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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Read the untranslated law here: https://www.retsinformation.dk/Forms/R0710.aspx?id=120567

Overview (table of contents) Chapter 1 purpose of training

Chapter 2 the duration and extent of the

Chapter 3 Education structure and content

Chapter 4 Instructions

Chapter 5 Education Management

Chapter 6 of education planning and implementation

Chapter 7 4-year-old organisation, etc.

Chapter 8 single subject

Chapter 9 Even students

Chapter 10 Internal evaluation

Chapter 11 Educational descriptions and certifications for accomplished teaching

Chapter 12 Special education and other special educational assistance

Chapter 13 Health classes

Chapter 14 Complaint

Chapter 15-Derogations from the rules of the Executive order

Chapter 16-entry into force and transitional rules

Annex 1

Annex 2

Annex 3

Annex 4

Annex 5

Annex 6

Annex 7

Annex 8

Annex 9

Annex 10

Annex 11

Annex 12

Annex 13

Annex 14

Annex 15

Annex 16

Annex 17

Annex 18

Annex 19

Annex 20

Annex 21

Annex 22

Annex 23

Annex 24

Annex 25

Annex 26

Annex 27

Annex 28

Annex 29

Annex 30 full text Decree on training for the higher commercial examination (hhx-notice)

Under section 12, paragraphs 3 and 5, section 14, paragraph 2, article 17, paragraph 2, article 18, paragraph 2, § 20, § 27, § 28, section 36, paragraph 2, article 37, paragraphs 1 and 2, article 40, paragraph 3, article 41, paragraph 3, article 42 (2) and section 46, paragraph 3, of the law on education to the higher commercial examination (hhx) and the higher technical examination (htx), see. lovbekendtgørelse nr. 446 of 8. May 2007 shall be determined:

Chapter 1

Training purposes

§ 1. Training to higher commercial examination is a 3-year-old youth education, targeting young people with an interest in knowledge, contemplation, perspectives and abstraction. The training constitutes a whole and ends with an exam in accordance with the national standard.

(2). The purpose of the training is to prepare students for higher education, including that they acquire general education, knowledge and skills through training combination of technical breadth and depth and through the interaction between the subjects.

(3). Students should through education and professional and pedagogical progression develop professional insight and study competence. They must achieve familiarity with applying different forms of work and ability to work in a Studio environment where the demands for autonomy, cooperation and attention to seeking out knowledge is central.

(4). Training must have an educational perspective with an emphasis on students ' development of personal authority. Students must therefore learn to behave in a reflective and responsible for their surroundings: fellow human beings, nature and society, and for their own development. Training must also develop students ' creative and innovative skills as well as their critical faculties.

(5). Education and school culture as a whole must prepare pupils for co-determination, co-responsibility, rights and duties in a society with freedom and democracy. Teaching and the entire daily life must therefore build on intellectual liberty, equality and democracy. Students should thus obtain the prerequisites for active participation in a democratic society and an understanding of the possibilities for individually and jointly to contribute to development and change as well as an understanding of both the close as the European and global perspective.

§ 2. Hhx-programme implemented with the emphasis on business related perspectives.

(2). General labourer-training study qualifying aim be realised within the business and socio-economic disciplines in combination with foreign languages and other general subjects. Education to develop students ' ability of professional immersion and their understanding of theoretical knowledge as a tool for the analysis of reality close relationship.

Chapter 2

The duration and extent of the

§ 3. Higher commercial examination can be obtained as





1) an overall higher commercial examination after a 3-year, possibly 4-year training course.

2) a single fags higher commercial examination, which shall be composed of the test characters in all compulsory subjects, study area, electives, as well as a project test.





§ 4. In both the 3-year-old educational courses and in the specially planned 4-year course is training time at least 2470 hours á 60 minutes.

(2). For students who have been approved in accordance with the rules thereof, may merit the school manager organise individual courses with a duration of less than 2470 hours.

(3). Training includes, in addition to the study area and study guidelines project between 12 and 15 subjects on C-, B-and A-level. The school may, however, permit to pupils who want to implement several subjects at A-level than the minimum requirement, has between 11 and 15 subjects.

(4). Training includes up to 26 blocks, where a block is equivalent to a C-level subjects, or an expansion of a subject from C-to B-level B-to A-level. Subjects at B-level corresponds to 2 blocks and subjects at A-level equivalent to 3 blocks.

(5). The school's head may allow the individual student's course after the pupil's wish may include an additional 1 or 2 blocks, if they are used for lifting one or two subjects from C-to B-level or from B to A-level, or to the pupil as electives can get a language on A-level as 3. or 4. foreign languages.

(6). The school's head may on application allow, to a student who has received a merit in education according to the rules laid down in the notice and therefore merit will be exempted from parts of the teaching, can use the vacant time to implement additional electives, which can be included in the hhx-programme, including to raise the level of compulsory subjects.

§ 5. Training time includes the overall teacher-led student activity, IE. the time, students participate in various forms of teacher directed teaching and other activities, which are organized by the school to the accomplishment of the purpose, including professional and methodological guidance, see. § 39, paragraph 1.

(2). Students ' preparation for teaching, the written work, official tests for the exam, a guide to the implementation of the programme referred to in article 6. § 39, paragraph 2, educational and vocational guidance, see. § 39, paragraph 3, optional classes, see. section 34, and study groups, see. section 35, shall not be covered by the training time.

Chapter 3

Structure and content of training course

Structure

§ 6. A higher commercial examination consists of subjects at secondary C-, B-and A-level, where A is the highest level.

