international economics and business economics of at least B-level, business C, and a minimum of C-Level,

Alien

§ 10. Alias may be performed in addition to English as sequencing language or rooking_language.

Stk. 2. The following language is the language where the student has been following trial preparatory training for elementary school for two to four years in seven years. -TEN. class or have similar qualifications. The soapbox language is language or German consecutor language.

Stk. 3. Commencing language is Arabic, French beginners language, Italian, Japanese, Chinese, Russian, Spanish, Turkish, or German beginner languages, and traditional language greek and Latin.

Stk. Four. In the French and German languages, school is in charge of the students in the beginning or sequennial language. The content location is based on the qualifications of each student in the file.

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

Stk. 2. The following languages can be used as 2. foreign language : French consumption language B and A, German congetter language B and A, French beginners language A, Italian A, Russian A, Spanish A, or German beginners language A.

§ 12. Alien as a Student Student may be : French beginners language A, French consecutive language A, Italian A, Latin C, Russian A, Spanish A, German rookinglanguage A and German consecutive language A, and are also in the secondary language of the B-level for students who have Begin language at A-level as 2. foreign language, a possible student field class.

§ 13. Foreign language as a selection 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.

Stk. 2. Elives that have a consecutor language as 2. foreign language, and which have the necessary preconditions, can select an additional consecutive language as a selection program.

Stk. 3. Elives that, as an Election, has a beginner language as 3. or 4. foreign language, can select this language at B level.

Stk. 4. Evers that, as a selection, have a sequeitator of 3. or 4. Foreign language or Latin as Latin as 3. or 4. foreign language, select this language at the C level.

Baselflow

section 14. The basis is composed of the languages 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 possibility of physical education, insights and insights in other matters of interest to their personal health must be included.

Stk.  2. The director of the school may decide that 2. foreign language only begins with the student process flow.

Stk.  3. Fagene Danish, English and Math, and 2. foreign language, if it is included, cf. paragraph  2, at least 40 hours of training is assigned in the background.

Stk.  4. If the manager of the school has used the option in section 7 (2).  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  1.

Student Flow Flow

section 15. Study Progress consists of mandatory classes, study area Part 2, study program, number and one student direction project.

Stk.  2. If the manager of the school has used the option in section 7 (2).  3, last pkt., in order to allow the study area part 1 to stretch for up to a year, the student process has also been composed of the remaining part of the student area part 1.

Stk.  3. In subject to a C-level program, ending 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 include 3 student registration subjects on AAA, AAB, AAC, ABB, or ABC Level.

Stk.  2. In study relocations with a 3. foreign language as a student program, where the third. Foreign language is an A-Level beginner language only includes two courses of study that are both at A-level.

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

§ 18. The possible courses of study 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 field class.

section 19. The possible courses of study at C level are subject to a secondary secondary education or from the election trade notice, cf. however, paragraph 1  This does not apply, however, subject to other high school education, which is already part of hhx training, C and C languages, unless the language is Latin.

Stk.  2. The data dictionary in C, programming C and information technology C cannot be included in the studies that contain the it B or A. Faget philosophy and technology C cannot be included in study relocations that contain philosophy B.

Bindings

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

section 21. The school selects 3. 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 incoming subjects.

Stk.  2. The Ministry of Education may, upon application from each school, approve the supply of student relocations with more subjects than it is required for section 16.

Stop.  3. For students who study courses change training 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 school's decision ; the class ' s class as regards the class and the level of the class. For the same reasons, it can be 3. the study ' s study according to the decision of the school leader deviate from the rest of the class, both in terms of subject and level.

Stk. 4. The school manager can allow the student to switch to another student orientation at the school.

Studierest project

section 22. The study project is written in 2 or 3 subjects on the basis of a study study that the student has at A level and with the inclusion of other student subjects of C, B, or A level and / or compulsory subject to A level, cf. Annex 6.

Stk.  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.

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

Joint Student Retaps

section 23. For students from two courses of study, which have not been possible to create a single file, a single system of study class may be established, where students from the two courses of study are interviewed in the compulsory courses in the study process and in either at least 1 Student or in 2 Student courses of study in the same field of study ; level.

section 24. If the school manager decides to compare 2 existing student classes to one student manager, the merging is being heated to the pupils and teachers in such a way that they are not : good time to provide a sufficient consistency between the professional content of the classes and the fulfillment of the professional objectives and the implementation of a review of the training of the classes of the submitted class.

Stk. 2. Studying classes of 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 at the same level.

Electrics

section 25. Each student must complete at least one selection program.

section 26. Selections can be subject from the selection or classes of the selections of the selection other secondary 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 elective.

Stk.  2. The manager of the school is informed that a selection program is offered after which notice is scheduled to be read, provided that it is planned according to other high school notices other than this or the choice of choice.

Stk.  3. A student cannot select the same profession and level more than once.

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

Stk.  2. Elives that have a consecutor language as 2. foreign languages, which have the necessary preconditions, can select additional consecutive languages as an option for B or A-Level selection subjects.

§ 28. Only one of the following subjects can enter into a selection class :

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.

Stk. 2. Elives that implements the following student subjects cannot complete the trade unions in paragraph 1. 1 as a selection class :

1) data catalog in C,

2) information technology C,

3) it B,

4) it A,

5) communication / it C, and

6) programmatically C.

Stk. 3. A student cannot select an idea history B or business economics C as a selection program.

§ 29. A student must follow or have followed the teaching at the nearest sub-level in a subject before The student can start 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.

Acting for selection team

section 30. If the school manager decides to compare 2 existing elections to one team, the merging must be alerted to the pupils and teachers concerned in such a good time that there is an opportunity to provide a sufficient amount of time ; compliance between the professional content of the teams and the fulfillment of the professional objectives and the implementation of a renewed planning of the training of the coated teams.

Other training activities in education

§ 31. Parts of training can be is organized and organized as field shasions, etc.

Stk.  2. All field trips must be approved by the school manager and must be included in the fulfilment of the professional objectives and could replace the training they replace.

§ 32. The Manager of the Schools can decide that, as part of the lesson, joint events and theme days can be held, as well as allow for internships.

Stk.  2. Community events include more than one class or crew, and can be organized across a vineyard.

Stk.  3. Temadays can be used for activities across the class, classes, and teams, and must have such a character that professionally and pedagogical relevance can be worked at a high school level.

Stk.  4. Practik is a stay at 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 connection with the student routing project.

Stk.  5. All joint events, theme days and internships must be approved by the school manager and must be included in meeting the objectives of the training

section 33. Parts of education can take place at a foreign training institution for students who have signed up to a special scheme where this is pre-planned.

Activities outside of education

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

Stk.  2. Participation in voluntary instruction cannot be made a condition for the individual student options for selecting the courses of action, the selection or other activities offered by school as part of 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 optional and free of the pupils.

Stk.  2. Participation in voluntary study can not be made a condition for the individual student options for selecting the courses, the selections or other activities offered by school as part of 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 all trainees are achievable in good trade.

Lireplaner

§ 37. The content and objectives of the teaching of the classes, in the field of study and in the study project, appear in the study plans, cf. Annexes 2 to 3 and 5 to 30 and the sections listed in section 26

Stk.  2. In individual vocational training, cf. in Chapter 8, section 3.4 (interplay with other subjects) in the readers does not enter.

section 38. The language of learning 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.

Stk.  2. In the instruction, a joint grammatical terminology is used. Highlight language texts can be used in the teaching of all classes and in their interactions.

Stk.  3. The viewing must include training in study methodology.

Chapter 4

Instructions

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

Stk.  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, see notification on the instructions for the implementation of training in the Ministry of Education.

Stk.  3. The training and business guide to which the students receive in accordance with the announcement of higher education and professions instruction is outside the education period.

Stk.  4. The manager shall take a more detailed decision on the organisation and organisation of the guide in accordance with paragraph 1.  2. The students have a duty to participate in the instructions given in accordance with paragraphs 1 to 3.

Chapter 5

Education of education

Classes and Creeps

section 40. The school sets the framework for the creation of classes and teams.

Stk.  2. The role of the Schools shall decide on the distribution of the pupils in each class and on hold. In the context of the organisation of the groundwork, the school manager must take account of the principal characteristics of the student body of the student body as far as possible.

Stk.  3. In the distribution of students in classes in the study process, the school manager is required to take account of students ' requests for study and field selections.

§ 41. The Manager of the Schools can allow a student from another high school education that has selected a class in hhx training, is included in an existing class or on an existing one.

Prohibition and creation the studies and courses of study

§ 42. The school makes a decision on the procedure for the procedure and the selection of studies, including criteria for the establishment of the studies and the selection of studies. The students are familiar with the specified criteria.

Stk.  2. The manager of the school must group the supply of student relocations into the following major categories : Internationally-oriented, market-oriented, mathematicis/it-oriented and economic-oriented courses of study. The manager determines the two classes at the highest level at the highest level, which category of study is a matter for.

Stk.  3. The number of different courses of study offered by the individual school or school department shall be proportionable to the number of pupils 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 consecutor language A and a starting language A.

Stk. 4. If a school provides hhx training for several different addresses, paragraph 1 shall apply to paragraph 1.  3 for all addresses.

§ 43. Every school must, as either a selection or study class at a higher level than the required classes of training, take classes in the following subjects :

1) marketing,

2) at least one beginning language,

3) at least one convour language,

4) international economics,

5) mathematics,

6) enterprise economics.

Stk.  2. The school shall ensure that the students are given the opportunity to put together the training to meet the requirements of this publication.

Stk.  (3) If a school provides hhx training in several different addresses, paragraph 1 shall apply to paragraph 1. 1-2 for all addresses.

§ 44. A study registration may be named exclusively by the names of the two majors at the highest level 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 at the highest level, the school itself determines which two of the studies in the student body are to be the name.

Stk.  The school may be allowed to provide information on the content and scope of individual studies, including planned levels, on information brochures and information brochures, and information brochures. The information must focus on the central content of the individual study and shall not conflict with section 47 (s).  The director of the school will decide on the establishment of specific courses of study and may decide on the establishment of joint guidance classes, cf. -23. The leader's decision may involve the fact that not all of the student's wishes for the study are taken into account.

§ 46. The director of the school is deciding on the establishment 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 shall ensure that all students can meet the requirements for the training.

section 47. The range of studies and the selections of courses 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 some selections are offered only in connection with certain studies, this must appear on the Home page.

Stk.  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 study in the studies at the highest level, cf. 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. § 21 (2).

Stk.  3. The Schools will also inform you of which subjects are offered as second foreign language.

§ 48. The leader of the school must be the first of 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. the courses of study and the level of the selections and the level of the selections of the student selection and the selection of courses of study

section 49. The leader of the school will collect the earliest at the earliest. 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 provide new courses of study, including student relocations with new levels.

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

Stk.  3. Studierest flow starts in the period 2. -TWENTY. January to 1. Years. The students must have no later than 8 school days before the start of the start of the study for the start of the study on which their wishes have been met.

§ 50. The leader of the school decides when students make a wish for an election for the coming 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.

Stk.  2. The deliverable must be able to select from at least all the selections that the school offered as the students sought entry into training. However, the school can decide that some of the selections in the field can only be selected on 2. or 3.

Stk.  3. Has some selections only been offered in connection with specific courses of study, only the students who have searched for these studies are entitled 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 training courses.

§ 52. The Manager of the Schools can allow a student to follow the teaching of a selection program that can be part of the hhx training, in another institution.

Stk.  2. The manager of the school can, in exceptional cases, allow a student who wants a selection program that includes a specific access requirement for higher education, or not created at school or not created at the level of the desired level, or if any schema-related conditions precede the fact that a student may be admitted to a desired valghold, to follow instruction in the profession of another study. 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 to have been informed about which electoral subject has been notified, may request the student manager to change one or more selections. The manager may authorize this if the total requirements for training are still to be met.

Stk. 2. Conversion must normally be completed before the selection in the selection phase starts. Reselections can be made within one month within one month after the selection of the optional is started unless exceptional circumstances apply.

Stk. 3. If the manager allows a student to change the selection program and the switch 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 on this lower level. level. A student to take this test must take the test before or as soon as possible after the shift.

School year and holidays

section 54. The school decides on the start of the notification.

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

Stk.  3. The school makes a decision on the number of days of school and on holiday and leisure time.

Chapter 6

Notify Planning and Implementation

section 55. The class is planned and implemented so as to target both the training as a whole and for each subject, cf. the readout in Annexes 2 to 3 and 5 to 30 are fulfilled.

§ 56. The viewing must be organized taking into account the various capabilities and prerequisites of the students.

§ 57. In the course of study, class classes are to be subviewed in a mandatory class and the study of study, cf. however, paragraphs 2 to 3.

Stk.  2. Mandatory training in 2. foreign languages can occur on separate hold across classes.

Stk.  3. In selection, the class can be organized into teams across classes and classsteps.

§ 58. When teaching in a class or process in which several classes are played, handled by multiple teachers, the manager of the school needs to establish a distribution of responsibilities for the total education, evaluation and tests.

section 59. The manager comrages for the background and for each student item class one or more teacher team. In addition, the leader can put together trainers by other criteria. A learning team can, as needed, work in a shorter or longer time.

Stk.  2. Manager determines which tasks are attributed to the individual teacher team in terms of planning, execution, evaluation and development.

§ 60. The school manager determines after discussion with appropriate teacher team, a general, concise and manageable plan (study plan) for teaching. The Study Plan must ensure consistency and continuity of training, and the study plan is the starting point for the teaching team's joint planning.

Stk.  2. The Study Plan must contain a clear division of responsibilities between the teachers and ensure coherence between single-disciplinary and multi-disciplinary procedures.

§ 61. The Study Plan must be set in the basic process include the trade unions and the field of study. 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.

Section 62. The Study Plan will be continuously adjusted and must be communicated on 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 must ensure that there are clear objectives for the construction of professional, general and personal competences as a condition of professional excellence, study skills and personal development, cf. the purpose of training in Chapter 1.

Stk.  2. In addition to the special technical objectives, the master risk student body

1) oral and written expression skills and mediability,

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

3) awareness and ability to manage their own learning and control of different types of work.

Stk.  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 a written work in accordance with the conditions laid down in the first paragraph. § 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.  1 and 2.

Stk.  4. The Leader must ensure that the students ' s workload is spread evenly across the training flow.

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

section 65. The director of the school shall ensure that there is coordination of education 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 individual subjects 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) Maths C : 125 hours

6) Samtidtale B : 130 hours

7) Studies guideline : 50 hours

8) Business economy B : 225 hours

Stk.  2. For 75 hours for other C-level C, 200 hours for class B level, 125 hours to lift from C to B-level and 125 hours to lift from B-to A-Level.

Stk.  3. The training time specified includes training time for agents ' co-play in the field of study, cf. Annex 2-3, as well as training time used according to section 70.

section 67. The training period for each subject is 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 Manager of the school determines how the spreading is.

Stk.  2. Study area Part 1 represents at least 250 hours of the training period, including at least 25 hours for training in it and at least 15 hours for physical education and personal health.

Stk.  3. The Study Area Part 2 represents at least 110 hours of the training period. Training time for the implementation of the student application project is not part of the training period for the student area.

§ 68. The school manager decides after discussion with the teachers how the distribution is training periods in the areas and in the field of study, cf. § 67, paragraph.  1, must be in the individual years so that the overall goals of the education field are best taken.

Stk.  2. The sharing of education time must be performed so that subjects at A-level are always ending at the end of 3 years.

Stk.  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 (2).

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

§ 69. The school manager determines after discussion with the individual teacher teams a framework for the training of education for various forms of work. to support that the students meet different types of work.

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

section 70. The leader of the school can decide that up to 7 percent of the pupils ' aggregate. training time is used for internal tests, other internal evaluations, internal interactions, etc., or other cross-disciplinary training activities in accordance with the purpose of the training

Stk.  2. The manager decides taking into account the purpose of education, how to spread time on the individual classes and training courses.

Written Work

Section 71. The leader of the school ensures the distribution of the deposed resources to provide written essay and to evaluate the students ' written work. In the context of this, the leader may provide for the creation and maintenance of knowledge banks for tasks and task formulations and the development and application of collective (including IT-based) retrenches which can be applied to groups of pupils.

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

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

Stk.  2. There must be progression in the requirements of the student's written work.

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

section 73. Written work must contribute to students ' classes and in a cross-course skills development by

1) developing and documenting the skills and knowledge of students in the professional areas,

2) rehearse the students from communicating professional material in language accurately in writing,

3) ensuring the ability of students to carry out a self-processing of issues,

4) practice the pupils of performing a systematic written production ; including a few opportunity to demonstrate an overview of a specialist,

5) contribute to the elevation of the students in special issues, and

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

Stk.  2. The Schools manager prioritises the use of writing work in both the individual and in the agents ' interaction and ensure coordination and cooperation between the attainment of the goals.

§ 74. The Manager determines which tasks are attributed to each teacher and a teacher team with regard to the student's written work.

Stk.  2. The scope of the students ' written work should be the same for all the courses of study.

Stk. 3. The Manager can, however, accommodate pupils with special needs.

§ 75. The scope of the written work is being done in an up-lift period. Student time is expected an average student at the level of the appropriate level to complete a specific task.

Stk.  2. Student time does not include internal audits.

section 76. The school manager determines after discussion with the teachers involved principles for how to define the student body time for each task. is happening. The school will pass the student time to writing work, cf. § § 77-79.

Stk.  2. Deliveries must be made aware of the student time for the individual task.

§ 77. To set an elevate time of 585-610 hours throughout the training process for the individual in writing. work.

Stk.  2. Schools manager prehand for the following hours :

1) at least 75 hours for Danish A,

2) at least 160 hours for math A,

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

4) at least 100 hours to Math B,

5) at least 40 hours for the enterprise economy B-level and for other subjects with final written standpoint marksacts (written armpacts).

Stk.  3. Fag A-level, which is a hand-stationed for at least 110 hours, contributes approximately 10%. of this to the written work in the field of study.

Stk.  4. To ensure the overall target fill for each subject, the school 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 involved in other forms of writing.

section 78. The director of the school will decide after discussion with the teachers involved how the remainder will be distributed, in writing in writing in the following areas :

1) student area part 1,

2) Study area part 2,

3) internal measured projects,

4) collaborating for written products in several subjects,

5) writing work in levels of B level that the students have indicated to choose as an A-Level selection program and

6) , incidentally.

§ 79. For several hours to work in writing than in section 77, paragraph 1.  1, for

1) students who have more than four classes at A level,

2) students who change courses, study direction, or training, as well as

3) students in similar situations.

§ 80. The students have a regular basis for written work to be entitled to feedback on their position, including having a deepened evaluation of : the strengths and weaknesses of the response services.