(2). All students must have at least 4 subjects at A-level, at least 3 subjects at B-level and at least 1 subjects at C level. For students who have more than 4 subjects at A-level, the minimum requirement for the number of subjects on B-level is reduced by the number of subjects at A-level, the student has in addition to the minimum requirement.

§ 7. Training courses carried out partially, within the framework of the study area, see. section 67, paragraph 2 and 3.

(2). In the study area, the emphasis is on strengthening interaction between the subjects, on the progression of teaching and on the skills the students build up through the professional work, with a view to training purposes.

(3). The study area is divided into parts 1 and 2. Part 1 of the basic course, and followed part 2 followed in the study course of direction. The school's head may, however, decide to leave the study area part 1 extend for up to one year.

§ 8. The training is structured in a basic course with a duration of at 425-500 hours and a subsequent study course of direction for the remainder of the training time.

(2). The school's leader distributes educational time in the individual subjects between baseline and study direction gradients.

§ 9. The compulsory subjects and levels of education is Danish, English (A), 2 (A). foreign languages, see. § 11, contemporary history (B), the subjects marketing, international economics and business economics at least B level, commercial law (C), as well as the subjects mathematics and social studies of at least C-level.

Foreign languages

§ 10. Foreign languages in addition to English can be implemented as language or are continuing as beginner.

(2). By continuing language means language where the pupil has followed test preparatory classes in primary school in 2 – 4 years in 7. – 10. class or have an equivalent qualification. Continue language is French or German language continues language continues.

(3). Begin language is Arabic, French at beginner's, Italian, Japanese, Chinese, Russian, Spanish, Turkish or German beginner as well as the classical languages Greek and latin.

(4). In the subjects French and German places the school's leader students at beginning or continuing language. The grading is done on the basis of the individual student's skills in the subject.

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

(2). The following languages can be 2. foreign languages: French language B and A continuing, German language continues, French B and A Beginner's level A, Italian, Russian, Spanish (A) (A) (A) or German beginner's level A.

§ 12. Foreign languages study retningsfag can be: French beginner's level A, French language (A), Italian (A) continues, latin C, Russo A, Spanish A, German beginner's level A and German language continues (A). Furthermore, continue on B-level language for pupils who have beginner on A-level 2. foreign languages, a possible study retningsfag.


§ 13. Foreign languages as electives may, see. However, paragraphs 2 to 4, be: Arabic, French B and A continuing language C, B and A, French at beginner B and A, C and A Greek, Italian, Japanese (B) B and A and A, Chinese, latin B and A C, B and A, B and A Russian, Spanish B and A, B and A, German-Turkish language C, B and A continuing or German beginner B and a.

(2). Students who have a continuing language as 2. foreign language, and who have the necessary conditions, can choose another language continues as an elective.

(3). Students as electives have a beginner's level 3. or 4. foreign languages, can choose this language on the B-level.

(4). Students who have a continues as an elective language as 3. or 4. foreign language or latin language which begins 3. or 4. foreign languages, can choose this language on C-level.

Basic course

§ 14. The course consists of basic subjects Danish, English, mathematics and 2. foreign languages as well as in whole or in part of study area part 1, which includes særfaglig and thematically organized education within business administration, social sciences/socio-economic as well as culturally oriented areas both individually and across. In addition to that of one or more of the themes included a linguistic and communicative dimension, an it-dimension and a spirit of innovation and entrepreneurial dimension. Activities, where students are given the option of physical exercise, insight into its significance, as well as insights into other issues of importance to their personal health, must be included.

(2). The school's head may, however, decide that the 2. foreign language first begin at the same time as the study course of direction.

(3). Danish, English and mathematics courses as well as 2. foreign language, if it is included, see. paragraph 2 shall be granted a minimum of 40 hours of training in basic course.

(4). If the school's leader have exercised the option under article 7, paragraph 3, last paragraph, in order to let the study area part 1 extend for up to one year, the school may decide that from because the gradient's start begin teaching in further one or more subjects than those referred to in paragraph 1.

Study of direction gradient

§ 15. Study of direction course consists of mandatory courses, study area part 2, study retningsfag, electives, as well as a study of the guidelines project.

(2). If the school's leader have exercised the option under article 7, paragraph 3, last paragraph, in order to let the study area part 1 extend for up to one year, consists of study guidance course also of the remaining portion of the study area part 1.

(3). In subjects that end at the C-level at the end of 1. years, which, in addition to training time in the basic curriculum of the basic regulation. § 14 (3), devoted at least 40 hours of training for that profession, Inc. time to study area, see. § 66.

§ 16. Every study direction courses must include 3 Studio retningsfag, which are on AAA, AAB, AAC, ABB or ABC-level.

(2). In fields of study with a 3. foreign language as Studio retningsfag, where the 3. foreign language is a beginner at A-level, however, included only 2 Studio retningsfag, both of which are at A-level.

§ 17. Possible retningsfag study at A-level are: Marketing, French language, French language, continues begins international economics, it, Italian, mathematics, Russian, Spanish, German beginner, German language and business economy continues.

§ 18. Possible study retningsfag on B-level are: Philosophy, it, cultural understanding, mathematics and psychology. In addition, continuing language on B-level for students who have a beginner on A-level 2. foreign languages, a possible study retningsfag.

§ 19. Possible retningsfag study on C-level subjects from another secondary education or from electives notice, see. However, paragraph 2. However, this does not apply to subjects from other secondary education, which is already included in the hhx-programme, business administration (C) and language study on C-level, unless the language is latin.

(2). Courses computer science (C), programming (C), and information technology (C) may not be included in the study areas, containing the subject it B or a. Subject philosophy and technology (C) may not be included in the study areas, containing the subject philosophy (B).

Bindings

§ 20. There are links between study directional trades, see. Annex 4.

§ 21. The school selects 3. Studio retningsfag, so that each study retningsfag in a field of study has good opportunities for peer interaction and the bindings, see. Annex 4 are fulfilled for the incoming subjects.

(2). The Ministry of education may on application by the individual school approve supply of fields of study with more subjects than required under section 16.

(3). For students who study in the course of direction changes training or school, and for students who have received credit, one of the two study retningsfag at the highest level (AA or AB-level) after school's leader's decision may differ from the rest of the class in terms of both subjects and level. For the same reasons it may 3. Studio retningsfag after school's leader's decision may differ from the rest of the class in terms of both subjects and level.

(4). The school's head may upon application by a student permit the learner to switch to a different field of study at the school.

Study guidelines project

§ 22. Study of the direction the project is written in 2 or 3 subjects on the basis of a study retningsfag, which the pupil has at A-level, and with the involvement of other Studio retningsfag on C-, B-or A-level and/or compulsory subjects at A-level, see. Annex 6.

(2). If the student chooses to withdraw a study retningsfag on B-or C-level, which was completed before 3. year, see. section 68, paragraph 3, the school's head ensure that the pupil offered technical and methodological guidance on the subject.

(3). The learner chooses Studio direction project fagkombination. A subject forming part of a student's tuition project, included guidelines on the highest level, the student has or has had the subject.

Joint study programmes

§ 23. For pupils from 2 fields of study, due to the number of subscribers has not been able to create individually, can be established 1 mixed study guidance class, where students from the two fields of study is joined in the compulsory subjects in the study process and in either direction at least 1 Studio retningsfag on the A-level or 2 Studio retningsfag on the same level.

§ 24. If the school's leader decides to add 2 existing study guidance classes for one student guidance class, the merger announced in the face of the affected pupils and teachers in sufficient time to have the opportunity to provide an adequate concordance between classes as a professional content and fulfillment of the professional goals and to implement a renewed planning of teaching in the merged class.

(2). Aggregations of study guidance classes into one class can only take place if the pupils from the two fields of study is joined in the compulsory subjects in the study process and in either direction at least 1 Studio retningsfag on the A-level or 2 Studio retningsfag on the same level.

Electives

§ 25. Each student must complete at least one education elective.

section 26. Electives can be subjects from electives notice or subjects from the other secondary education, see. Annex to the notices about training for stx, hf and htx, see. However, section 28. The subjects that are described in the annexes to this Ordinance, may also be offered as an elective.

(2). The school's head informs while an elective offered, after which the Ordinance subject to schedule read, if it is planned to be read after other secondary regulations than the present or electives the notice.

(3). A student cannot choose the same subjects and level more than once.

§ 27. Beginner's should always be at A-level. Latin may be on C-or B-level.

(2). Students who have a continuing language as 2. foreign language, and who have the necessary conditions, can choose another language as an elective at continuing B-or A-level.

section 28. Only one of the following subjects may be included as electives:





1) computer science (C)

2) information technology (C)

3) information technology (B)

4) it (B),

5) it (A),

6) communications/it (C),

7) communication/it (A), and

8) programming C.





(2). Students who are implementing the following study retningsfag, cannot carry out the subjects referred to in paragraph 1 as an elective:





1) computer science (C)

2) information technology (C)

3) it (B),

4) it (A),

5) communications/it (C), and

6) programming C.





(3). A student can neither choose the history of ideas (B) or (C) business economics as an elective.

section 29. A student must follow or have followed the instruction on the underlying level in a subject before the student can begin teaching at a higher level in the subject. The school's head may authorize derogations from this requirement, if the pupil's real professional qualification deemed to be sufficient.

Aggregation of election team

section 30. If the school's leader decides to add 2 existing electoral teams to one team, the merger announced in the face of the affected pupils and teachers in sufficient time to have the opportunity to provide an adequate match between the teams ' professional content and fulfillment of the professional goals and to implement a renewed planning of teaching on the merged teams.

Other educational activities in training time

section 31. Parts of the training time can be organised and arranged as excursions, etc.

(2). All field trips must be approved by the school's Manager and must be included in the fulfilment of the professional goals and could replace the teaching, they are replacing.


section 32. The school's leader can decide that as part of the teaching is held joint events and theme days and allow for internships.

(2). Common events include more than one class or one team and can be held across vintages.

(3). Theme days can be used for activities across vintages, classes and teams and must have a such as to who can work professionally and educationally relevant at a secondary level.

(4). Internship is stay at a company, an institution or similar for one or more students. Practical training can be included in a training course in all subjects or their interaction in the course of or in connection with the study of the direction the project.

(5). All common events, theme days and internships must be approved by the school's Manager and must be included in the achievement of the education targets.

section 33. Parts of the training time can be made by a foreign educational institution for students who have signed up for a special arrangement, where this has been previously planned.

Activities outside the training time

§ 34. The school offers pupils voluntary teaching. The teaching that can be offered groups of pupils across vintages, classes and teams may not include test related, academic teaching. Tuition is free for students.