Stk.  2. The director of the school shall be informed on a regular basis of the strengths, weaknesses and professional level of the individual class, weaknesses and professional level of written work. The leader shall use this knowledge until after discussion with the individual teacher team to ensure progression and an appropriate distribution of written work.

Section 81. When evaluating the student body Written work uses different types of evaluation, including

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

2) Direction and Commenting group-based or individual essay works, including internal tests,

3) comments of partially finished written work in a process write,

4) conversations with students or student groups, and

5) combinations of the above.

Stk.  2. The manager decides how the review of the written work takes place.

Chapter 7

4-year-old organization, etc.

§ 82. For students engaged in TEAM Denmark, and for students engaged in Musical Basic course or similar course in art art, training can be organized over 4 years.

Stk.  2. The manager of the school can keep students following a 4-year-old organization, limit the ability of students to choose between the school's range of studies.

section 83. The director of the school can for pupils. following a 4-year organisation of the training, the professional row must be deviated from the background.

Section 84. A student who, in the course of study, follows a 4 year-old organization of training, must meet the general requirements for training. However, the leader of the school may derogate from the composition of the student registration, the student is accepted, so

1) compulsory subject at A level is ending with the end of 3. or 4. years,

2) one of the highest level (AAA-or AB-level) courses may deviate from the rest of the class, both in terms of both subjects and level,

3) on 3. 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.

Stk.  In addition, the Ministry of Education and the Ministry of Education may approve other deviations from each school from the application from each school.

Stk. 3. The school will choose three. Student course. All study courses in a study registration must have good interactions for professional interaction.

§ 85. Elives, following a 4-year-old organization 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 organization of the training, but instead the 3-year organisation, the leader must ensure that : the education of the student is joined together to satisfy the requirements for this statement in this notice.

Stk. 2. The Manager may allow the student ' s student status to be different from the rest of the class according to the rules in section 21 (3).

Chapter 8

Enkeltsubject

Enkeltvocational training

section 87. Single-skilled education are offered and organized as open education.

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

Stk.  2. The teaching of each subject will be completed by testing according to the rules of 3-year-old organization, cf. however, paragraph 3.

Stk.  3. The business case and a special organized test are to be held in accordance with the procedure for the business case. Annex 3, which replaces the test in the international area. It falls to the school to ensure that the couriers receive the instructions to be able to submit the tests.

§ 89. The exchange rate is set aside for the individual student's written work. The school prehand divists the following hours :

1) At least 75 hours for Danish A,

2) At least 160 hours for mathematics A,

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

4) At least 100 hours to Math B,

5) At least 40 hours for business economics at B level and to other subject to written decades of written years.

Stk.  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 considered :

1) Language class,

2) Internal projects, and

3) Other subjects, including cooperation in written work involving multiple subjects.

§ 90. Chapter 10 on internal evaluation does not find use in single-class education, cf. however, paragraph 2.

Stk.  2. The teachers make an offer twice a year on an assessment of their standpoint. During the last semester prior to the termination of the notification, the training course in subject matter at levels ending with written test must have an offer to draw up a written task of writing during graduation conditions.

section 91. The Schools Manager may allow a single-class shed from other high school education to be included in existing classes or on existing teams that are part of a 3-year training program.

Enkeltgetys higher Trade semen

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

Stk.  2. The Studiereal 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 coupage has completed the instruction.

section 93. Tests in each subject are put in the exact examination that comes immediately after the notification is ended.

Stk.  2. is tested later, the sample is submitted as self-students, unless it is submitted as a medical degree.

Chapter 9

Self-Student

' 94. The self-students must be suspended for examination by rules in the notice of examinations and examinations in grade schools and in the general and study-education and adult education. In addition to this option, the self-student must document that a possible exam basis is present.

Stk.  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 person concerned, roadmap.

section 95. self-students must be offered professional guidance, which can be 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 audition for a general examination shall apply to the test-examination for single-skilled students, cf. § 92, however not in terms of training.

Chapter 10

Internal Evaluation

School Assessment 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 readers in place, so that

1) students are continuously informed of their professional opinion and what development process they are in,

2) each learner is informed of the class's professional opinion of the class or team, and how students develop in the teacher and class other classes and flows,

3) be evaluated on a regular basis with a view to assessing the choice of methods ; and schedule upcoming events, and

4) the school manager keeps informed of the results of the evaluations performed.

Stk. 2. The strategy must be placed on the school website.

Stk. 3. The school 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 leader of the school will determine when and how to apply common evaluation subjects and methods at school.

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

Stk. 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 individual pupil

§ 100. All major projects to which students participate in the preparation must be evaluated separately and the result will be submitted to the school leader.

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

Stk.  2. The standpoint percepts express the degree of achievement of the objectives of professional knowledge, insight and method in the appropriate readout and in relation to the time the character is given. Internal test marks express the degree of fulfillment of the objectives of professional knowledge, insights and methods in relation to the assigned task.

§ 102. Floors are getting

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

2) the standpoint perks at the end of the school year in a subject that does not finish and

3) concluding the standpoint sharper (vines) at the end of the individual subjects.

section 103. The leader of the school provides for the time points for the abandonment of the standpoint perks, cf. however, paragraph 1 2. The manager determines whether students must have a standpoint percepter at the highest level or the standpoint sharper at both levels if the students are at the same time following a two levels subject.

Stk.  2. At the end of each school year, the students are given a standpoint percepter in the individual subjects which do not terminate 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 turned up next year.

§ 104. In subject of written test to higher commerce, and in math and language classes at C and B level, shall be a character for the written position and the oral position of the oral position. In all other classes, the school leader provides for students to have one standpoint marksman.

§ 105. The students will have final standpoint kits (year-to-head fields) in all subjects when the business ends, unless the manager of the school has exempted the student for a scope that will not allow the student to evaluate the student to evaluate the student body.

Stop.  2. However, the students are only getting final point characteristics of the highest level if students at the same time are following a two-tier subject.

§ 106. In subject to written testing, in the case of a higher level of trade, and in Math C, French congestation B and German congestation B, the school leader shall ensure that the students obtain a final standpoint character (years) of the written position and a final stop point percepts ; (Yard Axes) for the oral view.

Stk.  2. In all other classes and for each part of the study area part 2 (business case and international area) the student gets one final standpoint character (years).

§ 107. Final the point characteristics of the standpoint shall be introduced in the examination protocol before the plan for the oral examination shall be published. These characters are transferred to the student certificate following the rules of the examination of the studies and tests in grade school and general education and adult education.

§ 108. During the run of 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 various forms of training.

§ 109. Each student must respond to a greater written assignment in either Danish or the same history or in 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 during the first months of 3 years.

section 110. Study area part 1 ends with an oral oral test, cf. Annex 2.

Stk.  2. If the school has used the option in section 7 (4).  3, last pkt., to allow the study area part 1 to extend for up to one year, the sample can be placed no later than the end of 1.

Chapter 11

View Descriptions and attestations for completed 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 each year and at the end of each year ; the teaching of the individual subjects a subdisplay description for the individual subject. In addition, a subview description is drawn up for each part of the study area part 2.

Stk.  2. The display descriptions drawn up at the end of classes in a class and study area part 2 are included in the background of 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 instruction description (s) from here.

Stk. 3. The Teacher ' s teacher must, in the preparation of the education description, use it by the Ministry of Education, in the format of the Ministry of Education, to 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.

Section 112 For a student who changes education, school or student registration during a school year, each teacher team needs to learn, and learn contribute to the preparation of a view 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 program without completing this can be done on request shall receive the attestation from the school manager for successful training, cf. however, paragraph 1 5, and achieved results.

Stk. 2. A student who has completed teaching in a program or process and has received a final stop-punctual character, on request, at the request of the school manager for successful education, provided that the test has not been held at the time of the test ; the business or flow.

Stk. 3. A student who moves school, and therefore was 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 the final standpoint percepts for the final stage. a lower level in the range.

Stk. 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 for the release of the certificate of the certificate, the business is finished and passed at a lower level, cf. however, paragraph 5.

Stk. 5. This is a condition to obtain attestation that the student has met the requirements of the school's study and ordinal rules for active participation in the class.

Chapter 12

Special Education and other special pedagogical assistance

§ 114. Elives that has a disability or other difficulties that can be equezed by it. special education or other special pedagogical assistance (SPS) which responsoas to their needs.

Stk.  2. Teaching or supporting the student shall be assigned the student ' s actual assessment of the needs of the student against the background of expert 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, it must be implemented in cooperation with the authority of the parent authority.

§ 115. For students who are not allowed to follow a disability The school of education, the school can allow the three-year cycle to be stretched over four years. The training time is the same as for an ordinary flow of 3 years.

Chapter 13

Health education

§ 116 Elives, which due to illness for a longer period of time, the general education must be offered for sickness education.

§ 117. In the absence of sickness due to illness expected to last for a longer period of time, the school leader shall be required as soon as and within two weeks (10 school days) after the student, last part of the education, proper inquiries to the student. If the student is subject to custody, then the leader must also call on the holder of the custody of the parent authority on the implementation of health education.

Stk.  2. The Manager provides that the necessary training is initiated by agreement with the student or parent authority and, as necessary, to the extent of student or teacher team of students.

Stk.  3. Dealienates the student in a hospital or other institution, the master contract is in agreement with the institution on the settlement of sickness.

§ 118. The scope of the notification to the extent of the sickness.

at any time, the state of the student ' s health condition may normally not exceed 5 weekly hours and normally cannot extend beyond 8 weeks (40 days of school). The training period performed replaces the training period during which the student during the period concerned has failed.

§ 119. If a student is frequently due to illness has been short-term absence Expected to get frequent, short-term absence, may the student receive additional training in connection with the student's participation in the general education.

Stk. 2. The leader of the school shall decide on training in accordance with paragraph 1.

§ 120. For pupils who are unable to comply with the ordinary teaching, the school may be able to do so. may allow the three-year course to be extended over four years. It is a precondition for the fact that the student has no prospects for immediate recovery and that the student needs to be curtailed on a daily basis or periodical.

Stk.  2. The training time is the same as for a common flow of 3 years.

Stk.  3. § § 82-85 will apply mutatis mucous.

Stk.  4. The student has to document its illness and its needs, cf. paragraph  1, by a doctor declaration.

Chapter 14

Complainate

§ 121. A student can complain to the school manager over educational decisions, which has been taken at the school according to this notice.

Stk. 2. If the student is subject to parent custody, complaints may also be filed by the authority of the parental authority.

§ 122. If the manager does not give the student the pupil in a complaint after § 121, the student or custody of the student authority shall complain to the Ministry of Education of the Management Decision of the Manager. The complaint must be returned to the manager within two weeks of the manager having informed the student his decision.

Stk. The leader of the school must 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. statement and any comments made by the complainant to the Ministry.

Stk. 3. The Ministry may decide on the rejection of the complaint if the conditions set out in paragraph 1 are rejected. 1 not satisfied, if a hold of the decision of the leader, amending the decision in favour of the complainant or about the return of the decision to the manager's reprocessing.

§ 123. A student who need special pedagogical assistance (SPS), to 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 on the Status of Education and Education through the Exhausion Support. institutions of general high school education and general adult education, etc.

Chapter 15

Fraviations from the Rules of Order

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

Stk.  2. The Ministry of Education may also make exceptions for a single student in which special circumstances apply.

Chapter 16

Entry into force and Transitional rules

§ 125. The announcement will 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, paragraphs 2-4.

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

Stk. 3. Study Plans and Education Descriptions made during the period 1.8.2005 to 1.8.2007 are not required to be aligned to be brought in accordance with the rules of this Order Section § 57-62 or section 111.

Stk. 4. The school can for pupils who have started a 2, 3, or 4-year-old program before the 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.

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

Appendix 1

Appendix 1

List of Contents of Notation and Book of Appendices-Hhx, June 2008

BekendtBaration Content
Chapter 1
The purpose of education (§ § 1-2)
Chapter 2
The duration and scope of the education (§ § 3-5)
Chapter 3
The structure and contents of the education and content (section 6-38)
Chapter 4
Instructions (§ 39)
Chapter 5
Management Management (§ § 40-54)
Chapter 6
Planning and implementation training (§ § 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 education 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 Policy (§ 123)
Chapter 16
Entry into force and transitional rules (§ 124)
BekendtDecision's appendix
Appendix 1
List of Contents of Notation and Book of Appendices
Appendix 2
Study Area Part 1
Appendix 3
Study Area Part 2
Appendix 4
Bindings between student union professionals
Appendix 5
The Task in Danish and / or Story Story
Appendix 6
Student Project
Appendix 7
Project Top for Single Trade Area
Appendix 8
Statement A
Appendix 9
Statement B
Appendix 10
Dansk A
Appendix 11
English A
Appendix 12
Commercial right C
Appendix 13
French Begin language A
Appendix 14
French Continual language A
Appendix 15
French Continual language B
Appendix 16
International economics A
Appendix 17
International Econb B
Appendix 18
It A
Appendix 19
It's B
Appendix 20
Mathematics A
Appendix 21
Mathematics B
Appendix 22
Mathematics C
Appendix 23
Society subject C
Appendix 24
Samtime story B
Appendix 25
Spanish A
Appendix 26
German Begin language A
Appendix 27
German Continual language A
Appendix 28
German devour 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 Identity

Study Area is a collaboration between trade in and across business economic, socieal / socioeconomic 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, still more questions are asked and responses are reflected over responses and arguments.

1.2 Objectives

Study Area challenges the creative and innovative skills of students, as well as their critical sense. in the use of professional knowledge and methods, through professional cooperation, and promote their ability to produce knowledge of practical-theoretical issues of general, economic and social nature. In the field of study, students develop their ability to interact knowledge and methods from different classes, and it helps to qualify their choice of study and their reflections on their own study practice.

Furthermore, works the field of study to allow 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 responsive to their surrlands and, their own development and through the process of showing understanding of the differences of human nature ; in the light of personal, social and cultural factors.

Finally, the field of study is to contribute to the development of their linguistic and communicative insight and experience, and that they become aware of exercise and lifestyle importance for health and quality of life.

2. Fact objectives and professional content

2.1 Fagable Targets

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

- attaining knowledge of a subject by combining the content and methods of the various professional and professional areas and reflecting on what the different classes contribute in cooperation

- use theory and method from different subjects on reallity for issues

- will account for what they have learned in the work with a given problem position in relation to the professional goals

- demonstrates practical insight into professional and appropriate study methods and use these at an elementary level

- reflecting over their use of different types of work.

The deliverable must within the economic area :

- account for corporate interaction with the world

- use insights on your industry's industry and market relationships to discuss and assess your strategic options

- account for issues related to the establishment of a business

- use knowledge of a company's organizational relationship to discuss and assess your development options

- insights about a company's affixing relationship to discuss and assess the company's parameter-setting

- use insights on the company's financial relationship to discuss and assess the company ' s target event

- account for historical innovations of social importance and demonstrate a practical insight into innovative processes and methods for Ideation Generation.

Edeliverne must within it societal / socioeconomic space could :

- apply basic knowledge and concepts from sociology, economics, politology to discuss current social issues and solutions to this

- analyze individual expressions of political interactions in specific interactions between political parties, media and voters

- apply knowledge of key elements of the Danish welfare state, to : describe differences between political management and market governance

- give current and / or historical examples of how economic and political events in the outside world influence the Danish economy and the individual daily

- will account for aspects of the trend in balancing problems and socioeconomic goals in the Danish economy.

The deliverable must within the cultural area :

- account for the concept of culture and different cultural liabilities

- the identifying and characterizing individual expressions of Danish identity and culture in a historical light

- identifies various expressions of a foreign language culture and perspectives in relation to their own cultural background

- account for how cultural matters are meaningful in general and business contexts.

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

- use a language concept, including a language concept, including a grammatically preparedness and use common grammatical terminology

- uses appropriate language usage in different specific communication situations

- demonstrate the practical insight into lifestyles and the importance of the issue for it ; physical, mental and social life, and to be able to inform themselves of the opportunities offered by the surrounding society

- demonstrates practical insights in the context of a versatility. in the case of physical experience and motivation, to continue to exercise exercise and be able to account for their personal fitness potential and how this can be strengthened

- apply professionally relevant information technology tools in the work within and across the three areas ; and be able to apply these in the course of information and dissemination, and to assess the suitability and reliability of the selected information technology tools.

2.2 Fagligt Content

Studiearea's nuclear and supplemental matter is listed in the fagene readers.

3. Subtitle

3.1 Didactik

Education must be organized as topics if lighting requires multiple 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. In the course of work, a number of relevant study methods must also be included.

The training must be organised so that the pupils of the professional and technical skills develop in the field of technical skills, independence, cooperative and reflective thinking. 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 the professional.

3.2 Workshapes

There is a interaction 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 enter into a dialogue on the organisation of teaching.

Expiration, health and movement must at least run over 4 weeks.

The work of the deliverable includes a wide range of terms of expression, including enter into writing work as a special study of study, with process and product-oriented writes. 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 documents in a work sport folio showing the progression of their professional and student skills through the field of study.

3.3 IT

With the starting point of the learning process of each student body must be organized, designed 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 the field of professional tasks. It is part of the interactions of the interactions between the professionals in the field of study.

3.4 Trade

Part 1 Student Area Part 1 includes a training time of 250 hours.

Fagene is part of the following reallocation of the overall training period :

- business economics and marketing : combined around 90 hours

- international economy, contemporary history and social studies : together. Sixty hours, of which social studies comprise at least 25 hours

- Danish and foreign languages : combined approximately 25 hours. 35 hours

- mathematics : at least 25 hours.

Additionally, it includes at least 25 hours and training in the exercise, health and movement of at least 15 hours.

4. Evaluation

4.1 Ongoing Evaluation

The ongoing evaluation must ensure that students reflect their professional development in the context of the progression in the areas and in the field of study, as well as in compared to their evolution from elementary 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 students also achieve technical objectives through work in the field of study.

The ongoing evaluation shall be based on the written work of the students, including work processes and products, and what students have also worked on during the course of the field of study.

4.2 Trials

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

Specimens a) : Internal verbal multidisciplinary test, on the basis of report

The Examination Selects the disciplines to be part of 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. The examiner and censor must have the competence of the areas covered by the highest weight.

The report consists of a process of handling the task's professional issues. 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 must contain a few summarised reflections on the professional and study experience of the examiner in the course of the study area part 1.

around the market will be sold. 4 and a half pages of the technical content and approximately 5-year declaration. 1 and a half to the other points mentioned.

The time of export is approximately EUR 1 and 5 million. 20 minutes per hour. a student, no preparation time.

The examination is based on the presentation and presentation of critical conditions in the report with a subsequent conversation.