(2). Participation in voluntary tuition may not be made a condition for each pupil's possibilities for the choice of fields of study, electives or other activities offered by the school as a part of the training.

section 35. The school offers pupils study circles. Study circles may be offered groups of pupils across vintages, classes and teams. Study groups may not include test-related technical instruction. Participation is voluntary and free of charge for students.

(2). Participation in voluntary study circles can not be made a condition for each pupil's possibilities for the choice of fields of study, electives or other activities offered by the school as a part of the training.

§ 36. The school's leader can offer students the opportunity to use the school's facilities as lektiecaféeller similar in order to strengthen the study environment and the foundation that all students will achieve a good professional dividends.

Learning plans

section 37. The content and objectives of teaching in the individual subjects in the study area and in the study of the direction the project emerges from the curriculums, see. Annex 2-3 and 5-30 as well as the annex referred to in article 26.

(2). In single subject teaching, see. Chapter 8, included section 3.4 (interaction with other subjects) in curricula did not.

section 38. The language of instruction is Danish, except where the teaching is done by a foreign institution, without prejudice. section 33. The Ministry of education may approve, in other cases, the language of instruction is English, German or French.

(2). In teaching applied a common grammatical terminology. Foreign language texts may be used for teaching in all subjects and in their interactions.

(3). Teaching should include continuous training in study methodology.

Chapter 4

Guide

§ 39. The school head must ensure that the technical and methodological guidance is given in the individual subjects and in the interaction between the subjects as part of training time.

(2). The leader must ensure that, in addition to the guidance referred to in paragraph 1 without offered students time training for individual and collective advice and guidance to the implementation of the programme, see notice on guidance on the implementation of the Education Ministry area.

(3). The educational and vocational guidance, which students receive pursuant to executive order on guidance on the choice of higher education and the professions, located outside the training time.

(4). The Director shall adopt detailed decision on the organisation and the organisation of the instructions in accordance with paragraph 2. Students are required to participate in the guidance given under paragraph 1-3.

Chapter 5

Education management

Classes and teams

§ 40. The school provides a framework for creating classes and team.

(2). The school's Director shall decide on the distribution of students in each class and on hold. In connection with the organisation of the basic cycle school directs must as far as possible take account of pupils ' prior expressions of field of study.

(3). By dividing pupils into classes of study guidance process to the school's head as far as possible take account of pupils ' aspirations for study and electives.

§ 41. The school's head may allow a pupil from another upper secondary education who have chosen a profession in the hhx-programme, be incorporated in an existing class or on an existing team.

Supply and creation of study programmes and courses

§ 42. The school decides on its offering of courses and electives, including criteria for the creation of courses and electives. Students be made aware of the established criteria.

(2). The school's head need to group the availability of fields of study in the following main categories: internationally oriented, market-oriented, mathematical/it-oriented and financially oriented fields of study. The Manager determines the basis of study date of two subjects at the highest level, the main category a field of study.

(3). The number of different study programmes offered at the individual school or School Division, must be proportionate to the number of pupils in the school's hhx-education. All schools must, however, each offering at least two different fields of study. Among the offered study programmes must contain at least one language A and continues a a beginner a. Alternatively, every school offering at least one field of study, which shall be composed in such a way that pupils through trades in the direction of study and electives will be able to get both a continuing language A and a beginner's level A.

(4). If a school provider hhx-programme at several different addresses, apply paragraph 3 to all addresses.

section 43. Each school must either electives or study retningsfag at a level higher than education mandatory courses provide instruction in the following subjects:





1) placing on the market,

2) at least one beginner,

3) at least one continues language,

4) international economics,

5) mathematics,

6) enterprise economy.





(2). The school must know its range ensure that students are given the opportunity to put together training so that it meets the requirements set out in this notice.

(3). If a school provider hhx-programme at several different addresses, apply paragraphs 1-2 for all addresses.

§ 44. A field of study may only be named with the names of the two subjects at the highest level in the academic direction of the basic regulation. However, paragraph 2. If it is not unique, what subjects are in a field of study shall be deemed the two subjects at the highest level, determines the school itself, which two of study date of courses that together will make up the name.

(2). The school may be on its website, at information sessions and in information brochures to inform further about the content and purpose of the individual fields of study, including proposed levels. The information must focus on the core content of each field of study, and must not be contrary to section 47, paragraphs 2 and 3.

§ 45. The school's leader decides on the creation of specific fields of study and can including decide on the creation of joint study guidance classes, see. § 23. The leader's decision may mean that not all students ' desire for study.

§ 46. The school's Director shall take a decision on the establishment of practical electives. The leader's decision may mean that not all students ' wishes for electives. The Manager must ensure that all students can meet the requirements for training.

§ 47. The school's provision of study programmes and electives must be published no later than the 1. December prior to the deadline for the application for admission. The announcement takes place on the school's website and at any orientation meeting for future 1. years of students. If some elective courses only offered in connection with certain fields of study, this must be stated on the website.

(2). The school's statement for each field of study must contain information on which two Studio retningsfag included as a session date of two subjects at the highest level, see. section 44 (1), but may not disclose the subject-related level, see. However, section 44 (2). In addition, for each school must study indicate what subjects envisaged as potential or possible third or fourth Studio retningsfag, jf. Article 21, paragraph 2.

(3). The school's announcement must also inform about what subjects are offered as 2. foreign languages.

section 48. The school's head at the latest 1. November in the basic course of events provide information about subjects and level for the two subjects at the highest level in each field of study. At the same time, operators must notify levels for the possible 3. study retningsfag as well as about the offered electives and their level.