Trial (b) : The internal oral test on the basis of the portfolio

Expremints selects material for his presentation sports folio so that it covers work within and across the three main areas and draw up a written justification for his ; Choice. The presentation of the presentation shall normally be delivered to 14 days before the test is held. The examiner and censor must have the competence of the areas subject to the most weight :

Presentation athlete must document professional and overall skills, the work process in a written procedure, as well as reflections of the professional methods employed, work and work processes. In addition, it must contain a few summarised reflections on the professional and study experience of the examinations in the course of study Part 1.

The time of the examination time is approx. 20 minutes. No preparation time is given.

The Examination is based on the presentation and presentation of his presentation with a subsequent conversation.

4.3 Assessment criteria

Test form a) : The internal oral majority test on the basis of the report

Assessment is an assessment of the extent to which the performance of the examiner lives up to the objectives of Student area part 1. The exterminator must include :

- account for project's professional issues, including method usage and the participating technical contributions to the unfolding

- to reflect on the theoretical and practical connection of the project

- reflecting on its professional development during study area Part 1, Including the use of various working methods and study methods

- disseminating work.

The assessment is based on a holistic assessment.

Trial (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 exterminal must include :

- justify its choice of materials

- account for professional issues, including method use

- reflecting on its professional development during study area part 1, including the use of various working methods and study methods

- disseminate its work.

The assessment is based on a holistic assessment.


Appendix 3

Study Area Part 2-hhx, June 2008

1. Identity and purpose

1.1 Identity

Study Area is a collaboration between trade in and across business economic, socieal / socioeconomic 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, still more questions are asked and responses are reflected over responses and arguments.

1.2 Objectives

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

Moreover, the student area co-appears that students are deepening their knowledge and critical insights into issues of business and national, European and global prospects, at last the task of the study to contribute to, to further develop the understanding of themselves as individuals and citizens of a democratic society ; and strengthen their capacity for a professional and methodical basis to remain analytical, reflecting and responsibly to their world and their own development and through to show understanding of people's differences on the basis of personal, social, or social, or and cultural factors.

2. Fact objectives and professional content

2.1 Fagable Targets

The students must within the overall target (s) could :

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

- combine the methods of fagent and could create the connection in professional knowledge within the individual and between the professionals

- assessing the value base and applicability of the Tori as a tool for the analysis of real-life relationship

- uses professional appropriate study methods

- apply different workforms independently and productively

- use it in an independent way to resolve heterogeneous issues in the areas and interplay between the professionals, including further develop their critical search information.

The deliverable must be within professional scaseskills :

- identify and analyze key issues for a company using fagene's theory

- are developing and justify proposals for resolution of selected problem positions using fagene's theory

- assess the proposed solution proposals, including selected methods and models of applicability, i

- relationships with own analytics

- formulate the case study, solution proposals and assessments by using consistent professional arguments and disseminate it using appropriate IT tools.

The deliverable must within the international area could :

- analyze and evaluate aspects of the development of human life and value foundations in culturally

- global communities

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

- use methods for analysis and assessment of information on socio-economic conditions, as well as events linked to the development of global community

- disseminate cultural, historical and / or socio-economic knowledge for general and professional use.

2.2 Fagable Content

Studiezone's nuclear and supplemental material is listed in the fagene readers

3. Subtitle

3.1 Didactik

The training in business case 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 method of competence, as well as the issues of content and method of competence.

The education in the international area must : shall be organised as subjects for which the illumination requires a number of courses. The following is supported by audience path.

In the field of study part 2, a number of professional relevant study methods must also be included in the study area. 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 alteration between practical, creative and innovative processes and theoretical approaches, as well as by establishing dialogue between professional issues and the students ' own experiences and observations.

3.2 Workshapes

A interaction between different forms of work will be established. 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 so as 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 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 documentary evidence in a work sport folio showing the progression of their professional and student skills through study part 2.

3.3 IT

Education in the study area is arranged so that professional information technology tools are involved as an integral part of the pupils ' work in structuring their task and project solutions, as well as in preparation and preparation ; the dissemination of their work.

Furthermore, relevant information technology tools and programs related to the work of the students in collecting and processing information. Training in the field of study shall ensure that the critical assessment of information continues to be increased.

3.4 Trade

Study Area Part 2 includes a minimum education time of at least 110 Hours.

Facts are part of the following retrentable distribution of the total education time :

Commercial Case

- Enterprise economics and placing on the market : approximately

The International Space

- International economy and the same time history are included in a combination of approximately 60 hours. Twenty hours, and Danish and foreign languages form part of a combination of approximately 20 hours. 30 hours.

4.

Evaluation

4.1 Ongoing Evaluation

The ongoing evaluation must ensure that students reflect their professional development in the context of the progression in the areas and in the field of study Part 2, as well as compared to their evolution from high school students to 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 area Part 2's work processes, partly through various forms of evaluation in the studies to ensure that the pupils also achieve the technical objectives through the work of the field of study.

The running of the technical objectives ; an evaluation shall be based on the students ' s written work, including both working and products, and what students have been working on in the course of the field of study.

4.2 Samples

Ventri"> Erenvscase

Mundable Multidisciplinary test on Base by a centralized open case.

The experts shall prepare in groups of up to 4 people a synopsis with resolution proposals for the issues that 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 represents a maximum of 3 normal pages of exclusive attachment,

The Experts go to the trial individually and are judged alone from the verbal performance.

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

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

International area

Multidisciplinary sample based on report.

Problem formulation will be 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. The Eksaminator and the censor must have competence in the field of the areas that are most weight.

The Expermine is judged alone from the verbal performance.

The report is made up of :

- processing the professional issues of task

- a statement for the methodical considerations associated with the task

- a statement of how the individual subjects contribute to the completion of the problem positions

- a reasoned assessment of how the professionals combined promote a holistic understanding of the issues

- a reflection of the professional development of examiners with reference to experience with

- workforms and work processes in the course of study part 2.

Eksaminationage is approximately 30 minutes. No preparation time is given.

The Examination is based on the presentation and presentation of key issues in the report with a subsequent conversation.

4.3 Assessment criteria

Business Case

Assessment is an assessment to what extent the performance of the examiner lives up to the relevant objectives of the study area Part 2. The appormine must include : could :

- apply professional theory and method

- use professional terminology

- independently perform analytics for business-close business issues

- arguably arguable

- reasoning autonomously

- perspectives on their own solutions

- remain critical of the case's material and their own conclusions.

The assessment is based on a holistic assessment.

The International Area

Assessment is an assessment to what extent the performance of the examiner complies with the relevant target area part 2. The end user must include :

- use the professional theory and method

- argu; professionally

- perspectives on your own solutions

- take a critical view of the report's method usage, and to their own conclusions

- reflecting over work forms and working processes in the light of their professional development in the field of study part 2

- disseminate its work.

The assessment is based on a holistic assessment.

4.4 Single-class and self-students

The Kursisten / Self-Student Exclusion is individually and assessed alone from the verbal performance.

Exminations are approximately 20%. 20 minutes. There are at least 48 hours of preparation. The subsequent oral sample will be placed after the school's choice.

Examination is based on the presentation of the examination for the presentation of synopsis with subsequent conversation.

Also, single-skilled and marketing training self-Student in place of the sample as described in point. 4.2, try in the international area according to the following rules :

Multidisciplinary sample based on report

Each courist/self-students formulating a report within the objectives of 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 with the guidelines for the report.

Problem formulation will be drawn up by the examiner and must then be approved by the school.

The report has an 8-10 report normal pages. The report shall normally be sent within 14 days prior to the test for the censor.

Eksaminator and censor must have the competence of the areas covered by the highest weight. The exterminal is only judged by the verbal performance.

The report consists of :

- a processing of the task's professional issues

- a statement of the method considerations in connection with the task

- a statement of how the individual subjects contribute to the implementation of the issues

- a reasoned assessment of, how the professional colleges promote a holistic understanding of the issues.

The time of the following is approximately 20 minutes. 30 minutes. No preparation time is given.

The Examination is based on the presentation and presentation of key issues in the report with a subsequent conversation.

Assessment criteria are responding for the assessment criteria for the international area under point. 4.3 in this read-map.


Appendix 4

Bindings between Student Directions-Hhx, June 2008

Any study reentry contain at least one of the subject (s) of less than 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 particular category of at least B level, cf. below.

If the study's view contains :

1) corporate economics A, it should also contain

a) at least one of the unions placing A or an international economy A

b) or at least one of a minimum of B-level technical or information technology

2) marketing A, must also contain

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

b) or facin information technology at least at B level

3) international economics A must also contain

a) at least one of the professes marketing A, enterprise economics A, or a foreign language A

b) or Math on at least B-level

4) a conteedown language A, must also contain at least one of the marketing A, international economics A, or a starting language A.


Appendix 5

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

1. Target

1.1 Each student will have to respond to a greater written task in either a Danish or a contemporary 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 during the first months of 3 years.

1.2 The purpose of the task is partly to strengthen the professional goals by the student associated with the professional work and with Whereas the incorporation of professional theory and method is working on a key subject, and to create progression in the preparation of major written tasks by giving weight to the weight of the manufacturing and technical aspects of the technical aspects of the manufacturing industry ; in writing.

2. Elections and Territorial and Area ; Guide

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

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

2.3 In consultation with guides / road managers the student must select space for 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. The boundary of the area must at the same time ensure that significant 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 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 provides for a procedure for this.

2.5 The task will be answered individually. Livers may choose the same area, but must in the guidance process have different problem wordings.

2.6 School premises, library, and other training equipment must be as far as possible in the greatest possible extent. available to the student during the period in which the response is drawn up.

3. The assessment

3.1 The assessment of the task response is carried out by the professors / teachers and is a technical holistic assessment.

In the assessment, emphasis is placed on :

- topic processing, including documentation

- use of professional knowledge and the basic methods of the professional and fagents

- manufacture, including source information, noteapparat, and literary list.

Furthermore, it is included in the assessment whether there is consistency between the time frame for the task and the scope and quality of the response.

A character is given that forms part of the establishment of the timarksman of the professional / unions.


Appendix 6

Studierest project-hhx, June 2008

1.1 On 3. 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 : adjust to the test in the incoming studies in the first-term examination class.

1.2 The individual pupil is selected within the framework of the pkt. 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. section 2.3.

1.3 The preparation of the student routing project must be done in two consecutive weeks (total 10 school days) during 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 study project, no other education is given.

2. Area and to do formulation

2.1 The school designates among the school teachers in the major classes one or more counselors of the student who are understood to be good advice and intake to the student body work. the project. The school arranges the instructions in such a way as to ensure a clear separation between the teacher's role as a guidance counselor and as a judge, and so the instructions must not include an assessment of essential parts of the pupils ' s response.

2.2 The student selects in consultation with its (s) of the guidance counselor (s) of the Student Guidelines. 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 11 shall at least six weeks prior to the start of the project period in writing, in writing, the selected subjects 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 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 that are not major subjects can be included with the substance, supplementary matter, examples and methods within or in the immediate extension of the teaching of subjects (one).

2.5 Task formulation. 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 weight-up period.

2.6 For tasks in which one or more foreign languages are included must be part of the sources used 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 that the task response is fully or partially prepared in one of the languages in question.

2.8 The task response must contain a map summary in English.

3. Assessment

3.1 The assessment of the task response is a professional holistic assessment in relation to the technical objectives of the studies that are part of the study project.

For the assessment In addition to the following conditions :

- conforms to the response and to do the task formulation, including the limitations and requirements that are included in this,

- the examiner's selection, suspension, processing, assessment and perspectives of relevant professional,

- the severity and complexity of the problem, as well as

- the dissemination of the item.

3.2 If the task response is wholly or partially worked out in a foreign language, the requirements for the language form are the same as if it was written in Danish.

3.3 It is given one character from one holistic assessment.


Exhibit 7

Project Top for Single Trade Counsamen-hhx, June 2008

1. The pope's frames

1.1 Each courier will draw up a project task. The projectome is written in 1-3 of the courses included in the training course of the coupage. At least one of the studies must be at A-level.

1.2 The Kursist must either have either submitted or set itself to the test of the next exams in the next exonment after the courier has the same course of action. completed the instruction in the specialists.

1.3 The individual coupage picker is selected within the framework of the field. 1.1.2 even the subject of the project's projection of the project.

1.4 The project task creation must be done in two consecutive weeks (total 10 school days) for a period that is set by school. However, if special practical conditions are therefore, the school may decide that some of the first five days may be placed individually and / or separately from the last, cohesive part of the period.

2. Guidance and task title

2.1 The school designates one or more roadside counselors for the individual coupage in the fields that are included in the project task. The weather operators are included in all the phases of the project project.

2.2 The Kursisten selects in consultation with the path managers for the project task. 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 6 weeks prior to the start of the project period within six weeks prior to the start of the project, in writing the selected subjects and areas.

2.3 Kursists 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 subject matter or related to it.

2.4 The task formulation shall be drawn up by the guiding light.

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 weighting period.

2.5 For tasks in which one or more foreign languages are included, a portion 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 that the task response is fully or partially prepared in one of the languages in question.

2.7 The task response must contain a map summary in English.

3. Assessment

3.1 The assessment of the task response is a professional holistic assessment in relation to the professional goals of the project task (s) that are included in the project

project.

When the assessment is being evaluated In addition to the following conditions :

- on the project task has been answered in accordance with the task formulation, including the limitations and requirements that are included in this

- whether there is consistency between the time the framework of the project task and the scope and quality of the task response

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

- for the examination other has appropriate professional analysis and working methods for the response

- on the substance has been processed sufficiently deep

- for a critical assessment of a professional and methodical basis

- whether there has been an independent processing and perspective of the item

- about the problem settings have been in particular, difficult and complex

- about the substance is mediated in a satisfactory manner

- if there are specific references and complete documentation

- about all sources are enlightened

- about notes and literary lists are correct and complete

- in the task intake in the task response is overly predisposed, and the language design is clear, precise and uniformly throughout the task.

3.2 If the task response is fully or partially worked out in a foreign language, the language design requirements are the same as if it was written in Danish.

3.3 There is one grade based on a holistic assessment of the response.


Appendix 8

Statement A-hhx, June 2008

1.1 Identity

Statement is a social scientifically 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, and the company's marketing decisions.

1.2 Purpose

The purpose of the instruction is to promote the ability of students to operate independently and holistic issues with 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 to enable students ' ability to collect and analyse relevant information in order to foster a decision-making basis. Finally, the students must build the ability to work with basic marketing issues through the use of marketing economic instruments with the involvement of information technology tools.

2. Fact objectives and professional content

2.1 Fagable targets

The students, both at a national and international perspective, could :

- gather, analyze and evaluate information about your internal and external relationship

- analyze and assess your strategic planning

- autonomously include theories and models for assessing the competitive situation in a given market

- appraisal and perspectives to the purchase behavior on the Consume and Producer market and to apply knowledge about this by organization of the company ' s strategy

- realizing market selection and segmentation, as well as assessing the company selection of target groups

- analyzing and evaluating your product development, price fixing, distribution and communications.

2.2 Kernestof

Core

for information collection and processing

- Internationalisation and globalization Theory

- company's internal and external conditions

- strategic planning

- market conditions, including cultural conditions

- competitive conditions

- purchasing behavior

- market selection, segmentation, and

- product development, pricing, distribution, and communications.

2.3 Supplementary matter

Deliveries will not be able to meet professional objectives solely with the use 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 acquired from this area.

3. Subtitle

3.1 Didatactical Principes

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

The concept of a problem-oriented teaching principle has a central place in the organization of the organization ; of the teaching. Through this education, the professional curiosity, intuition and creativity of students, like pupils ' professional autonomy and security, will be strengthened.

The issues of the flag are to be seen to be differentiated, so that a distinction is made between individual, the branch, company, and branch level. This instruction includes analysis using the theories and models of the trade and their connections in relation to real-life issues.

3.2 Workshapes

Education is organized 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 students ' ability to analyse and assess the marketing of marketing issues.

Working with the use of authentic cases, collaborating with businesses, and company visits and guest bulletes.

The training shall be arranged 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 running is organised so that the ability of students to demonstrate professional skills is promoted, so that their ability to discuss, analyze and assess the business of a company on a concrete basis is developed.

3.3 It

The teaching is organized in the interest of the text and presentation programmes to be used as tools in the student body work with marketing tasks 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 Collect with other subjects

When the profession is part of a study program, it has a professional interact with a humanist trade in international or intercultural issues and with other social sciences around the company export, strategy, and logistics and regulatory aspects.

4. Evaluation

4.1 Continuous Evaluation

Through individual guidance and evaluation, the students will reach a clear understanding of the level and development of the technical field standpoint, including the involvement of activities which stimulate the individual and common reflection of the yield of the instruction. The basis for evaluation must be the professional objectives.

4.2 Preview

There is a written and oral test.

Written Sample

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 4 hours.

Mundle sample

School selects one of the following two test forms :

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

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

Examination forms a conversation between exams and examiners. A sample material may not be used at most for three examinations on the same day and not at the following test days on the same team.

b) Mundate sample on the basis of one of the examiner selected ; cohesive teaching process and part of an unknown 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.

The time of the examination time is approximately 30 minutes per. examiner duck. There are 30 minutes of preparatory time. The Exmination is two-shared.

First part consists of the examination process of the examination process complemented by in-depth questions from the examiner. The second part is based on the unknown text material and form a conversation between examination and diploma.

The exomination time is divided equally between the two parts.

The same unknown sample must be allowed to : not more than three examinations on the same day and not on the following day (s) on the same team.

4.3 Assessment Criteria

When evaluating the performance of the examiner at the written and the oral test is a part of how high the examiner is able to comply with the professional systems, target, including that the examiner can :

- structuring and intermediate substances

- analyzing relevant information in relation to a problem position

- selection and argue for the selection of an appropriate model

- discuss, analyze, and assess the marketing issues applying the theory of the trade in an intermittance and international nature of the profession ; context.

There is one character from a holistic assessment.


Appendix 9

Statement B-hhx, June 2008

1.1 Identity

Statement is a social scientifically 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, and the company's marketing decisions.

1.2 Purpose

The purpose of the instruction is to promote the ability of students to operate independently and holistic issues with 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 to enable students ' ability to collect and analyse relevant information in order to foster a decision-making basis. Finally, the students must build the ability to work with basic marketing issues through the use of marketing economic instruments with the involvement of information technology tools.

2. Fact objectives and professional content

2.1 Fagable targets

The students, both at national and international perspective, could :

- should use insights on information gathering to complete the analysis of market opportunities

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

- analyze and evaluate the competitive situation in a given market

- analyzing the purchase behavior on the context market

- set up the purchase behavior on the Producer market

- complete segmentation and evaluate the company selection of target groups

- analyze and take a position on your product development, price fixing, distribution and communications.

2.2 Kernestof

Core

for information collection and processing

- Internationalisation and globalization Theory

- company's internal and external conditions

- strategic planning

- competitive relationship

- purchasing behavior

- market selection, segmentation, and target group options

- product development, pricing, distribution and communication.