The pupil's choice of field of study and electives

§ 49. The school's leader obtains no earlier than 1. December of the basic course students ' desire for study. Students should at least be able to choose between all the fields of study, the school offered in connection with the student's application for admission in undergraduate education. The school can provide new fields of study, including study areas with new levels.

(2). The school's leader distributes students in fields of study, so the total student group wants within the given framework is taken into account as far as possible. The head must ensure that the composition of students ' training course meets the training requirements.


(3). The course starts in the direction of study period 2. – 20. January at 1. year. Students should at the latest 8 days before the study guidelines the gradient's starting school to be notified about the extent to which their wishes have been fulfilled.

§ 50. The school's leader decides when students give off desire electives for the upcoming school year. The will must be made no later than the 15. April and may only in exceptional cases and after school's leader's specific permission is changed after the 15. April, see. § 53.

(2). Students should be able to choose between at least all the electives, as the school offered, as students sought admission in undergraduate education. The school may, however, decide that certain of the offered electives can be chosen only on 2. or 3. year.

(3). Some electives have only been offered in relation to specific fields of study, has only the students who have applied these study areas, claim to be able to wish these electives.

§ 51. The school's leader distributes pupils on the electoral teams, so the total student group wants within the given framework is taken into account as far as possible. The head must ensure that the composition of students ' training course meets the training requirements.

§ 52. The school's head may on application allow, that a student follows the teaching of elective courses that may be included in a general labourer-training, at another institution.

(2). The school's head may in exceptional circumstances allow a student who wants a electives, which are specific entry requirements on a higher education, and which is not created at school or not be created at the desired level, or if the schema technical conditions prevent a pupil can be admitted to a desired choice team, to follow the teaching of the subject in another field of study. In such cases, the student must follow the plan that is established for the teaching of the subject.

§ 53. A student may, after having made requests for electives and after having been told about which electives they have got, ask the school director for permission to replace one or more electives. The leader can give permission to do so, if the total requirements for training continues to be met.

(2). Repeat elections shall normally be implemented prior to the teaching of the elective starts. Re-runs can be made not later than 1 month after that the teaching of the elective is started, unless exceptional circumstances prevail.

(3). If the head allows a student to switch electives, and the shift implies that the student has not been able to carry out any test in the subject at a lower level, the leader at the same time, decide that the student does not have to submit a sample at this lower level. A student who must carry out this test, must take the test before or as soon as possible after the change.

School term and holiday

§ 54. The school decides on the starting teaching.

(2). The Ministry of education sets the latest time for termination of teaching for each grade levels by the publication of the annual plan for the organisation.

(3). The school decides on the number of school days and about the location of vacation and holidays.

Chapter 6

Teaching planning and implementation

§ 55. Teaching planned and carried out so that the objectives of both the programme as a whole and for the individual subjects, see. curriculums in annex 2-3 and 5-30, are met.

section 56. Education shall be organised taking into account pupils ' different abilities and preconditions.

§ 57. In the course of direction must study classes appear together in mandatory courses and study retningsfag of the basic regulation. However, paragraph 2-3.

(2). Compulsory teaching in 2. a foreign language can be done on separate teams across classes.

(3). In elective course teaching can be organized into teams across classes and grade levels.

§ 58. When teaching a subject or in courses where several subjects interact, is carried out by several teachers, the school head must establish an allocation of responsibilities for the overall teaching, evaluation and tests.

section 59. The school's leader puts together for the basic course and for each study guidance class one or more teacher team. In addition, the Manager put together a teacher team for other criteria. A teacher team can demand function for a shorter or longer period of time.

(2). The leader decides which tasks conferred on the individual teacher team with regard to planning, implementation, evaluation and development.

section 60. The school's leader lays down after discussion with relevant teacher team a comprehensive, concise and clear plan (study plan) for teaching. The curriculum must ensure coherence and continuity in education, and the curriculum is the starting point for teacher your team's joint planning.

(2). The curriculum must include a clear division of responsibilities between the teachers and ensure coherence between monodisciplinary and multidisciplinary training course.

section 61. The curriculum should include courses in basic course and study area. Direction of study course includes curriculum all class disciplines and their interactions as well as study area in order to ensure progression and variation in the use of various forms of work, including writing work, virtual courses, project work and field trips.

§ 62. The curriculum will be adjusted on an ongoing basis and must be communicated at the school's website in accordance with the provisions of the law on transparency and openness in education, etc.

section 63. The school head must ensure that there are clear targets for pupils building professional, General and personal competences as a prerequisite for professional immersion, study skills and personal development, see. training purposes in Chapter 1.

(2). In addition to the særfaglige targets operators must ensure the pupils '





1) the oral and written expression skills and communication ability,

2) basic computer competences, including ensuring that students master it-based communication forums and

3) awareness of and ability to manage own learning and mastery of various forms of work.





(3). The head must ensure that the written work in subject-related interactions and in the individual subjects, including subjects with prior assigned time for writing work, see. section 77, paragraph 2, is part of a joint plan for the written work for the realization of both discipline-specific goals such as the objectives set out in paragraphs 1 and 2.

(4). The head must ensure that the students ' workload is distributed evenly over the whole education process.

section 64. When the teaching starts in a new discipline or on a new level, students must have submitted a plan for teaching or involved in the drafting of such. For the later stages of planning students and teachers in community work.

section 65. The school head must ensure that there is a coordination of teaching and the written work. Coordination must make it possible to combine simultaneous courses for different levels in the same subjects in accordance with the subject's goals and content requirements.