2.3 Supplementary matter

The deliverable will not be able to meet the technical objectives solely with the use 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 acquired from this area.

3. Subtitle

3.1 Didatactical Principes

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

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

The issues of the flag are to be seen to be differentiated, so that a distinction is made between individual, the branch, company, and branch level. This instruction includes analysis using the theories and models of the trade and their connections in relation to real-life issues.

3.2 Workshapes

Education is organized with variation and progression in the choice of forms.

for independent work, group and class instruction. The various forms of work must all contribute to the promotion of students ' ability to analyse and assess the marketing of marketing issues.

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

Training is organized with at least one continuous flow equivalent to at least 10% of the total education time. The students will have to work with marketing information and information processing in an unrealistic context. The process 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 analyze a business problem on a concrete basis is developed.

3.3 It

The teaching is organized in the interest of the presentation of text and presentation programs as tools for the job 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 Fact interaction

Fake has a professional interaction with humanist fields of international and intercultural issues and with other professions on the export, strategy and logistics of the company, the use of IT and the logistics of the company ' s exports, strategy and logistics ; issues relating to commercial policy and legislative matters ; aspects.

4. Evaluation

4.1 Continuous Evaluation

Through individual guidance and evaluation, the students will reach a clear understanding of the level and development of the technical field standpoint, including the involvement of activities which stimulate individual and joint reflection on the yield of the teaching. The basis for evaluation must be the professional objectives.

4.2 Sample

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

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

Examination forms a conversation between exams and examiners. A sample material may not be used at most for three examinations on the same day and not in the following test days on the same team.

4.3 Assessment criteria

In the assessment are part of the extent to which : The examiner is capable of fulfilling the subject of the trade. The exterminator must include :

- structuring and intermediate fabrics

- formulates a professional argument

- demonstrates professional skills

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

There is one character based on a holistic assessment.


Appendix 10

Danish A-hhx, June 2008

1. Identity and purpose

1.1 Identity

Fade Danish is a humanist subject for the socieal studies of 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.

Fade deals with language, communications, 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 Forgoals

' The purpose of teaching is to develop the creative and critical sense of students through the acquisition and 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 The critical-analytical sense develops the pupils ' ability to commit itself to a sense of responsibility and tolerance and to actively participate in a democratic society.

The objective is, through the work of text types that varies in time, place, genre and intended to develop the self-awareness and understanding of the pupils as part of the personal ; identity formation.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

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

- demonstrates insights in language build-up, usage, and operation, and could use grammatically and stilistic terminology

- will use different oral and written genants, including loading, record, statement, characterisation, discussion and discussion paper

- autonomously perform a methodical and relevant analysis and interpretation of literary and literary literary and non-literary texts, both orally and in writing

- characterize literary headlines of epoker as significant for the development of today's thinking

- perspectives and appraisal texts from knowledge of historical, cultural, societal, aesthetic, psychological, communicative and business-related contexts

- read and extract the importance of printed and electronic media texts, and to be able to assess these as : information in a communications situation

- demonstrates knowledge of Danish and international flows in literature and media and interplay with culture and communities

- navigating large text volumes and analytic Focused selectors and document.

2.2 Kernematter

Core

- verbal and written language skills, including rhetoric and arguments

- multiply literary rears, including people's displays, and other text types, including journalism, images, and commercial communication

- translated and Scandinavian texts

- Danish texts from central periods in the past 400 years, with special commitment on texts following the breakthrough of the modern breakthrough

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

- Literary works with meaning. for Danish, Nordic or European culture and mindset

- culture and consciousness exhibitions

- languages-, media-and the literary scientific concepts, tools and methods.

Fame is organized in Focal Areas :

- literature History

- media history

- languages and Communication

- trends in cocontigo

- period

- 2 optional areas within the categories : genre, writers, theme, period, media, arts and culture

and in 7 works, either associated with the Focal Areas or independently.

2.3 Supplementary matter

The students will not be able to meet the professional goals alone by means of The core. 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 time of the professional.

3. Subtitles

3.1 DidaArctic Principes

Education buildon end objectives of "spoken language", "the written language" and "language, literature, and communications" of the faded Danish i primary school. 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 organized with a professional progression over the three years.

The work on 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 on texts.

3.2 Work Forms

The training is organized with exchanges of work and different learning strategies that are owed to you the cultural background, influence and professional depth of the pupils. The work of the oral and written preparation shall be included in the choice of substance and work.

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 briefings are conducted with professional guidance on the oral work and work in the IT workshop.

It will be drafted on 2. 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 subject to analysis and assessment. It is used in connection with the students ' information search, communications, text analysis and text output.

3.4 Collecting with other subjects

Dansk is covered by the general interaction requirement the trade unions and forms part of the field of study, according to the provisions applicable to this process. 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 centrally, as is historically conscious.

4. Evaluation

4.1 Continuous Evaluation

The deliverable must in the course of the overall flow through task work and individual guidance, achieve a clear view of the level and development of professional opinion. 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 Trials

There is a written and oral test.

Written test

Written test on the basis of a centrally set 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 6 hours.

The oral sample

Mundable test on the basis of an unknown text material that must be the subject of analysis and perspectives, as well as a related title for one from the educational area known to be used as a starting point for a short oral presentation. The sample material shall be sent to the censor and approved by this prior to the test of the test.

The time of the examination time is approximately 30 minutes. A 60-minute preparatory time is given.

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

A sample material may not be used for the duration of the test material ; three examinations on the same day and not at the following exact days on the same team.

4.3 Assessment Criteria

In the assessment is part of how high the examiner is able to meet the professional Target. The saminall must include :

In the written test :

- written preparation and reintentionally dissemination

- abstract and concrete form the selected topic

- uses professional knowledge and the subject's basic methods.

It is given one character from a holistic assessment.

On oral test :

- verbal preparation

- structuring and explaining the towed topic

- apply Danish professional knowledge and the basics of the profession methods.

There is one character based on a holistic assessment.


Appendix 11

English A-hhx, June 2008

1. Identity and purpose

1.1 Identity

English is a skill class, a knowledge class, and a culture class that 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. This option includes the work of communication in practice, text analysis and text perspective, and the building and grammar of the English language.

1.2 Objectives

This is the purpose of teaching that The students through the work of English will have 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 business terms. 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 pupils.

2. Fact objectives and professional content

2.1 Fagable targets

To :

- understand varied forms of authentic English

- use appropriate read strategies and language learning strategies

- analyze, interpret, and perspectives text

- will use knowledge of the building of the English language language analysis, text understanding and dissemination

- apply knowledge of historic, cultural, societal and business-related conditions in Britain and the United States for analysis and perspective-delivery of current events

- apply appropriate remedial resources for acquisition, evaluation and dissemination of new knowledge of language and global relationships

is a coherent conversation for and participating in conversation about the general public, literary, societal and business-related topics

- in writing formulate different text types, including translations, resumes, internal and external business messages, and longer, self-employed exhibitions of complex issues and topics

- apply a broad general and professional vocabulary and a varied syntax in combination with a sure grammatical control main rules.

2.2 Kernestof

Core substances are :

- professional text and innovation topics that address topics in marketing, international economics, culture and social conditions

- general and business-related communications shapes

- texts of significant English-language authors in the literary main geners

- Central texts that put together give a portrait of the modern United Kingdom and the United States of America, inclusive, historical, cultural, social and business-related conditions

- the grammar language of the English language, sound system, orthograph, idiomatik, vocabable vocabary and vocabinas and vocables ; order formation.

2.3 Supplementary matter

The deliverable will not be able to meet the technical objectives solely through the core. The additional substance must deepen and outlook the core material and extend the professional horizons so that the pupils meet the professional objectives.

3. Subtitles :

3.1 Didatactic Principles

The training must take account of the level of professional skill set by students in primary school and organised so as to progressively meet greater complexity in terms of choice and methodology and experience greater autonomy and responsibility in relation to their own professional development. There must be a change between inductive and deductive forms of work :

Work with the different matter 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 is most predominate English.

3.2 Workshapes

Central to the training is the professional progression. The work on the profession is primarily organized as topics or projects based on the subject matter of the subject matter and in the supplementary matter

The training is organized in the form of 7-10 topics.

Written Work is 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-employment of issues.

3.3 It

It is used as a an instrument of writing and oral information, for the information search and for the development and testing of linguistic skills and integrate into the teaching where appropriate.

3.4 Collections with other subjects

English is subject to the general requirements for interactions between the trade unions. The profession is a compulsory subject in all the studies in the field of professional interaction on economic, societal, historical, international and intercultural subjects.

The same is part of a interaction with other language courses. and Danish on language and text analysis.

4. Evaluation

4.1 Ongoing Evaluation

The technical viewpoint of the students will be evaluated using an initial screening process leading up to the test. 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 Trials

There is a written and oral test.

Written test

Grundlayer of the written test is a two-tier centrally set 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 help is used for the response of the second part of the task set.

The oral sample

School selects for each 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 core material and that the same unknown sample may not be used more than 3 degrees on the same team.

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

The time of the examination time is approximately 30 minutes per. examiner duck. 60-minute preparatory time is given. The examination forms as a conversation between degrees and examiner.

Trial (b) : Mundable sample on the basis of an unknown text material of 10 to 15 normal pages linked to one of the studies studied and one unknown prosa or solicitor of a degree of approacor 1 normal side. The sample material shall be sent to the censor and approved by this prior to the test of the test.

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

The Exmination is two-shared.

First part consists of the examination of the examiner's presentation of unknown text material with the involvement of the studied topics complemented by an in-depth conversation between exams and examiner.

Part of the examination is partly of the reading and translation of selected parts of the unknown, unprocessed text, and some commenting and explanation in : assimities to vocabable and grammar.

The spread time is shared between the two parts, so that the first part amounts to approximately The

4.3 Assessment Criteria

In the assessment of the written and oral examination, shall be a part of the degree to which the examiner is able to meet the professional objectives of the purpose of the written and oral oral examination. 2.1.

The examination of the written test includes the examiner's :

- textual understanding, overview and ability to select relevant information

- understanding the communication situation and ability to customizing text to receive

- ability to structure logic and cohesive

- ability to expand the topic and make appropriate perspectives

- ability to use appropriate remedies, including IT

- security in the herding of the English language, including language accuracy, language use and vocabulator

- ability to present views and arguments cohesive.

There is one character from a holistic assessment.

The evaluation of the oral test includes the examiner's :

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

- ability to populate the topic and make appropriate perspectives

- ability to present one cohesive and well-structured using IT

- unswelled ability to engage in conversation in English, present views floating and

- argumenting cohesive

- ability to explain and apply the relevant concepts and methods in relation to text (s) and topic

- the ability to make appropriate linguistic and stilistic observations

- security in the herence of the English language, including language accuracy, language, language and vocabulating.

It will be given a holistic assessment.

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Appendix 12

Commercial court C-hhx, June 2008

1. Identity and purpose

1.1 Identity

Commercial Law is a legal profession that includes knowledge about the general legal principles and a broad field of professional 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 Objectives

Through training in business, the students must develop the ability to reflecting on legal issues related to the undertaking, 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 :

- account for the legal philosophical, ethical and international status aspects

- account for aspects of national and international sources of law

- is applying a legal method of analysis and assessment of Danish, private-matter issues in the relationship between the undertaking and its ; around the world

- discuss and assess employment legal issues

- discuss aspects related to prosecutions.

2.2 Kernestof

Core

Core

- legal regulatory and legal sources

- replacement without for contract, product liability

- Contracts ', consumer contracts, marketing

- purchases and sales of goods, national and international services, international private purchases, consumer purchases

- credit agreements, credit security, including pant and bail

- it-juries

- function right

- prosecutions.

2.3 Supplementary

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

3.1 DidaArctic Principals

Work with current legal issues, with specific cases analyzed from a holistic view. 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 base.

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

Business issues are assumed from the company's point of view.

Individuals and society are stakeholders in relation to company law enacting.

3.2 Work Forms

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

Also includes the oral and writing work on tasks relating to defined legal issues.

The training must be organized with at least one continuous cycle ; equivalent 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 evolve.

3.3 IT

The teaching is organized while it is part of the tool. In the context of longer cohesive courses, the teaching of the students must be given in the interest of access to electronic communications platforms and the Internet.

3.4 Collect with other subjects

The tag is part of interaction with other subjects relating to international issues and in a interaction with the social studies in the area of business and general legal issues.

4. Evaluation

4.1 Ongoing Evaluation

The basis for the ongoing evaluation is the technical 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 Trials

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

Test form a) : Mundable 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.

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

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

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

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

The end is two-shared.

First part consists of the presentation and presentation of a cohesive education flow complemented by deprecated questions from 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 at most by three examinations on the same day and not at the following test days on the same team.

4.3 Assessment criteria

When assessing the assessment, the degree to which the degree is assessed is the extent to which : the examiner is able to meet the subject of the subject.

The agent must include :

- structuring and mediating professional

- formulating a professional argument

demonstrates professional skills

- discuss and assess business legal issues with the application of the method and terminology in a reality near context.

There is a single overall character from a complete assessment.


Appendix 13

French beginners language A-hhx, June 2008

1. Identity and purpose

1.1 Identity

French is a skill class, a knowledge 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, business and social conditions are dealt with as well as culture in France and other French-speaking countries.

1.2 Objectives

Through the French language work, the students 'ability to develop the pupils' ability to develop the pupils ' ability to do so. Communion in French, in general and in terms of business. 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 their own culture by comparison with French-language cultures.

2. Fact objectives and professional content

2.1 Fagable targets

To :

- understand the main content when speaking French about known as well as general issues, disseminated through different media

- participate in conversation and discussion in a clear and reasonably floating French about known as well as general topics

- read and understand unprocessed French language texts

- orally present, account and comment on known issues of community, business and culture in a clear and reasonably liquid French by means of appropriate presentation shapes

- is written in writing for a given problem on a single and coherent French, translate a simpler Danish text into French, and unfinished simple business-related materials

- analyzing and interpreting French texts of various genres and put the individual text into cultural, societal and literary contexts

- perspectives the acquired knowledge of French and francopone society-, business- and cultural relations with other communities, business and cultural matters

- use knowledge of learning foreign languages in daily work

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

2.2 Kernematter

Core is :

- the basic principles of the building and application of the language, both for the colletalers and the structure of the text and of the relevant syntax and morphology

- a general and professional vocabable and idiomatik for use by oral and written communication with special focus on them ; studying topics

- they basic elements of French pronunciation and intonation, receptive as well as productively

- current oral and written literary and non-literary forms from France and other francophaone ; Countries

- central pages of the communities and professions of France and other francopone countries

- cultural and intercultural relationships that are relevant to the studying topics

- internal and external communications in French enterprises.

2.3 Supplementary matter

The deliverable will not be able to meet the technical objectives solely through the core. The supplementary matter consists of various cultural, literary, business and social expression, which is based on the francopone world. It must deepen and outlook the core and extend the professional horizons so that the pupils meet the professional goals.

3. Subtitles by

3.1 Didatactical principles

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

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

The centre of teaching is the opportunity for students to be able to acquire the ability to do so. for their own language production and in relation to the professional objectives. Fluency prioritises higher than linguistic precision.

Listening, read and communication strategies must give students tools to enable and maintain communication.

Grammar, Text understanding, and the inclusion of alienation of alienation and taking into account the professional progression.

Education is as far as possible in French.

3.2 Workshapes

Centralt in the teaching is the professional progression.

After the initial classes, the work is organized mainly through 6-8 different topics, and ensures that the professional targets are integrated into this work.

Work and methods varied and aligned with the professional goals that are work towards the topic in question.

The training is organized with progression in the selection of forms so that students gain competence and independence in work.

preference is selected for previewing working forms that develop the communitiable skills of the students, ability to read and Contexts, and to present a given topic. Understanding spoken French is ensured by the fact that the students hear the language disseminated in a variety of media.

Working with French culture, French society and professional relationships are constantly being integrated into the work with the topics.

Written Work " is included in daily teaching, partly as a support event for the oral dimension, partly as a self-employed discipline, where students both have the opportunity to train and demonstrate their linguistic knowledge and skills and to develop the ability to provide in writing, in writing, on the content page.

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

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

3.4 Congames 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 state of conduct. The general linguistic, international and global dimensions of the Faget open for interactions with other subjects.

When French forms part of a study, it must form part of interaction with other subjects of linguistic, cultural, intercultural, and company and socioeconomic nature

4. Evaluation

4.1 Continuous Evaluation

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

Evaluation must be forward-forward.

4.2 Trials

There is a written and oral trial.

The written test

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

- free written production, starting from a French language text material of approximately 1 normal page and image material

- translation of a text from Danish to French

- business-related task in French on the basis of a The French language.

The duration of the sample is 4 hours.

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

The oral sample

Mundable test on the basis of an unknown, unprocessed sample French-language material of a degree of approximately EUR 20 000. 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.

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

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 remedies are allowed.

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

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

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

4.3 Assessment Criteria

By the written and oral examination, the extent of the examiner's performance complies with the professional goals.

By written the emphasis attached to the fact that the examination may extract the essential material of the supplied text material, express itself ; in writing, in writing in a cohesive French, to answer a task,

disponers and make a content clearly and independently in a manner that corresponds to the nature of the subject.

The exonerator must also be able to show security in the relevant morphology and syntax and master of a general vocabable vocabinal and idiomatik.

A comprehensive assessment is given out of a comprehensive evaluation.

At the oral enclosure, the emphasis is placed on the French diploma, presenting and perspectives the unknown text material and include relevant elements of French and francophagus culture, literature, professions and society from the subject of the study. In addition, there is emphasis on the intercourse and text understanding.

Conflict language is more important than correctness in detail.

It is given one character from a comprehensive assessment.

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Appendix 14

French consecuris_language A-hhx, June 2008

1. Identity and purpose

1.1 Identity

French is a skill class, a knowledge 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, business and social conditions are dealt with as well as culture in France and other French-speaking countries.

1.2 Objectives

Through the French language work, the students 'ability to develop the pupils' ability to develop the pupils ' ability to do so. Communion in French, in general and in terms of business. 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 their own culture by comparison with French-language cultures.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

- understand French, disseminated through various media, including verbal statements

- will participate in conversations and discussions in a varied and floating French

- use different read strategies to inform in greater text volumes and understand ; unprocessed French lyrics

- orally presenting and presenting a subject by means of appropriate presentation shapes on a clear and well-structured French

- write a varied and reasonably correct French on known topics, unfinished business-related materials, and translate a Danish text of a certain degree of clarity to a clear and precise French

- Analyzing and interpreting French-language texts genders and perspectives the individual text in relation to cultural, societal and literary relationships

- apply the acquired knowledge of French and francopone social, business-related knowledge ; and cultural aspects of the daily work, both orally and in writing

- perspectives the acquired knowledge of French and francopan societal, professional and cultural relations ; other societal, professional and cultural conditions

- is insisting how to learn foreign languages in daily work

- use a language and toingual dictionaries, a French grammar, and others formulants.

2.2 Kernematter

Core

- the general principles for the building and application of the language, both related to : structure and texture structure and the texture and morphology structure and the texture

- a variated general and professional vocabulary as well as idiomatik for use in written and oral communication with special focus on the studied topics

- knowledge of French pronunciation and intonation, prescriptions as well as productively

- central as well as specific sides of French and other francopone societies, professions and culture

- current oral and written literary and non-literary forms from France and other francopan countries

- French businesses ' profile, structure, and interaction with the outside

- intercultural relationships that are relevant to the studied topics

- the francopan world role within the international community.

2.3 Supplemental matter

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

3. Subtitles by

3.1 Didatactical principles

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

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

The centre of teaching is the opportunity for students to be able to acquire the ability to do so. for their own language production and in relation to 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 prioritises higher than linguistic precision.

Listening, read and communication strategies must give students tools to enable and maintain communication.

Grammar, Text understanding, and the inclusion of alienation of alienation and taking into account the professional progression.

Education is as far as possible in French.

3.2 Workshapes

Centralt in the teaching is the professional progression.

Work is organized mainly through 8-10 different topics, and ensures that the professional targets are integrated into this work.

Work Forms and Methods are varied and adapted to the professional goals that are being worked towards in this task. subject.

The teaching is organized with progression in the choice of forms of work, so that students gain competence and independence in work.

The focus is on working forms that are developing the pupils communicative skills, ability to read and understand texts, and develop the ability to submit a given topic. Understanding spoken French is ensured by the fact that the students hear the language disseminated in a variety of media.

Working with French culture, French society and professional relationships are constantly being integrated into the work with the topics.

Written Work " is included in daily teaching, partly as a support event for the oral dimension, partly as a self-employed discipline, where students both have the opportunity to train and demonstrate their linguistic knowledge and skills and to develop the ability to provide in writing, in writing, on the content page.

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

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

3.4 Congames 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 state of conduct. The general linguistic, international and global dimensions of the Faget open for interactions with other subjects.

When French forms part of a study, it must form part of interaction with other subjects of linguistic, cultural, intercultural, and company and socioeconomic nature

4. Evaluation

4.1 Continuous Evaluation

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

Evaluation must be forward-forward.

4.2 Trials

There is a written and oral trial.

The written test

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

- free written production as a basis in a French language text material of 2-3 normal pages and an image

- the translation of a text from Danish to French

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

The duration of the sample is 5 Hours.

Exterminals must use all help 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 sample

Mundable test on the basis of an unknown, unprocessed sample French-language material of a degree of approximately EUR 20 000. 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.

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

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 remedies are allowed.

The second part includes text understanding with the basis of the unknown unprocessed prosatekst. 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 preparation time, the examination must use all means other than communication with the outside world.

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

4.3 Assessment Criteria

By the written and oral examination, the extent of the examiner's performance complies with the professional goals.

By written the emphasis attached to the fact that the examination may extract the essential material of the supplied text material, express itself ; in writing, in writing in a cohesive French, to respond to a task, dispose and make a clear and independent content in a manner that corresponds to the nature of the subject and the tacit of the task. Additions must also be able to show safety in the relevant morphology and syntax and to master a general vocabinal and idiomatik.

A comprehensive assessment is given out of a holistic evaluation.

On oral the emphasis is given to the fact that the French diploma may present and outlook the unknown text material and include relevant elements of French and francopis culture, literature, professions and society from the studied subject. In addition, there is emphasis on the intercourse and text understanding.

Conflict language is more important than correctness in detail.

It is given one character from a comprehensive assessment.

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Appendix 15

French consecuris_language B-hhx, June 2008

1. Identity and purpose

1.1 Identity

French is a skill class, a knowledge 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, business and social conditions are dealt with as well as culture in France and other French-speaking countries.

1.2 Objectives

Through the French language work, the students 'ability to develop the pupils' ability to develop the pupils ' ability to do so. Communion in French, in general and in terms of business. 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 their own culture by comparison with French-language cultures.

2. Fact objectives and professional content

2.1 Fagable targets

To :

- understand the main content when speaking French about known as well as general issues, disseminated through different media

- participate in conversation and discussion in a clear and reasonably floating French about known as well as general topics

- read and understand unprocessed French language texts

- orally present, account and comment on known issues of community, business and culture in a clear and reasonably liquid French by means of appropriate presentation shapes

- is written in writing for a given problem on a single and coherent French, translate a simpler Danish text into French, and unfinished simple business-related materials

- analyzing and interpreting French texts of various genres and put the individual text into cultural, societal and literary contexts

- perspectives the acquired knowledge of French and francopone society-, business- and cultural relations with other communities, business and cultural matters

- use knowledge of learning foreign languages in daily work

- use one and two-language dictionaries, a French grammar and others ; formulants.

2.2 Kernematter

Core

- the basic principles of the building and application of the language, both related to : structure and texture structure and the relevant syntax and morphology

- a general and occupational vocabinal and idiomatik for use by oral and written communication with special focus.

-studied topics

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

- current oral and written literary and non-literary forms from France and others the francopone countries

- key sides of France and other French and other francopone countries

- cultural and intercultural relationships that have relevance for they studied topics

- internal and external communications in French enterprises.

2.3 Supplementary matter

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

3. Subtitles by

3.1 Didatactical principles

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

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

The centre of teaching is the opportunity for students to be able to acquire the ability to do so. for their own language production and in relation to the professional objectives. Fluency prioritises higher than linguistic precision.

Listening, read and communication strategies must give students tools to enable and maintain communication.

Grammar, Text understanding, and the inclusion of alienation of alienation and taking into account the professional progression.

Education is as far as possible in French.

3.2 Workshapes

Centralt in the teaching is the professional progression.

Work is organized mainly through 6-8 different topics, and ensures that the professional targets are integrated into this work.

Work Forms and Methods are varied and adapted to the professional goals that are being worked towards in this task. subject.

The teaching is organized with progression in the choice of forms of work, so that students gain competence and independence in work.

The focus is on working forms that are developing the pupils communicative skills, ability to read and understand texts, and develop the ability to submit a given topic. Understanding spoken French is ensured by the fact that the students hear the language disseminated in a variety of media.

Working with French culture, French society and professional relationships are constantly being integrated into the work with the topics.

Written Work " is included in daily teaching, partly as a support event for the oral dimension, partly as a self-employed discipline, where students both have the opportunity to train and demonstrate their linguistic knowledge and skills and to develop the ability to provide in writing, in writing, on the content page.

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

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

3.4 Congames 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 state of conduct. The general linguistic, international and global dimensions of the Faget open for interactions with other subjects.

When French forms part of a study, it must form part of interaction with other subjects of linguistic, cultural, intercultural, and company and socioeconomic nature

4. Evaluation

4.1 Continuous Evaluation

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

Evaluation must be forward-forward.

4.2 Preview

There is an oral test being held on the basis of an unknown, unprocessed French-language material of a degree of approximately EUR 20 000. 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.

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

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 remedies are allowed.

The second part includes a conversation in French, starting from 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 preparation time, the examination must use all means other than communication with the outside world.

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

4.3 Assessment Criteria

The test is judged to the extent to which the performance of the examiner lives up to the technical objectives.

The emphasis is placed on the presentation of the French diploma in French and extend to the unknown text material and include relevant elements of French and francopon culture, Literature, professions and communities from the study were studied. In addition, there is emphasis on the intercourse and text understanding.

Conflict language is more important than correctness in detail.

It is given one character from a comprehensive assessment.

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Appendix 16

International Economics A-hhx, June 2008

1. Identity and purpose

1.1 Identity

International Economics is a social scientifically subject that deals with socio-economic development in a national, European and global economy perspective.

The Fame provides insight and understanding of the socio-economic development of an open economy. The profession deals with descriptive economics and economic theory and method.

1.2 Purpose

The purpose of the business is that students develop their societic understanding and their ability to describe, analyzing, reflecting and taking a position on both historical and current socio-economic contexts and issues.

In addition, students must develop their methodical skills and gain insights and understanding of socio-economic issues in and between the national, the European and the global market, Similarly, the students must build the ability to reflect on the socio-economic development of the economy.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- apply knowledge about economic theory and method for analysis of socio-economic cohesion and interplay between economic sectors

- from the economic key figures analysing and evaluating financial balance-sheet problems and analysing and evaluating the economic aspects ; socioeconomic effects of economic and political interventions and events

- analysts, perspectives and assessing national and global socioeconomic issues

- knowledge of central macroeconomic schools

- use knowledge of trade theory and international economic cooperation to analyze and assess the development of Denmark's external trade, global trade and the international division of labour

- Analyzing, assessing and comparing different degrees of economic integration, including account for economic cooperation in the EU

- would apply knowledge of economic growth and global growth centres to analyze the economic growth in Denmark and the global economy

- analyze, discuss, and evaluate different welfare models

- analyze and evaluate differences in living conditions, and to account for different developmental categories and forms of development ; for development assistance

- analyzing, assessing, and comparing information on business structure, living conditions, demographics and economic development in different countries and regions

- sets tables and maps charts to illustrate socio-economic data and make simple calculations related to socioeconomic analyses.

2.2 Kernematter

Core is :

- economic theory and method

- the economic sectors and interplay between these

- national accounts concepts and macroeconomic key

- financial balancing problems and key economic policies

- macroeconomic schools

- Commercial theories, international trade and international division of labour

- international economic cooperation and different degrees of economic integration

- economic growth, cyclical and international cyclical trends

- welfare models

- development theory, development policy and development cooperation

- business structure, living conditions, income distribution and demographic development.

2.3 Supplementary matter

The students will not be able to meet the technical objectives solely by means 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. Subtitle

3.1 Didatactical Principles

Education must be tested with a high emphasis on elevation working forms.

It must be exchanged between the inductive teaching method, where the starting of reality shows where students formulate the explanations and the consequences of the problems and the deductive learning method where the teacher structures the substance and establishes the substance and the establishment ; the basic contexts of the specialist.

Current examples and cases must be constantly included in the teaching, so that the professional theory and method of practice are used in concrete realities. The emphasis is placed on the practical application rather than theoretical model structure.

Also, there must be progression in the organization of the subcommittee.

3.2 Work Forms

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

The written work includes minor tests to assess the profitability of students by selected themes from the teaching and tasks that are based on a case associated with related questions related to the issues that are related to the case.

3.3 IT

Information Technology tools must be included in the teaching where they can support and supplement the professional objectives and the objectives ; pedagogic process. The IT must be used for information search and to set up tables and charts for oral and written presentation.

3.4 Trade

International Economies subject to the general requirements 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. Similarly, the profession is in congested with humanist subjects that contain international themes.

Finally, the faction of mathematics has been interacting when this is a subject of the study.

4. Assessment

4.1 Continuous Evaluation

Through the individual guide and use of testing achieves the students en route in the overall course of a clear understanding of the level and development of the professional stance. It shall include activities that stimulate individual and common reflection on the yield of the instruction.

The basis for evaluation must be the professional objectives.

4.2 Trials

There is a written and oral test.

The written test

School selects for each of the following two test forms :

Test shape (a) : Written test on the basis of a centrally submitted case, for which a number of questions have been assigned.

The duration of the sample is 5 hours.

Test form b) : Written test on the basis of a centrally submitted case associated with a number of Questions.

The duration of the test is five and a half hours.

The sample is bipartitioned.

The duration of the first portion of the sample is 1 1/2 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 4 hours.

Issues in relation to the calate are issued and the final examination of its individual responses to the questions asked.

The oral test

The coil selects for each of the following two test forms :

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

The time of the examination is approximately 30 minutes per. examiner duck. A 60-minute preparatory time is given.

The examination forms as a conversation between examiner and finals.

A sample material may be used in three examinations on the same day and not at the same time, The following

graduation days on the same team.

Test form b) : Mundable test on the basis of a known socio-economic theme consisting of an unknown socio-economic attachment 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.

The time for the end is approximately 30 minutes per. examiner duck. A minimum of 24 hours of prepasture is given.

The examination is based on the presentation of its synopsis complemented by

detailed questions from the examiner. The exterminal is only measured from the verbal performance.

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

SAT days on the same team.

4.3 Assessment Criteria

When the performance of the written and oral sample is evaluated, the examiner is able to meet the subject of the subject matter. Particular attention is paid :

- professional knowledge and overview

- application of professional theory and method

- ability to analyze, perspectives, and evaluate professional issues

- ability to formulate professionally accurately

- ability to argue for the views that were produced

- the ability to structure and disseminate professional matter

There is one character from a holistic assessment.


Exhibit 17

International Economy B-hhx, June 2008

1. Identity and purpose

1.1 Identity

International Economics is a social scientifically subject that deals with socio-economic development in a national, European and global economy perspective.

The Fame provides insight and understanding of the socio-economic development of an open economy. The profession deals with descriptive economics and economic theory and method.

1.2 Purpose

The purpose of the business is that students develop their societic understanding and their ability to describe, analyzing, reflecting and taking a position on both historical and current socio-economic contexts and issues.

In addition, students must develop their methodical skills and gain insights and understanding of socio-economic issues in and between the national, the European and the global market, Similarly, the students must build the ability to reflect on the socio-economic development of the economy.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- apply knowledge about economic theory and method for analysis of socio-economic connections and interactions between economic sectors

- analyse economic balance problems, and analyse, discuss and assess the socio-economic effects of economic and political interventions and events

- account and evaluate national and global socio-economic issues

- use knowledge of trade theory and international economic cooperation to account for the development of Denmark's external trade and global trade

- explains the trend in the context of the trend in Denmark

- accounts for differences in living conditions in countries at different stages of development

- Analyzing tables, charts and text related to a country's business structure, demographics and economics.

- set up tables and chart charts to illustrate socio-economic data and simple calculations related to socioeconomic analyses.

2.2 Kernestof

Core

- economic theory and method

- the economic sectors and interplay between these

- economic balancing problems and key economic policies

- foreign trade, trade theory and trade cooperation

- economic cooperation in the EU

- national accounting concepts and macroeconomic key figures

- economic growth, cyclical and international economic spread

- business structure, living conditions, and demographics development.

2.3 Supplemental

Edeliverne will not be able to meet the technical goals alone using the core. 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. Subtitle

3.1 Didatactical Principles

Education must be tested with a high emphasis on elevation working forms.

It must be exchanged between the inductive teaching method, where the starting of reality shows where students formulate the explanations and the consequences of the problems and the deductive learning method where the teacher structures the substance and establishes the substance and the establishment ; the basic contexts of the specialist.

Current examples and cases must be constantly included in the teaching, so that the professional theory and method of practice are used in concrete realities. The emphasis is placed on the practical application rather than theoretical model structure.

Also, there must be progression in the organization of the subcommittee.

3.2 Work Forms

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 student capacity to analyze, assess and argue.

3.3 IT

Information technology tools must be involved in teaching where they can support and complement the professional objectives and the educational process, including it must be used for an information search.

3.4 Professional interaction

International Economics are included of the general requirements 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 of the study.

4. Evaluation

4.1 Continuous Evaluation

Through the individual guide and use of testing achieves the students en route in the overall course of a clear understanding of the level and development of the professional standpoint including activities that stimulate the individual and shared reflection of the yield of the instruction.

The basis for evaluation must be the professional objectives.

4.2. Test methods

The oral test will be held. The coil selects for each of the following two test forms :

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

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

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

A sample material may be used in three examinations on the same day and not at the time of the test. The following

graduation days on the same team.

Test form b) : 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.

The time for the end is approximately 20 minutes per hour. examiner duck. A minimum of 24 hours of pre-preparation time.

The examination is based on the presentation of its synopsis, supplemented by an in-depth question from the examiner.

Experminate Assess; alone the verbal performance.

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

4.3 Assessment Criteria

I the assessment is a part of how high the examiner is able to meet the professional target.

For the assessment, special attention must be paid to the examiner's :

- professional knowledge and overview

- use of professional theory and method

- ability to analyze, discuss, and evaluate professional issues

- ability to structure and communicate professionally substance.

It is given one character from a holistic assessment.


Appendix 18

IT A-hhx, June 2008

1. Identity and purpose

1.1 Identity

It is a social scientifically with touch interfaces 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 processing data and dissemination of information.

1.2 Objectives

The teaching must promote the pupils ' ability to relate to reflective purposes. for the information technology development and the importance of the individual, the professions and the communities. 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 solution of information technology issues in an equality and international context.

2. Fact objectives and professional content

2.1 Fagable targets

Eshipment must be able :

- account for the significance of the individual, professions, and community

- apply professional knowledge to organize and maintain digital workplaces in networks

- structuring data and apply databases on different applications

- application solutions to simple professional issues

- apply knowledge of the development and implementation of IT systems to plan and organize projects

to use knowledge about IT tools to assess and develop business processes

- map IT security problems and setting up different solutions

- discussion and outlining IT strategic solutions and policies in the context of business development and other strategies

- use knowledge of IT for interactive contexts, including assessment visualization specifics and user-friendliness.

2.2. Core

Core

is :

- IT infrastructure and rule of law

- it systems, including server, data transmission, and networks

- databases, modeling, system integration and data presentation.

- programming and programming language, description tools, and test methods

- IT organization, development and governance

- IT tools and IT systems for optimizing business processes

- logical, physical and organizational data security

- IT strategies and technology management

- communication tools and models, designs, and visualization.

Shipments will failed to meet the technical objectives solely with the use 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 tenget.

3. Subtitle

3.1 DidaArctic Principes

The training in the profession shall promote pupils ' curiosity and apprentitionship through a creative and experimental approach to the substance. This is achieved by an inductive approach to the subject areas of the subject.

In education, students must hazard the positive synergy effect that emerges in mutual collaboration, where individual capabilities are utilized in interaction with others.

3.2 Workforms

The training is organized with variation and progression in the selection of educational forms.

Exchange between overflows, experimentation, drills, and projects on which both process and product are focused. 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. It shall be organised in such a way as to promote the ability of students to demonstrate IT professional skills.

3.3 IT

The primary renomination of the Flow is information technology. The profession must therefore be carried out with the extract of the IT tools for experimentation, testing and preparation of documentation.

3.4 Trade

When the business is included as a student program, it is a interaction with other subjects of use and implementation of IT solutions. In addition, the factions are interact with social sci-and-related issues related to technological development and IT policy conditions.

4. Evaluation

4.1 Ongoing Evaluation

The basis for the ongoing evaluation is the technical 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. for the instruction of the teaching.

4.2 Trials

Oral testing is to be held. The coil shall choose one of the following two test forms :

a) Mundable test on the basis of a project and a degree of qualifications. 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 examination examines the examiner and censor which of the project's problem positions must be examined in detail.