Training time

§ 66. The individual subjects and courses have the following frameworks for their training:





1) Marketing (B): 225 hours

2) Danish (A): 260 hours

3) English A: 335 hours

4) International Economics B: 130 hours

5) Mathematics C: 125 hours

6) contemporary history B: 130 hours

7) Study guidelines project: 50 hours

8) business economics B: 225 hours





(2). Devoted 75 hours to other subjects on the C-level, 200 hours for subjects at B-level, 125 hours to lift from C-to B-level and 125 hours to lift from B-to A-level.

(3). The specified training includes training time to remedy their interaction in the study area, see. Annex 2-3, as well as training, applied in accordance with section 70.

section 67. The training, the individual subjects are assigned, see. section 66, shall be distributed between the different subjects and subject-related interactions, so education global objectives in the best possible way. The school's head determines how the allocation should be.

(2). Study area part 1 is at least 250 hours of training time, including account for at least 25 hours of instruction in it and at least 15 hours of instruction in physical exercise and personal health.

(3). Study area part 2 is at least 110 hours of training time. Training for the implementation of the project are not included in the training direction of study time to the study area.

section 68. The school's Director decides after consultation with teachers, how the distribution of the training time in the trades and in the academic field, see. section 67, paragraph 1, must be on each year, so the total training targets are met in the best possible way.

(2). The distribution of the training time to be carried out in such a way that the subjects at A-level always ends at the end of 3. year.

(3). The Manager may decide that one or more Studio retningsfag on B-and C-level be completed before 3. year, see. However, section 22, paragraph 2.

(4). Marketing and business economics courses end at B-level after 2. years, when they are not retningsfag at A-level study.

section 69. The school's head shall determine after consultation with the individual teacher team framework for training future application to different forms of work in order to support that students meetings various forms of work.

(2). Parts of the training time can be used for teaching, which does not require the simultaneous joint presence of teacher and pupils (virtual training). Of the basic cycle, it may not be more than 10 percent of training time and a maximum of 25 percent of the direction the course of study in each subject.


section 70. The school's leader can decide to up to 7 percent of the student's total training time is used for internal tests, other internal evaluations internal common hours etc. or other interdisciplinary educational activities in accordance with the purpose of training.

(2). The Manager decides, taking into account the education purpose, how the time allotted should be divided into the individual subjects and courses.

Writing work

§ 71. The school's head ensures distribution of the available resources to provide written assignments and to evaluate students ' written work. As part of this leader can take account of the creation and maintenance of vidensbanker for tasks and task formulations as well as the development and use of collective (including it-based) rettemetoder that can be applied to groups of students.

(2). Written work may be in the form of texts, reports, computer presentations, multimedia productions, etc.

section 72. The written work should be used to ensure the quality of each student's education in relation to the objectives of the programme as a whole as well as for individual subjects.

(2). There must be a progression in the requirements for pupils ' written work.

(3). The written work will be included in the ongoing internal evaluation.

section 73. Written work must both within the individual disciplines and across disciplines contribute to the students ' competence development by





1) develop and document students ' skills and knowledge in the subject areas,

2) practicing students in to convey professional substance in the linguistically correct written form,

3) secure the opportunity that students can implement an independent processing of issues,

4) practicing students from performing a systematic written presentation, including gaining the ability to demonstrate an overview of a technical fabric,

5) contribute to the students ' immersion in special issues, and

6) provide the basis for the pupil and the teacher's evaluation of the student's standpoint.





(2). The school manager prioritizes the use of written work in the individual subjects as well as in subject-related interactions and ensures coordination and cooperation between the subjects of the achievement of the goals.

§ 74. The school's leader decides which tasks are delegated to the individual teacher and the individual teacher team in terms of students ' written work.

(2). The extent of students ' written work must be approximately the same for all fields of study.

(3). The Manager, however, can accommodate students with special needs.

§ 75. The scope of the written work are stated in her training. Student time is the estimated time an average student at that level will need to draw up a response to a particular task.

(2). Student time does not include internal tests.

§ 76. The school's head shall determine after consultation with the teachers involved principles for how the definition of student time for each task is done. The school distributes student time to written work, see. sections 77-79.

(2). Students should be familiar with the student in advance the time for each task.

§ 77. Devoted an apprenticeship at 585-610 hours throughout the educational process to the individual student's written work.

(2). The school's leader in advance assigns the following hours:





1) at least 75 hours to Danish (A),

2 a minimum of 160 hours for mathematics) (A),

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

4) at least 100 hours of Mathematics (B),

5) at least 40 hours for business economics at B-level and for other subjects with final written progress assessment (written final grade).





(3). Subjects at A-level, which is pre-allocated at least 110 hours, contributes approximately 10 per cent thereof to the written work in the study area.

(4). In order to ensure the overall effectiveness for the individual subjects to school by decision about whether a subject should be assigned more hours than the pre-assigned apprenticeship, at least take account of how the profession is included in other written work.

§ 78. The school's Director decides after consultation with the teachers involved, how the remaining apprenticeship shall be allocated, with written work in the following areas must be met:





1) study area part 1

2) study area part 2

3) internally rated projects

4) collaborate on writing products in several subjects,

5) written work in subjects at B-level, which students have indicated that would choose as optional subjects at A-level, and

6) subjects in General.