The experts are working in groups of up to four people with a project within the framework of a project plan ; provided 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 20 pages per group member.

Exminations time are approximately 20 pages. 30 minutes per. examiner duck. A 30-minute preparatory time is given.

The Exmination is two-shared.

First part consists of the examiner's presentation of the project complemented by excavator exams. The second part forms the examination of the examination of the examination of the diplomas with an in-depth question from the examiner. The extermination time is divided equally between the two parts.

There is one character from a holistic assessment of the project and the oral performance of the examiner's vertebrace.

b) Munding on the basis of 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 examination examines the examiner and censor which of the project's problem positions must be examined in detail.

The experts are working in groups of up to four people with a project within the framework of a project plan ; provided 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 20 pages per group member.

Exminations time are approximately 20 pages. 30 minutes per. examiner duck. No preparation time is given.

The Exmination is two-shared.

First part consists of the examination's presentation of the project complemented with detailed 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 extermination time is divided equally between the two parts.

There is one character from a holistic assessment of the project and the verbal performance of the examiner's oral performance.

4.3 Assessment Criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the technical objectives. The exterminator must include :

- structuring and intermediate fabrics

- formulates a professional argument

- demonstrates IT skills

- discuss and evaluate IT issues with the application of the professional theory and method in a real-life context.

class="BilagStreg " />

Appendix 19

It B-hhx, June 2008

1. Identity and purpose

1.1 Identity

It is a social scientifically with touch interfaces 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 processing data and dissemination of information.

1.2 Objectives

The teaching must promote the pupils ' ability to relate to reflective purposes. for the information technology development and the importance of the individual, the professions and the communities. 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 solution of information technology issues in an equality and international context.

2. Fact objectives and professional content

2.1 Fagable targets

Eshipment must be able :

- account for the significance of the individual, professions, and community

- apply professional knowledge to organize and maintain digital workplaces in networks

- structuring data and apply databases on different applications

- apply knowledge of the development and implementation of IT systems to plan and organize projects

- use knowledge about IT tools to assess business processes

- mapping IT security problems and setting up different solution proposals

- account for IT strategic solutions and policies in context with one business development and other strategies

- is used to use knowledge about IT for communication in interactive connections, including evaluating visualization satication and ease of use.

2.2 Kernestof

Kernestof :

- IT infrastructure and rule rules

- it systems, including server, data transmission, and network

- databases, modeling, system integration, and data presentation

- it-organization, development, and governance

- IT tools and IT systems to optimisation business process

- logical, physical and organizational data security

- it strategies and technology management

- communication tools and models, websites, design and visualization.

2.3 Supplementary matter

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

3. Subtitle

3.1 DidaArctic Principes

The training in the profession shall promote pupils ' curiosity and apprentitionship through a creative and experimental approach to the substance. This is achieved by an inductive approach to the subject areas of the subject.

In education, students must hazard the positive synergy effect that emerges in mutual collaboration, where individual capabilities are utilized in interaction with others.

3.2 Workforms

The training is organized with variation and progression in the selection of educational forms.

Exchange between overflows, experimentation, drills, and projects in which both process and product are focused ;

The Education flow is ending with a group project. The project consists of an information technology product and a dossier of progress towards the finished product. It shall be organised in such a way as to promote the ability of students to demonstrate IT professional skills.

3.3 IT

The primary renomination of the Flow is information technology. The profession must therefore be carried out with the extract of the IT tools for experimentation, testing and preparation of documentation.

3.4 Trade

When the business is included as a student program, it is a interaction with other subjects of use and implementation of IT solutions. In addition, the factions are interact with social sci-and-related issues related to technological development and IT policy conditions.

4. Evaluation

4.1 Ongoing Evaluation

The basis for the ongoing evaluation is the technical 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 Trials

Oral testing is to be held. The coil selects between one of the following two test forms :

a) Mundable 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 test the examination of the examiner.

The experts are working in groups of up to four people with a project in the framework of a projectoplass ; 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. The level of the two sides of Synopsis is a measure of two sides.

The time of export is approximately 20%. 30 minutes per. examiner duck. A 30-minute preparatory time is given.

The Exmination is two-shared.

First part consists of the examiner's presentation of the project complemented by excavator exams. The second part forms the examination of the examination of the examination of the diploma with detailed questions from the examiner.

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

(b) Mundtlig 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 test the examination of the examiner.

The experts are working in groups of up to four people with a project in the framework of a projectoplass ; 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. The level of the two sides of Synopsis is a measure of two sides.

The time of export is approximately 20%. 30 minutes per. examiner duck. No preparation time is given.

The Exmination is two-shared.

First part consists of the examination's presentation of the project complemented with detailed questions from the examiner. The second part acts as a conversation between the exams and examiner issues relating to the project in relation to the subject matter of the subject matter.

The Exmination period is divided equally between the two parts.

4.3 Assessment Criteria

Assessment is an assessment to what extent the performance of the examiner lives up to the technical objectives. The exterminator must include :

- structuring and intermediate fabrics

- formulates a professional argument

- demonstrates IT skills

- discussion and evaluate IT issues with the application of the professional theory and method in a real-life context.

There is one character from a holistic assessment.

class="BilagStreg " />

Appendix 20

Mathematics A-hhx, June 2008

1. Identity and purpose

1.1 Identity

Famed mathematics have its origins in scientists and the profession has in hhx touch surfaces to both the social and economic and economic sectors of the Community ; areas of expertise. The body is based on abstraction, logical thinking and reasoning, and includes a wide range of modelling and problem care methods. The Fame deals with theoretical and usage-oriented topics through building and insights in mathematical theory used for modelling and resolution of theoretical or practical issues.

1.2 Foraims

Through work with arithmetic substance with weight laid within the main areas algebra and geometry, and mathematical analysis, the pupils must obtain factual knowledge of mathematical themes, methods, and areas of use. 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. In the field of mathematical metabolism, the pupils must be able to respond in a qualified manner to and understand the increased mathematicisation of society and contribute to the continuing development of society.

2. Fact objectives and professional content

2.1 Fagable targets

Eshipment must be able :

- account for mathematical issues within a the issue of the content of the subject, could evaluate, select and apply methods for the solution, including IT-based solutions, of these

- recognize and toggle between verbale, graphics, and symbolic gestubs. representations of mathematical issues from the content of the subject, assess, the circumstances in which the various representations are appropriate and the selection and use of an appropriate representation form on a given problem

- argumentation, including show proof ; for central statements from algebra and geometry, and from arithmetic analysis

- formulates and handle formulas, including translating between mathematical symbols language and daily counted or written language, and use symbolic language, including variable change, for resolution of problems with arithmatic content

- implement modeling by using variable contexts, growth considerations, land considerations, planometrics or trigonometric recitals, statistical purposes ; data processing or financial models and understanding the limitations and scope of the set model

- disseminate mathematical methods and results in an appropriate language.

2.2 Kernestof

Kernel consists of topics from algebra and geometry, mathematical analysis, descriptive statistics, and financial expense.

Algebra and geometry core material :

- straight lines : lines, equations, inequalities, polygons, linear programming and sensitivity analysis

- multiculated arithmetic : arithmetic, equations, inequalities, and factor ization

- geometry and trigonometry : classic geometry and trigonometry

- vectors in the plan : coordinates and accounting rules.

The core material in the mathematical analysis is :

- basic functionality : the general function concept : general function concept, polynomies, exponential functions, logarithmefunctions, power functions, trigonometric functions and stylishly defined functions ; engraphs, signs and monotoni ; converted functions ; composite functions ; functions of two variable

- differentiation : monotonous ratios, curvature and extrema ; tangentees and vendetas ; rainrules

- integration : unspecified and specific integrations ; accounting rules and areas.

Kernel is also :

- descriptive statistics with discreet and grouped variables

- interest rate, including annuity account and capital value as a function of the time.

2.3 Supplementary matter

The deliverable will not be able to achieve the technical goals solely by using the core. 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, recognize that mathematical approaches and methods can be used in interaction with other subjects and experience with identification of issues, models, and resolution of these.

3. Subtitle

3.1 Didatactic Principles

The flow shall be experienced as a whole with a gradual shift of technical surveys from the subject matter in 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 insights into mathematical thinking and reasoning through systematic work with oral and written dissemination.

3.2 Work Forms

Group, Topic, 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 progress where construction and understanding of mathematical theory are being built, the teaching of teachers combined with individual work must be a priority as a form of work.

Work with the students ' verbal work must be carried out systematically. the dissemination of mathematical issues, including the self-employed working and presentation of mathematical texts.

In association with each main subject, 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 for the oral test, where sample form (b) or (c) is selected.

Training and retention of skills must be carried out through ongoing work on minor 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

Use of IT tools, including calculator, 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 Trade

Math " is 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 issue of the subject matter of the trade union.

4. Evaluation

4.1 Continuous Evaluation

Through individual guide, the ongoing process-oriented work with subject tasks, and testing, including test for self-evaluation, the pupils will have to gain 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 Trials

There is a written and oral test.

Written test

Grundlayer of the written test is a two-tier centrally set task set. The entire task set is delivered at the start of the test.

The duration of the test is 5 hours. In the first hour, computer 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 assists are used to reply to the second part of the task set.

The tasks for the written test are made within the framework of the core.

The oral sample

The coil selects for the individual crew one of the following three oral test forms :

Test form a) : Mundable test on the basis of a number of questions ; lodged in the subject matter of the subject. The sample material shall be sent to the censor and approved by this prior to the test of the test.

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

The examination is based on the examination of the examiner's response to a professional subject, supplemented with detailed questions from the examiner.

One sample material shall not be more than used for two examinations on the same day and not on the following test days on the same team.

Trial (b) : Mundable test on the basis of one of the examinations produced by the examination records. A list of the subject tasks and literature used in the preparation of these are to be censor and approved by this prior to the examination of the test.

The time of the examination time is approximately 30 minutes per. examiner duck. No preparation time is given.

The decision will be determined by lottery, which of the developed topic tasks is the basis for the sample.

The examination takes the basis of the examination centre's presentation of central parts of the subject matter with extermination questions from the examiner.

Trial type c) : Mundable test on the basis of the subject tasks from the class, cf. point. 3.2.

Exminers are given a task at lodextraction. The task is designed with a heading that specifies the extracted topic task, with specific issues related to the topic.

The Exmination Time is approximately 30 minutes per. examiner duck. 30 minutes of preparation is given.

The sample is two-shared.

First part consists of the examination's presentation of the subject task, as well as response to the extracted task. Censor and examiners are asking questions.

The second part forms as a conversation between degrees and examiner, starting with the extracted topic in which this is being deepened and outright.

The tasks for it oral audits shall be published at least five days prior to the test and must be so designed so that together, they make it possible to evaluate the professional objectives and the professional content.

Tasks, set up for topic tasks, and a list of tasks literature used in the preparation of these must be available for censor, which : in advance of publication of the tasks.

4.3 Assessment Criteria

In the assessment of both the written and oral sample, the degree of examination is in a position to meet the professional targets.

For the written test, the emphasis on the skills of the examiner's skills in the :

- setting, applying and evaluating mathematical models and methods problem resolution

- apply the professional terminology

- disseminate reasoning and results.

There is one character from a holistic evaluation.

At the oral test the emphasis is placed on the examiner's skills in :

- structuring and mailing an arithmetic subject

- tribes arithmetic reasonments

- use the terminology and methods of the professional's terminology

- disseminating professional matter.

There is a character given from a comprehensive assessment.


Appendix 21

Matematik B-hhx, June 2008

1. Identity and purpose

1.1 Identity

Famed mathematics have its origins in scientists and the profession has in hhx touch surfaces to both the social and economic and economic sectors of the Community ; areas of expertise. The body is based on abstraction, logical thinking and reasoning, and includes a wide range of modelling and problem care methods. The Fame deals with theoretical and usage-oriented topics through building and insights in mathematical theory used for modelling and resolution of theoretical or practical issues.

1.2 Foraims

Through work with arithmetic substance with weight laid within the main areas algebra and geometry, and mathematical analysis, the pupils must obtain factual knowledge of mathematical themes, methods, and areas of use. 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. In the field of mathematical metabolism, the pupils must be able to respond in a qualified manner to and understand the increased mathematicisation of society and contribute to the continuing development of society.

2. Fact objectives and professional content

2.1 Fagable targets

Eshipment must be able to :

- identify and describe mathematical issues from the content, propose and use of methods, including IT-based methods, to the solution of these

- recognise and switch between verbale, graphics and symbolic representations of mathematics ; problem positions from the content of the profession and be able to assess in which case the different representations are appropriate

- argues, including show evidence, for key statements from algebra and geometry and mathematical analysis

- handle formulas, including translating between mathematically symbolic language and daily counted or written languages, and could use symbolic language to resolve mathematically content problems

- complete any modelling on the use of variable contexts, geometrics or trigonometric considerations, statistical data processing or financial models, and understanding the scope of the model

- disseminating mathematical methods and results in an appropriate way languages.

2.2 Kernel

Kernel are topics from algebra and geometry, mathematical analysis, descriptive statistics, and financial expense.

Algebra Kernel. geometry is :

- straight lines : lines, equations, inequalities, polygons and linear programming

- multi-coded sizes : arithmetes, equations, inequalities, and factor ization

- geometry and trigonometry : classic geometry and trigonometry.

The core material in the mathematical analysis is :

- fundamentally function commuting : the general function concept, polynomial, exponential, functions, logarithmefunctions, potent functions and piecezers ; graphs, foresigns and monotoni ; converted functions ; composite functions

- differentiation : monotonous conditions ; extrema ; tangenter ; tangenter ; accounting rules.

Kernel is also :

- descriptive statistics with discreet and grouped variables

- interest account, including annuity charges, and the capital value as a function of the time.

2.3 Supplementary matter

The deliverable will not be able to achieve the technical objectives solely through the core. 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, recognize that mathematical approaches and methods can be used in interaction with other subjects and experience with identification of issues, models, and resolution of these.

3. Subtitle

3.1 Didatactic Principles

The flow shall be experienced as a whole with a gradual shift of technical surveys from the subject matter in 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 insights into mathematical thinking and reasoning through systematic work with oral and written dissemination.

3.2 Work Forms

Group, Topic, 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 progress where construction and understanding of mathematical theory are being built, the teaching of teachers combined with individual work is a priority as a form of work.

Mapping to the individual main topics must be pupils develop a tagging tagging task which summarys 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 for the oral test, where sample form (b) or (c) is selected.

Training and retention of skills must be carried out through ongoing work on minor 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 overall written work of students.

3.3 IT

Use of IT tools, including calculator, 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 Trade

Math " is 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 issue of the subject matter of the trade union.

4. Evaluation

4.1 Continuous Evaluation

Through individual guide, the ongoing process-oriented work with subject tasks, and testing, including test for self-evaluation, the pupils must continuously achieve a clear understanding of the current level and the 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 Trials

There is a written and oral test.

Written test

Grundlayer of the written test is a two-tier centrally set task set. The entire task set is delivered at the start of the test.

The duration of the test is 4 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 aids must be used to reply to the second part of the task set.

The tasks for the written test are made within the framework of the core.

The oral sample

School selects for the individual crew one of the following three test forms :

Test form a) : Mundable test on the basis of a number of questions ; in the field of the subject matter. The sample material shall be sent to the censor and approved by this prior to the test of the test.

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

The examination is based on the examination of the examiner's response to a professional subject, supplemented with detailed questions from the examiner.

A test material may not be more than used for two examinations on the same day and not on the following test days on the same team.

Trial (b) : Mundable test on the basis of one of the examinations produced by the examiner. A list of the subject tasks and literature used in the preparation of these are to be censor and approved by this prior to the examination of the test.

The time of the examination time is approximately 30 minutes per. examiner duck. No preparation time is given.

The decision will be determined by lottery, which of the developed topic tasks that are the basis for the test.

The examination takes the basis of the examination centre's presentation of central parts of the subject complemented with detailed questions from examiner.

Specimens c) : Mundable test on the basis of the subject tasks from the class, cf. point. 3.2.

Exminers are given a task at lodextraction. The task is designed with a heading that specifies the extracted topic task, with specific issues related to the topic.

The Exmination Time is approximately 30 minutes per. examiner duck. 30 minutes of preparation is given.

The sample is two-shared.

First part consists of the examination's presentation of the subject task, as well as response to the extracted task. Censor and examiners are asking questions.

The second part forms as a conversation between degrees and examiner, starting with the extracted topic in which this is being deepened and outright.

The tasks for it oral audits shall be published at least five days prior to the test and must be so designed so that together, they make it possible to evaluate the professional objectives and the professional content.

Tasks, set up for topic tasks, and a list of tasks literature used in the preparation of these must be available for censor, which : in advance of publication of the tasks.

4.3 Assessment Criteria

In the assessment of both the written and oral sample, the degree of examination is in a position to meet the professional targets.

For the written test, the emphasis on the skills of the examiner is to :

- set up and apply mathematical models and methods to problem resolution

- apply the terminology of the professional's terminology

- disseminate reasoning and results

There is a character on the basis of a comprehensive assessment.

At the oral test the emphasis is placed on the examiner's skills in :

- set up a mathematical topic

- tribes mathematical reasonments

- use the terminology and methods of the professional

- intermediate trade matter.

There is a character on the basis of a holistic assessment.


Appendix 22

Mathematics C-hhx, June 2008

1. Identity and purpose

1.1 Identity

Famed mathematics in hhx has its origins in scientifigeal mathematics and the profession has in hhx touch surfaces for both the social and economic and economic sectors areas of expertise. The body is based on abstraction, logical thinking and reasoning, and includes a wide range of modelling and problem care methods. The Faget deals with applications-orientated and subsurvey topics through modeling and resolution of practical issues.

1.2 Foraims

Through working with mathematical in materials, the students must obtain knowledge of mathematical themes 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

Eshipment must be able to :

- identify mathematical issues and propose solution methods, including simple IT-based solution methods, for these within a known problem field from the content of the industry

- recognize and switch between verbale, graphical, and symbolic representations ; mathematical issues from the content of the profession and differentiate between cases ; in which different representations are appropriate

- handle simple formulae, including translating between mathematically symbolic language, and on a daily basis, or written languages, and use symbolic language to resolve simple issues of mathematical content

- implement modeling by using variable contexts, statistical data processing or financial models, and understanding of the limitations and scope of the model.

Kernel are topics from algebra, analysis, descriptive statistics, and financial expense.

Algebra Core is :

- straight lines : lines, equations, inequalities

- multiculated arithmeses : arithmetes, equations, inequalities, and factor ization.

Core in the matter mathematical analysis is :

- basic function comcommute : the general function concept, polynomies, exponential functions and stylishly defined functions. Graphs and omens. Also :

Core drug

- descriptive statistics with discreet and grouped variables

- interest account, including annuity account and capital value as a function of the time.

2.3 Supplemental matter

The students will not be able to meet the professional goals alone by using The core. 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, recognize that mathematical approaches and methods can be used in interaction with other subjects and experience with identification of issues, models, and resolution of these.

3. Subtitle

3.1 DidaArctic 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 insights into mathematical thinking and reasoning through systematic work with oral and written dissemination.

3.2 Work Forms

Group, topic, or casework must be a priority as a working form in an inductive education, where students work with the experts ' investigating sites and applications of professional methods.

In association with each main subject, the pupils must prepare a subject matter which summarys the central parts of the subject and document the professional objectives which are 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 used as a test basis for the oral test, where sample form (b) or (c) is chosen.

Training and retention of skills must be carried out through ongoing work on minor training tasks ; multiple-choice tasks or equivalent. Only less scope is worked with traditional individual tasks for delivery.

3.3 IT

Use of IT tools, including calculates, is an integral part of the math 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 others subjects

Mathematics are covered by 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 Continuous Evaluation

Through individual guide, the ongoing process-oriented work with subject tasks in the main subjects of the subject, and the use of test, including test for self-evaluation, the individual student shall obtain a clear understanding of the current level and the 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 Preview

There is an oral test to be held.

The coil selects for each of the following three test forms :

Trial-form (a) : Mundable test on the basis of a number of questions asked in the field of the subject matter. The sample material shall be sent to the censor and approved by this prior to the test of the test.

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

The examination is based on the examination of the examiner's response to a professional subject, supplemented with detailed questions from the examiner.

A test material may not be more than used for two examinations on the same day and not on the following test days on the same team.

Trial (b) : Mundable test on the basis of one of the examinations produced by the examiner. A list of the subject tasks and literature used in the preparation of these are to be censor and approved by this prior to the examination of the test.

The time of the examination time is approximately 30 minutes per. examiner duck. No preparation time is given.

The decision will be determined by lottery, which of the developed topic tasks that are the basis for the test.

The examination takes the basis of the examination centre's presentation of central parts of the subject complemented with detailed questions from examiner.

Specimens c) : Mundable test on the basis of the subject tasks from the class, cf. point. 3.2.

Exminers are given a task at lodextraction. The task is designed with a heading that specifies the extracted subject task with specific sub-issues related to the topic.

The Exmination Time is approximately 30 minutes per. examiner duck. 30 minutes of preparation is given.

The sample is two-shared.

First part consists of the examination's presentation of the subject task, as well as response to the extracted task. Censor and examiners are asking questions.

The second part forms as a conversation between degrees and examiner, starting with the extracted topic in which this is being deepened and outright.

The tasks for it oral audits shall be published at least five days prior to the test and must be so designed so that together, they make it possible to evaluate the professional objectives and the professional content.

Tasks, set up for topic tasks, and a list of tasks literature used in the preparation of these must be available for censor, which : in advance of the publication of the tasks.

4.3 Assessment Criteria

In the assessment of the performance of the examiner, the degree to which the examiner is able to meet the professional qualifications of the examiner ' s performance is subject to the approval of the professional opinion ; Target. The asset must include :

- must make a mathematic subject

- use the terminology and methods of the professional's terminology

- intermediate intermediate agent

There is one character from a comprehensive assessment.


Appendix 23

Samscidssubject C-hhx, June 2008

1. Identity and purpose

1.1 Identity

Conscience deals with Danish and international social conditions. 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 standpoints and options.

1.2 Objectives

Society studies must promote the pupils ' s lust and ability to act and participate in the democratic debate and through the content of the notification and working methods involve them in terms 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 of empirical issues and the use of knowledge, concepts and methods from social disciplines, the student body of students must be strengthened.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- apply basic knowledge and concepts from sociology, economics and politology to account for current societal problems and solutions to this

- use knowledge about the political system in Denmark to explain the solutions to current societal problems

- use sociological concepts to explain social and cultural patterns

- use knowledge of basic economic links to discuss current socio-economic considerations priorities

- inputs the framework, the EU and global relationships set for economic and policy action options

- scans information channels ; formulate socieal issues and apply different material types to documenting simple, professional contexts

- disseminating professional connections in simple models, tables, and charts

- apply the terminology of the professional's terminology to disseminate knowledge and on a socially qualified basis argument for your own views and to be responsive to different opinions and arguments.

2.2 Kernestof

Kernestof is :

Sociology

- sociation process and patterns

- changes in social structures at the transition from industrialized communities to information society / knowledge society.

Policy

- key political ideologies, including conservationalism, liberalism and socialism, and democracy types

- political actors in Denmark, including political parties and media

- political institutions and decision processes.

Finance

- the economic cycle

- socioeconomic goals and means, including political management and market management

- the internal market and EMU.

International Relationship

-key actors globally, including the EU.

2.3 Supplementary matter

The students will not be able to meet the technical objectives solely with the core. The additional substance is material from the current social debate, which is used to exemplify and outlook the nucleus. Interdisciplinary actions for cross-disciplinary issues and advert activities may also be included in the additional substance.

3. The organization of education

3.1 DidaArctic Principes

Education must be thematically organizing thematically-typically with sets in the pupils ' wonder and curiosity about current societal status Problem positions. 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 Assessments.

Subsequent by the organisation ' s education shall subsequently apply the theoretical, professional substance on real-life examples.

The training must be organized so that it is organized ; alsily in the selection of perspectives, concepts and methods. In the processing of the substance a holistic view with respect for each disciplines.

The overall flow is arranged so that focus is moved from simple and closed issues to complex and open issues.

3.2 Work Forms

In the teaching, variations and elevational forms must be used to enable students to have a good chance of identifying, documenting, disseminating and discussing trade unions ; contexts 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 handled using concepts and methods from the profession.

3.3 IT

Information technology tools must be used in the teaching to support them ; 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 conferences integrates into the education.

3.4 Collect with other subjects

Collect subject is covered by the general interaction between the professional. 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 specific educational situations, the faction can contribute methodical tools to minor empirical studies.

4. Evaluation

4.1 Continuous Evaluation

Through the forward and individual guide, use of testing and feedback on professional activities will achieve the pupils in the overall course of a clear path perception of the level and development of the professional standpoint, including the involvement of activities that stimulate individual and common reflection on the yield of the teaching. The basis for evaluation must be the professional objectives.

4.2 Trials

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

Test form a) : a specimen of the sample on the basis of a social and unrecognized 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 shall be used in three examinations on the same day and not in the following test days on the same team.

The time for the evening of exports is approximately 24 minutes per hour. examiner duck. 48-minute preparatory time is given.

Examination as a conversation.

Trial (b) : Mundable sample on the basis of one of the examiner's selected educational courses and an unknown attachment material of one scope 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 shall be used in three examinations on the same day and not in the following test days on the same team.

The time for the evening of exports is approximately 24 minutes per hour. examiner duck. 48 minutes to prepare time.

The end is two-shared.

First part consists of the examination process presentation of a cohesive education flow complemented by deprecating questions.

Other part forms a conversation based on the attachment material and subquestions.

The Exmination Time is divided equally between the two parts.

4.3 Assessment Criteria

The assessment is an assessment to what extent the examiner is in shape to meet the objectives of the subject.

Weight :

- overview from the disciplines of the subject, so that relevant professional concepts and examples are included in the examination

- knowledge of key business relationships

- ability to accurately disseminate and discuss a professional problem

- The ability to argue for a view on a professional basis

- skills in using the attachment material to document professional connections.

The overall character is given out of a complete assessment.

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Appendix 24

Contemporary Story B-hhx, June 2008

1. Identity and purpose

1.1 Identity

Samtidal Story is a humanist and has touch interfaces 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, the development of the social and cultural conditions.

1.2 Purpose

Education in the history of history is intended to develop the historical consciousness of pupils. identity and 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 strengthened.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- demonstrates insights in national, regional, European and global development and reflecting on the development opportunities of communities on the basis of interactions between these levels

- explains societal changes as a interaction between continuity and fractures and reflecting to the periodictive of the Danish-and The history of the world in the last 20 years. 200 years

- documenting fundamental governance, political ideologies and human rights, and reflecting on the capabilities of the democratic process

- demonstrates understanding of the confliction of conflicts and their solution and international collaboration capabilities and their institutionalization

- analyze the interaction between human beings, nature and society in order to deal with the development options of the communities

- account for the center-periphery problem and relate to vision of the development of global wealth

- 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

- is used by historical method, including intermediate historical issues, analyzing and evaluating the use of history and reflecting other people's own use of history.

2.2 Kernestof

Core

- main periods in the history of the world with emphasis on political, economic and cultural development and its significance for the conditions in Denmark

- key conflict-and cooperation relationships in the 20. and the 21st century

- development in European integration since 1945

- developing in the Danish democratic system since 1848

- key periods in Denmark's economic history in an international perspective

- the international development of democracy and human rights

- the relationship between rich and The poor regions and the development of the global division of labour

- the cultural meeting between the European and non-European culture and its development.

The family is organized in seven courses. For each of the following periods one or two courses are read, so that the main weight of this or these flows will be added within that period :

- before 1920

- between 1920 and 1960

- between 1960 and 1990

- after 1990.

2.3 Supplemental matter

The students will not be able to meet the professional goals alone by means of 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 given course, partly depending on the interaction with other subjects.

3. Subtitles :

3.1 Didactik

Education must take the level of professional skill set out in primary school and be organized in such a way as to progressively meet larger complexity of substance and methodology and experience greater autonomy and responsibility in relation to their own professional development.

Training is organized with progression so that students move away 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 result.

The starting point of the knowledge is performer current issues.

3.2 Work Devices

Work with the Fae Organized Work as a course of action on the basis of the subject's nuclear material and in the supplementary matter. For one of the chosen flows, the pupils are working with a self-selected problem formulation and a selfselected material.

The training is organized with exchanges of work and different learning strategies that are owed to you the impact and professional depth of the pupils. 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 ability of students to present a material.

It shall be drawn up on 2. the year or the first months of 3. year a task in the history of contemporary history and / or Danish, cf. Appendix 5.

3.3 IT

It is included in the search, collection and presentation of material. In addition, it is part of the training of withholding critical skills.

3.4 Collect with other subjects

Congeal Story is included in the general requirement for interaction between the professionals and are part of the study area according to the rules that apply to this course of action. 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 choices in the same time history shall be toned down in relation to specific technical cooperation.

4. Evaluation

4.1 Continuous Evaluation

after the end of each course is carried out, an evaluation shall be carried out so that the pupils can be informed of the professional opinion and developments thereto, and so that : the individual and common reflection on the yield of the teaching shall be strengthened. The basis for evaluation must be the professional objectives.

4.2 Trials

The oral test shall be held. The coil shall choose one of the following two test forms :

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

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

The examination forms as a conversation between diploma and examiner.

A sample material may be used in three examinations on the same day, and not at the following : (b) Munding on the basis of 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 used in the material, the material shall draw up a synopsis on a maximum of 2 normal pages.

The time of the year is approximately 20 minutes. A minimum of 24 hours of preparation is given.

The examination is based on the presentation of its synopsis by the examination of its synopsis, with detailed questions from the examiner. The examination shall be assessed only on the verbal performance of the verbal performance.

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

4.3 Assessment criteria

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

The executable must include :

- relate a given problem to other parts of the profession in such a way that the correlation is present ; in both a time-to-day perspective

- use the appropriate professional argument

- disponers and disseminate a professional problem.

There is one character based on a holistic assessment.


Appendix 25

Spanish A-hhx, June 2008

1. Identity and purpose

1.1 Identity

Spanish is a skill class, a knowledge class, and a culture class that bases on the acquisition of communications skills. The central working area of the European Union is the Spanish language, partly as a means of communication in European and other international contexts, and in part as a shortcut to the understanding of other languages and cultures. The workspace is language, culture and business and social relationships in the broadest sense of the Spanish-speaking countries.

1.2 Forums

Fade Spanish contributes to the pupils developing their ability communicating in Spanish. The Fame brings insight into and understanding the essential aspects of Spanish-speaking societies and cultures, and increasing their communicative, intercultural and aesthetic consciousness. The Fame develops the pupils ' ability to use the foreign language as an entrance to understanding an alien world. Furthermore, through the oral and written language skills, the students must develop their ability to communicate on personal and general issues, as well as on business and social issues.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

must understand the main content of a clearly speaking Spanish of general and knew items disseminated through different media

- speak a clear and reasonably liquid Spanish so that they can account for and participate in a conversation or discussion on general issues and known issues of culture, professions and communities

- read unprocessed Hipskingual texts in both the fiction and the case pros, including business-related texts, and relate to them

- write simple and consecutive texts, including shorter texts of business-related character, in Spanish

- in writing transl&ing a single Danish text into Spanish

- analysing different text types as well as put the individual text into cultural, societal and literary contexts

- perspectives the acquired knowledge of society, business and culture in Spanish-speaking countries to own communities, business and Cultural conditions

- interns knowledge of language learning in the work with Spanish

- utilizes a language and toingual dictionaries and a Spanish grammar.

2.2 Kernestof

Core

is :

- a central general vocabable vocabable vocabable vocabable vocabable for use by oral and written communications

- a specific vocabable vocabable vocablector mapping to the selected topics

- basic principles for the application and construction of the language, including morphology, syntax and pragmatics

- communication strategies in the studied topics

- modern texts in both the fiction and the plaintic

- historical and cultural relationship in Spain and America, which are relevant to the studies topics

- key society and business conditions in Spain and America

- written manufacture of the studies studied

- Spanish business culture as well as internal and external communications

- trade central aids.

2.3 Supplementary matter

The students will not be able to meet the professional goals alone 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 outlook the core and extend the professional horizons so that the pupils meet the professional goals.

3. Subtitle

3.1 DidaArctic Principes

The teaching in Spanish is based on the communicative principle, and as far as possible the organization is organized as far as possible. The disciplines of the trade shall be experienced as a whole which, in accordance with the professional objectives, primarily focuses on the application aspect. The teaching must allow students to acquire the knowledge of languages necessary to develop both oral and written communications skills.

Listening, literal and communication strategies must provide the students ; tools to be able to initiate and maintain communication. The training must integrate work with skills, strategies, language knowledge and content, where the student is a responsible language teacher. The teaching is as much as possible in Spanish. Coherent language requires a higher priority than linguistic precision.

3.2 Workshapes

Central to the training is the professional progression. After the initial instruction, the work is organized mainly through 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 and methods will be adapted to the technical objectives that are being worked towards in that particular subject. A variation of work forms that all focus on language learning through the acquisition of communications skills : listening understanding, intercourse, literacy, verbal statement and readability, so that the students develop Greater autonomy in the work. Glosals, linguistic and communications training exercises and lifts are part of all phases.

The whole of the course represents an integral part of the instruction. It is organized with progression so that it is supported throughout the language learning

3.3 It

It's an integral part of the Spanish class, both in terms of the content dimension and the language skills. The content page is used for searching international information sources within the studied topics. In the work of the written and oral language, the use of type and presentation tools and interactive drills and training programmes.

3.4 Collected with other subjects

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

Running through the teaching and at the end of each subject flow or project flow evaluation of the five communications skills : listening understanding, intercourse, readability, oral and readability, so that the pupils achieve a clear understanding of the level and development of the professional position, so that individual and joint reflection on the part of the Commission is concerned ; the yield of the teaching shall be 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 ; selfvaluation.

4.2 Trials

There is a written and oral test.

Written test

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

- free written production, starting with a Spanish text of approximately 1 normal page and image material

- translation of text from Danish to Spanish

- business-related task in Spanish on the basis of a Spanish language material.

The duration of the sample is 4 hours.

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

The oral sample

Mundable test on the basis of an unknown, unprocessed sample text material of a degree of approb. 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 sample material shall be sent to the censor and approved by this prior to the test of the test.

The time of the examination time is approximately 30 minutes. The sample is given at least 24 hours for the first partial sample and 30 minutes to prepare for second subtest sample.

The sample is two parts. The first part involves a presentation in Spanish of the unknown, unprocessed text material. The subject matter is included in the presentation and in the detailed conversation between examination and examiner.

The second part involves a conversation in Spanish, starting with an unknown, unprocessed text and image material. The text is referenced in the main features of Spanish.

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

4.3 Assessment criteria

Know the written text it shall be tested on the basis of which the performance of the examiner shall meet the professional 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. Additions must also be able to show safety in the relevant morphology and syntax and to master a general vocabinal and idiomatik.

A comprehensive assessment is given out of a holistic evaluation.

On oral it shall be tested on the basis of which the performance of the examiner shall meet the professional 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. In addition, there is emphasis on the intercourse and text understanding.

Conflict language is more important than correctness in detail.

It is given one character from a comprehensive assessment.

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Appendix 26

German Begin language A-hhx, June 2008

1. Identity and purpose

1.1 Identity

German is a skill class, a knowledge class and a culture class, and the various aspects of the factual betings mutually. 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 Objectives

Through the work of German language and societal, professional and cultural relations in German-speaking countries, the pupils develop pupils of competence Communion in German with a solid knowledge background. 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 literacy and other aesthetical forms of expression as a set of experience and reflection.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- understand common German voice language on key topics

- Read and understand easier, newer, authentic thick-language texts

- account and conversation about unknown items in German with a basal vocabularies, use flat-rate terms and expressions and relevant communication strategies and account and discuss known topics in German with a varied vocabullet, including arguments for their views

- express written in writing in German with a basic vocabulmatic and basic grammatical correctness

- understand and take a perspective on the content of authentic, German-language fixation and solicitors hhv. German-language electronic media for societal, professional and cultural

- account for the current community and business conditions in Germany and other German-language countries in oral and written communications

- is applying basic business terminology and phraseology in the work with the company's external and internal communication, orally and in writing

- is applying knowledge about business relationships in oral communication

- understand, experience, and conversation about the German Literature and others aesthetic forms of expression

- apply knowledge of newer German Literature in a reflective manner in oral communication.

2.2 Kernestof

Core

is :

- basic vocabularies / language acquisition and knowledge building

- lighter, newer, thick, text, and electronic-based material in German on cultural, societal and professional ; conditions in Germany today

- easier text and casematerial about German businesses

- the external and internal communication of the company with special emphasis on basic business terminology and phraseology

- a wide variety of newer German-language decomp-literary lyrics, including at least two Roma or longer cohesive lyrics

- texts and electronically based material on cultural relationships with the focus on similarities and differences between German and own culture

- basic rules and standards for German language and language structure, including relevant communications and language learning strategies.

2.3 Supplementary matter

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

The additional substance must : deepen and outlook the core and expand the professional horizons and make new dimensions so that the pupils meet the professional objectives.

3. Subtitle

3.1 DidaArctic Principles

The emphasis is placed on the form of professional disciplines to be taken 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 takes place with an ever-increasing gaze in the language of use.

Education is as far as possible in German.