§ 79. There can be set aside several hours for writing work than under section 77, paragraph 1, to the





1) students who have more than 4 subjects at A-level,

2) pupils who change subjects of study or training, as well as

3) pupils in similar situations.





section 80. Students have in connection with the written work requirements on regularly getting feedback about their stance, including getting an expanded evaluation of task besvarelsernes strengths and weaknesses.

(2). The school's leader must regularly ensure knowledge of each class's strengths, weaknesses and professional level in the written work. The leader uses this knowledge to after discussion with the individual teacher team to ensure progression in and an appropriate distribution of the written work.

§ 81. The evaluation of students ' written work used different evaluation methods, including





1) direction of pupils ' individual responses to the tasks and tests, including internal tests,

2) direction and annotation of group-based or individual written work, including internal tests,

3) annotation of partially finished written works in a process writing,

4) conversations with students or student groups, and

5) combinations of the above.





(2). School leadership decides how the evaluation of the written work going on.

Chapter 7

4-year-old organisation, etc.

section 82. For students admitted under TEAM Denmark, and for students who are admitted to the Musical basic course or equivalent course in Visual art, can the training be organised over 4 years.

(2). The school's leader can for pupils, there follows a 4-year-old organisation, restrict students ' opportunity to choose among the school's range of study areas.

section 83. The school's leader can for pupils, there follows a 4-year-old organisation of training, derogate from kindergarten-in the basic course.

section 84. A student, who in the course of direction of study follows a 4-year-old organisation of training shall meet the General requirements for training. The school's leader can derogate from the composition of the field of study, the student is admitted to, so





1) compulsory subjects at A-level is terminated with the end of 3. or 4. years,

2) one of the two study retningsfag at the highest level (AA or AB-level) may differ from the rest of the class, both with regard to subjects and levels,

3) 3. study retningsfag can depart from the rest of the class, and

4) retningsfag on A-level study can be completed in 3. or 4. year.





(2). In addition, the Ministry of education at the request of the individual school accept other derogations.

(3). The school selects 3. Studio retningsfag. All study retningsfag in a field of study must have good opportunities for peer interaction.

§ 85. Students who follow a 4-year-old organisation of training, can choose between writing a study of direction project, see. Annex 6, and a project task, see. Annex 7.

§ 86. If the school's leader approves a student's desire no longer to follow the 4-year-old organisation of training, but rather the 3-year-old organisation, operators must ensure that the pupil's education be composed so that it meets the requirements set out in this notice.

(2). The Manager may allow the student's study retningsfag differs from the rest of the class according to the rules laid down in article 21, paragraph 3.

Chapter 8

Single subject

Single subject teaching

section 87. Single subject tuition offered and organised as open education.

section 88. Single subject kursister follows the teaching on the same terms as the other students, see. However, section 84.

(2). Teaching in the individual subjects end with a try after the rules for 3-year-old organisation, see. However, paragraph 3.

(3). The test is held in the business case and a special organized test, see. Annex 3, which replaces the sample in the international area. It is the responsibility of the school to ensure that the students receive guidance to be able to carry out the tests.

section 89. Devoted kursisttid to the individual student's written work. The school in advance assigns the following hours:





1) at least 75 hours to Danish (A),

2 a minimum of 160 hours for mathematics) (A),

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

4) at least 100 hours of Mathematics (B),

5) at least 40 hours for business economics at B-level and for other subjects with written final grade.





(2). In addition to the information referred to in paragraph 1 may be marketed to all subjects, kursisttid Inc. subjects with written test or subjects, as in the 3-year course have final written progress assessment (written final grade), further allocated up to 25 hours of kursisttid to written training in other subjects. Writing work in the following areas must be met:






1) study

2) internal projects, and

3) Other subjects, including cooperation in the field of written works, involving more subjects.





section 90. Chapter 10 on internal evaluation shall not apply to the single subject teaching, see. However, paragraph 2.

(2). The teachers give the students twice a year an offer of an assessment of their position. During the last semester before termination of teaching to students in courses at levels that end with a written test, have offer to prepare a written task response during the exam like conditions.

section 91. The school's head may allow a single subject student from other secondary education absorbed into existing classes or on existing teams that form part of a 3-year training course.

Single fags higher commercial examination

section 92. A single fags higher commercial examination shall meet the same requirements for training, subjects and levels as specified in sections 4 and 6.

(2). Study of the direction the project is replaced by a project task, see. Annex 7. The student must have either carried out or set it to try in it or the subjects included in the project in the next exam date after that the student has completed the teaching.

section 93. Try in each of the subjects presented in the exam term coming immediately after termination of teaching.

(2). Conducting the test later, conducting test as even students, unless it is presented as a medical exam.

Chapter 9

Even students

§ 94. Even students must be set to the test under rules of the ordonnance on tests and exams in grade school and in education and study preparatory youth and adult education. Prior to setting it must even students prove that a possible examination basis is present.

(2). Even students shall test in accordance with the rules laid down in the curriculum for the subjects in question, including any special rules that apply to the profession at higher commercial examination, unless special conditions are described in the respective learning plan.

section 95. Even students should be offered vocational guidance, which may be given individually or in groups of students.

section 96. Even students who want to prepare a project task, see. Annex 7, and which does not already have produced a Bullock guidelines project, draws up the project at a time, as the school sets.

section 97. Even for students who wish to submit samples for a comprehensive exam, including rules about test reporting for single subject students, see. § 92, except with regard to training.