3.2 Workshapes

The lessons are based on the preconditions of the students using varying forms of teaching.

The organization of the notification will seek a correlation between the written and oral work of the students. In addition, the teaching of the theme courses and independent studies is organised in areas which are selected alongside the students.

The students are participating in smaller and higher vocational and interdisciplinary projects. This is done with progression from small-minded courses to major problem-oriented interdisciplinary procedures.

The teaching is mainly organized through 6-8 major or smaller topics, where the case rates and / or literary lyrics enter.

The deliverable must in the process produce a number of written tasks. A 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 education, 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 skill training is supported by appropriate interactive exercises and language training programmes.

3.4 Collecting other subjects

German is subject to the general requirements for interactions between the professional. 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. This is also part of an interplay with the other foreign languages and language conditions.

4. Evaluation

4.1 Ongoing Evaluation

Student and Study Previews are evaluated by running tests and tests.

Through individual guidance and use of test in the course of the overall course, the pupils shall obtain a clear understanding of the level and development of the professional position. These tests and tests are intended to create a space for a common reflection for teacher and student of results, learning needs, improvement options and preferred learning stile at the individual student.

The basis for evaluation be the professional objectives.

4.2 Trials

There is a written and oral test to be held.

Written test

Written Preview the background of a centrally set task set. The task set contains a German text base of approximately 5 000. 3 normal-business and business community pages.

There are three tasks :

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 sample is 4 hours.

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

The oral sample

Mundable test on the basis of an unknown, unprocessed sample German-language material of a degree of approximately 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 page.

The topics that form the basis for the test must combined cover the technical objectives and the core material.

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

Pass is bipartitioned with an overall examination time of 30 minutes.

First part includes a presentation in German of the unknown, unprocessed thick-language text material, supplemented by an in-depth conversation in German between The examiner and examiner. The text material shall be extraditing the day before the test and the preparation time is at least 24 hours. All remedies are allowed.

The second part includes text understanding, starting with the unknown, unprocessed, unprocessed 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 preparation time, the examination must use all means other than communication with the outside world.

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

4.3 Assessment Criteria

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. Additions must also be able to show safety in the relevant morphology and syntax and to master a general vocabable vocabinal and idiomatik.

It is given one character from a comprehensive assessment.

At the oral test assess the extent to which the performance of the examiner lives up to the technical 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. In addition, you attach importance to contrition and text understanding.

Conflict languages are more important than correctness in detail.

It is given one character from a comprehensive assessment.

class="BilagStreg " />

Appendix 27

German consecurisate language A-hhx, June 2008

1. Identity and purpose

1.1 Identity

German is a skill class, a knowledge class and a culture class, and the various aspects of the factual betings mutually. 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 Objectives

Through the work of German language and societal, professional and cultural relations in German-speaking countries, the pupils develop pupils of competence Communion in German with a solid knowledge background. 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 literacy and other aesthetical forms of expression as a set of experience and reflection.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- understand varied and moderated German voice language about central topics

- read and understand newer, authentic German-language texts

- account and conversation about unknown items in German with a varied vocabularies, using flat-rate terms and expressions and relevant communication strategies and report ; for and discuss known topics in German with a nuanced and varied vocabulinal, including arguments for their views

- express in writing in German with a variated vocabullet and grammatically correctness

- understand and relate professionally perspectives to the content of authentic, German-language fixation and solicitors hhv. German-language electronic media on social, business and cultural conditions

- knowledge of current society and business conditions in Germany and other German-language countries in the oral and written communications

- use relevant business terminology and the phraseology of the work with the company ' s external and internal communications, orally and in writing

- is used by knowledge of professional relationships with intercultural competence in writing and oral ; Communication

- understand, experience and reflect on the German literature and other aesthetic forms of expression

- use knowledge of newer, German literature on a reflective and perspective in the verbal communication.

2.2 Kernestof

Core is :

- a wide range of authentic, authentic text on the main features of the political, economic and societal development in Germany after 1945

- newer, authentic, German language, cultural, societal and professional relations in Germany today

- text and casematerial about German businesses

- your external and internal communications

- a wide variety of recent estimates of literary shunted lyrics, including at least 2 Roma or longer cohesive texts

- texts and electronic-based material on cultural relationships with the focus on similarities and differences between German and their own culture

- essential rules and standards for German language and language structure, including the review of relevant communications and language learning strategies.

2.3 Supplementary matter

The students will not be able to meet the professional goals alone the use of the nuclear material.

The additional substance must be deepening and outlook the core and expand the professional horizons and create new dimensions so that the pupils meet the professional goals.

3. Subtitle

3.1 DidaArctic Principles

The emphasis is placed on the form of professional disciplines to be taken 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 takes place with an ever-increasing gaze in the language of use.

Education is as far as possible in German.

3.2 Workshapes

The lessons are based on the preconditions of the students using varying forms of teaching.

The organization of the notification will seek a correlation between the written and oral work of the students. In addition, the teaching of the theme courses and independent studies is organised in areas which are selected alongside the students.

The students are participating in smaller and higher vocational and interdisciplinary projects. This is done with progression from small-minded courses to major problem-oriented interdisciplinary procedures.

The teaching is mainly organized through 8-10 larger or smaller topics, where the case rates and / or literary lyrics enter.

The deliverable must in the process produce a number of written tasks. A 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 education, 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 skill training is supported by appropriate interactive exercises and language training programmes.

3.4 Collecting other subjects

German is subject to the general requirements for interactions between the professional. 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. This is also part of an interplay with the other foreign languages and language conditions.

4. Evaluation

4.1 Ongoing Evaluation

Student and Study Previews will be evaluated by initial screening followed up of ongoing tests and tests.

Through individual guidance and the use of tests, students along the way in the overall course of action will have a clear understanding of the level and development of the professional position. These tests and tests are designed simultaneously to create a common reflection for teacher and pupils of results, learning needs, improvement opportunities and preferred learning stile at the individual student.

The basis for evaluation be the professional objectives.

4.2 Trials

There is a written and oral test to be held.

Written test

Written Preview the background of a centrally set task set. The task set contains a German text base of approximately 5 000. 4 normal-and business-related aspects.

There are 3 tasks :

- summarization in Danish

- free in writing, in writing, in German, with reference to German text and image material

- business-related task in German based on a German language.

The duration of the test is 5 hours.

Exterminals must use all auxiliary resources 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 sample

Mundable test on the basis of an unknown, unprocessed sample German-language material of a degree of approximately 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 topics that form the basis for the test must provide for the technical objectives and the core material.

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

Pass is bipartitioned with an overall examination time of 30 minutes.

First part includes a presentation in German of the unknown, unprocessed thick-language text material, supplemented by an in-depth conversation in German between The examiner and examiner. The text material shall be extraditing the day before the test and the preparation time is at least 24 hours. All remedies are allowed.

The second part includes text understanding, starting with the unknown, unprocessed, unprocessed 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 preparation time, the examination must use all means other than communication with the outside world.

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

4.3 Assessment Criteria

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. Additions must also be able to show safety in the relevant morphology and syntax and to master a general vocabable vocabinal and idiomatik.

It is given one character from a comprehensive assessment.

At the oral test assess the extent to which the performance of the examiner lives up to the technical 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. In addition, you attach importance to contrition and text understanding.

Conflict languages are more important than correctness in detail.

It is given one character from a comprehensive assessment.

class="BilagStreg " />

Appendix 28

German consecurisate B-hhx, June 2008

1. Identity and purpose

1.1 Identity

German is a skill class, a knowledge class and a culture class, and the various aspects of the factual betings mutually. 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 Objectives

Through the work of German language and societal, professional and cultural relations in German-speaking countries, the pupils develop pupils of competence Communion in German with a solid knowledge background. 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 literacy and other aesthetical forms of expression as a set of experience and reflection.

2. Fact objectives and professional content

2.1 Fagable Targets

To :

- understand common German voice language on key topics

- Read and understand easier, newer, authentic thick-language texts

- account and conversation about unknown items in German with a basal vocabularies, use flat-rate terms and expressions and relevant communication strategies and account and discuss known topics in German with a varied vocabullet, including arguments for their views

- express written in writing in German with a basic vocabulmatic and basic grammatical correctness

- understand and take a perspective on the content of authentic, German-language fixation and solicitors hhv. German-language electronic media for societal, professional and cultural

- account for the current community and business conditions in Germany and other German-language countries in oral and written communications

- is applying basic business terminology and phraseology in the work with the company's external and internal communication, orally and in writing

- is applying knowledge about business relationships in oral communication

- understand, experience, and conversation about the German Literature and others aesthetic forms of expression

- apply knowledge of newer German Literature in a reflective manner in oral communication.

2.2 Kernestof

Core drug is :

- a wide range of lighter authentic German language texts on the main features of the political and social development of Germany after 1945

- lighter, newer, authentic German-language texts ; and news outcasts on cultural, societal and professional conditions in Germany today

- lighter text and casematerial on German businesses

- Enterprise external and internal communication with special emphasis on basic business terminology and phraseology

- a wide variety of newer bulkhead language beauti-lit lyrics, including a minimum of 1 novel or longer cohesive text

- texts and electronic-based material in a German on cultural relationship with the focus on similarities and differences between German and their own culture

- fundamentally rules and standards for the German language and language structure, including relevant communications and language learning strategies.

2.3 Supplementary matter

The students will not be able to meet the professional goals alone using the nuclear material.

The additional substance must : deepen and outlook the core and expand the professional horizons and create new dimensions so that the pupils meet the professional goals.

3. Subtitle

3.1 DidaArctic Principles

The emphasis is placed on the form of professional disciplines to be taken 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 takes place with an ever-increasing gaze in the language of use.

Education is as far as possible in German.

3.2 Workshapes

The lessons are based on the preconditions of the students using varying forms of teaching.

The organization of the notification will seek a correlation between the written and oral work of the students. In addition, the teaching of the theme courses and independent studies is organised in areas which are selected alongside the students.

The students are participating in smaller and higher vocational and interdisciplinary projects. This is done with progression from small-minded courses to major problem-oriented interdisciplinary procedures.

The teaching is mainly organized through 6-8 major or smaller topics, where the case rates and / or literary lyrics enter.

The deliverable must in the process produce a number of written tasks. A 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 education, 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 skill training is supported by appropriate interactive exercises and language training programmes.

3.4 Collecting other subjects

German is subject to the general requirements for interactions between the professional. 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. This is also part of an interplay with the other foreign languages and language conditions.

4. Evaluation

4.1 Ongoing Evaluation

Student and Study Previews will be evaluated by initial screening followed up of ongoing tests and tests.

Through individual guidance and the use of tests, students along the way in the overall course of action will have a clear understanding of the level and development of the professional position. These tests and tests are intended to create a space for a common reflection for teacher and student of results, learning needs, improvement options and preferred learning stile at the individual student.

The basis for evaluation shall be the professional objectives.

4.2 Preview

There is an oral question to be held on the basis of an unknown, unprocessed tycwritten text material of a degree of approximately 20 000. 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 page.

The topics that form the basis for the test must combined cover the technical objectives and the core material.

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

Pass is bipartitioned with an overall examination time of 30 minutes.

First part includes a presentation in German of the unknown, unprocessed thick-language text material, supplemented by an in-depth conversation in German between The examiner and examiner. The text material shall be extraditing the day before the test and the preparation time is at least 24 hours. All remedies are allowed.

The second part includes text understanding, starting with the unknown, unprocessed, unprocessed 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 preparation time, the examination must use all means other than communication with the outside world.

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

4.3 Assessment Criteria

Assessing the extent to which the performance of the examiner lives up to the technical 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. In addition, you attach importance to contrition and text understanding.

Conflict languages are more important than correctness in detail.

It is given one character from a comprehensive assessment.

class="BilagStreg " />

Appendix 29

Corporate economics A-hhx, June 2008

1. Identity and purpose

1.1 Identity

Corporate economics is a social scientifically subject that includes knowledge in strategy, internal and externally accounting, 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 business economic decisions and conduct in interaction with the outside world.

1.2 Objectives

Through the education of the enterprise economy, students must develop the ability to reflect on a reflective approach to the company, its value-making and its economic capacity to act in a democratic society. In addition, the students must develop the ability to analyse, assess and disseminate business-economic issues through the application of economic theory into a realizing and international context.

2. Fact objectives and professional content

2.1 Fagable targets

Eshipment must be able :

- account for your company's financial management in a market coherence, including discuss your strategic options

- are developing financial reports for an enterprise

- analyzing and evaluate an annual report involving the inclusion of other information of importance for : appraisal of the enterprise

- prepare financial decision-making basis for the efficiency of an enterprise resource utilization

- analyzing and evaluating the effectiveness of the resource utilization of a company in terms of internal opportunities and market opportunities

- are developing activities plans, investment plans and budgets for a company

- analyze and assess plan and budget terms in relation to the development of and around the company

- apply appropriate IT tools and systems in business-oriented business issues.

2.2 Kernematter

Core :

- your economic governance

- Annual report

- business analytics

- revenue and cost analytics

- logistics

- activities planning, investment and budgeting

- control.

2.3 Supplementary matter

The students will not be able to meet the technical goals by themselves 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. Subtitles by

3.1 Didatactical Principes

Enterprise economics are worked with problems in the company's economic decisions and conduct with business-oriented business theory in an equality of reality. The business economic issues are analysed from a holistic view.

A problem-based education principle has a central place in the organisation of education. Through this education, the ability of the students to structure, formulate and disseminate professional arguments.

The business-oriented issues are assumed from the company's point of view. Individuals and society are stakeholders in the decisions and behaviour of the company. The teaching in business economic theory includes quantitative and qualitative models at the strategic, tactical as operational level.

3.2 Work Forms

The training is organized with variation and progression in the choice of forms.

The training includes work with drills based on specific and defined business-oriented business issues so that the pupils acquire skills in the work ; enterprise models.

Education and training is 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 running is organised so that the ability of students to demonstrate professional skills is promoted, so that their ability to discuss and assess the business of a business on a concrete basis is developed.

The training is organized in the interest of the IT as 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 communication platforms and the Internet.

3.4 Interact with other subjects

Fame has a school-field interact 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 business of mathematical modeling of economic issues has been factored with mathematical modeling and mathematical modeling.

4. Evaluation

4.1 Ongoing Evaluation

The basis for the ongoing evaluation is the technical 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 Trials

There is a written and oral test to be held.

The written test

The basis of the in writing, a central question is to be asked. The duration of the test is 4 hours.

The oral sample

School selects for the individual crew one of the following two forms :

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

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

Examination forms a conversation between exams and examiners. A sample material may not be used at most by three examinations on the same day and not in the following test days on the same team.

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

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

The Exmination is two-shared.

First part consists of the examiner's presentation of a cohesive education flow complemented with detailed questions from the examiner. The second part is based on the unknown text material and form a conversation between examination and diploma.

The examination time is divided equally between the two parts ; a sample material may not be used at more than three ; examinations on the same day and not on the following day (s) on the same team.

4.3 Assessment criteria

At the evaluation of the performance of the examiner at the written and oral test the degree to which the examiner is able to meet the objectives of the subject.

Eksamine other, including be able to :

- structuring and intermediate fabrics

- formulates the professional arguments

- demonstrates professional skills

- discuss and evaluate business-oriented issues of the application of the professional theory in a realizing and international context.

In both the written and the an oral sample is given one overall character from a comprehensive assessment.


Appendix 30

Enterprise economics B-hhx, June 2008

1. Identity and purpose

1.1 Identity

Corporate economics is a social scientifically subject that includes knowledge in 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 business goals and the international market conditions.

1.2 Foraims

Through the teaching of enterprise economy must develop the ability to reflect reflecting to the company, its value and its economic capacity to act in a democratic society. In addition, the students must develop the ability to analyse, assess and disseminate business-economic issues through the application of economic theory into a realizing and international context.

2. Fact objectives and professional content

2.1 Fagable targets

Eshipment must be able :

- account for your company's financial management in a market coherence, including discuss your strategic options

- are developing financial reports for an enterprise

- analyzing and assess an undertaking ' s annual accounts with the inclusion of external information ; to assess the economic situation of the establishment

- prepare financial decision-making basis for the efficiency of an undertaking ' s inbound logistics and price-and turnover

- analyzing and evaluating the effectiveness of the resource utilization of a company in relation to market opportunities

- are developing activities plans and budgets for a business

- will use relevant IT tools and systems in the business with business management issues.

2.2 Kernematter

Core

- your economic governance

- year-end report

- accountancy

- revenue and cost analysis

- Logistics

- scheduling and budgeting.

2.3 Supplementary matter

The students will not be able meet the technical objectives solely with the use 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. Subtitles by

3.1 Didatactical Principes

Enterprise economics are worked with problems in the company's economic decisions and conduct with business-oriented business theory in an equality of reality. The business economic issues are analysed from a holistic view.

A problem-based education principle has a central place in the organisation of education. Through this education, the ability of the students to structure, formulate and disseminate professional arguments.

The business-oriented issues are assumed from the company's point of view. Individuals and society are stakeholders in relation to company business decisions and conduct. The teaching in business economic theory includes quantitative and qualitative models at the strategic, tactical as operational level.

3.2 Work Forms

The training is organized with variation and progression in the choice of forms.

The training includes work with drills based on specific and defined business-oriented business issues so that the pupils acquire skills in the work ; enterprise models.

Education and training is organised 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 form shall be organised in such a way as to promote the ability of students to demonstrate professional skills and thus enable their ability to discuss and assess a business problem on a concrete basis.

The training is organized in the interest of the IT as 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 communication platforms and the Internet.

3.4 Interact with other subjects

Fame has a school-field interact 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 business of mathematical modeling of economic issues has been factored with mathematical modeling and mathematical modeling.

4. Evaluation

4.1 Ongoing Evaluation

The basis for the ongoing evaluation is the technical 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 Trials

There is a written and oral test to be held.

The written test

The basis of the in writing, a central question is to be asked. The duration of the test is 4 hours.

The oral sample

School selects for the individual crew one of the following two forms :

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

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

Examination forms a conversation between exams and examiners. A sample material may not be used at most by three examinations on the same day and not in the following test days on the same team.

Trial (b) : Mundable test on the basis of one of the examiner's other selected consecutive training courses ; 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.

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

The Exmination is two-shared.

First part consists of the examiner's presentation of a cohesive education flow complemented with detailed questions from the examiner. The second part is based on the unknown text material and form a conversation between examiner and examiner. The time of extermination is divided equally between the two parts. A sample material may not be used at most by three examinations on the same day and not at the following test days on the same team.

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 subject.

The agent must include :

- strucstructors and disseminate professional matter

- formulating professional arguments

- demonstrates professional skills

- discuss and assess business-economic issues with the application of the theory of a profession in a reality and international context.

By both written and oral, a single character is given on the basis of an overall assessment.