Chapter 10

Internal evaluation

The school's evaluation strategy

section 98. The school shall prepare an evaluation strategy. The school's Director decides after discussion with teachers and students how the strategy is translated into an evaluation process that includes specific, ongoing evaluation of teaching and of the individual pupil both from the goals set for education as a whole, and in the light of objectives and assessment criteria established for the subjects, etc., see. the applicable curricula, so that





1) students regularly are briefed on their professional position, and which is in the process of development,

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

3) teaching regularly evaluated in order to assess the selected methods and plan future courses, and

4) the school's leader keeps abreast of the results of the evaluations.





(2). The strategy should be put on the school's website.

(3). The school's leader lays down the Division of responsibilities between pupils, teachers, teacher team and leadership for the school's concrete, ongoing evaluation of teaching and of the individual student. School head shall determine, including when and how to apply common evaluation issues and methods at the school.

section 99. The school decides how the evaluation strategy and evaluation of special professional and educational fields of action are part of the school's quality system.

(2). The school decides in accordance with the law on transparency and openness, which parts of the completed evaluations, see. (1) to be published.

Evaluation of the individual student

§ 100. All major projects, which the students involved the drafting of, must be evaluated separately, and the result is submitted to the school's leadership.

§ 101. The individual student's academic position is evaluated through the use of position characters, internal test grades and any opinions.

(2). Progress assessment grades expresses the degree of the individual student's achievement of the objectives for professional knowledge, insights and method in the respective learning plan and in relation to the time where the character is given. Internal test characters expresses the degree of achievement of the objectives for professional knowledge, insight and methodology in relation to the task.

§ 102. Students get





1 position) characters as part of the ongoing evaluation,

2) position characters by end-of-year school in subjects that are not terminated, and

3) final progress assessment grades (årskarakterer) at the end of the individual subjects.





§ 103. The school's head shall determine the timing for the submission of progress assessment scores, see. However, paragraph 2. The Manager determines whether the students should have a progress assessment nature at the highest level or position characters on both levels, if students at the same time follows a subjects at two levels.

(2). At the end of each school year students are given a progress assessment character in the individual subjects that are not terminated, unless the Director has exempted the pupil for the subject to an extent for the Manager's assessment does not make it possible to evaluate the student. Nature is part of the basis for determining whether the student change for next year.

section 104. In subjects who have written examination for the higher commercial examination as well as in mathematics and language study on C-and B-level students receive a grade for the written position and a character for the oral position. In all other subjects provides the school's leader for that students get one character position.

§ 105. Students get final progress assessment rating (final grade) in all subjects, when the course ends, unless the school leader has exempted the pupil for the subject to an extent, that after the school's assessment does not make it possible to evaluate the student.

(2). Pupils get only final position character (final grade) at the highest level, if students at the same time follows a subjects at two levels.

§ 106. In subjects who have written examination for the higher commercial examination and, as well as in mathematics (C), French B and German language continues continues language B, ensuring the school's leader, that students are given a progress assessment final character (final grade) for the writing standpoint and a final position in nature (final grade) for the oral position.

(2). In all other subjects and for each sub-plot in the study area part 2 (the business case and the international area) gets the student one final progress assessment rating (final grade).

§ 107. Final progress assessment grades (årskarakterer) must be recorded in the minutes before the exam schedule for the oral examination will be published. These characters are transferred to the student's diploma according to the rules laid down in the notice on the exam and tests in elementary school and in general study preparatory youth and adult education.

§ 108. During the period from the start of the 1. years for teaching terminated at the end of 3. year must be held in a total of at least five samples that are either written or oral tests for the exam, see. the examinations order, or by the school leader laid down internal written or oral tests, to ensure that students get training in different sample forms included in the training.

section 109. Each student must answer a major written assignment in one of the subjects Danish or contemporary history or in both subjects, see. Annex 5. The task is written in education 2. years, unless the school has decided that the teaching of contemporary history first starts at 3. year. In these cases, the task may be written during the first months of 3. year.

section 110. Study area part 1 ends with an internal oral examination, see. Annex 2.

(2). If the school has used the option provided for in article 7, paragraph 3, last paragraph, in order to let the study area part 1 extend for up to one year, can the specimen be placed no later than the end of the 1. year.

Chapter 11

Training descriptions and certifications for accomplished teaching

§ 111. Each teacher team respectively, every teacher must at the end of the basic course, at the end of each school year and at the end of the teaching in the individual subjects prepare an educational description of the individual subjects. In addition, the development of a teaching description for each sub-plot in the study area part 2.

(2). Training descriptions that are drawn up at the end of the teaching of a subject and study area part 2, is included as background information for the oral tests. Students who have previously completed a discipline or course at a lower level or have gotten credit for part of the course or the course may, with the agreement of the teacher, who is expected to serve as examiner at any oral examination, use of teaching the description (s) from here.


(3). Teacher team respectively, the teacher must be in the preparation of educational description use the by the Ministry of Education drew up the template in the format provided by the Ministry. The Ministry may require educational descriptions posted and can demand that this must happen in a specific electronic format. Educational description should be available for the school's censors.

section 112. For a student who change training, school or field of study in the course of a school year, each teacher team and teacher contribute to draw up an educational description. Educational description of such a single student should be drawn up in accordance with the rules in section 111.

§ 113. A student who has participated in the teaching of a subject or a course without completing this may on request obtain a certificate from the school looking for accomplished teaching, see. However, paragraph 5, and the results achieved.

(2). A student who has completed the teaching of a subject or course, which has obtained a final position in nature, may, upon request, obtain a certificate from the school looking for accomplished teaching, if there is no trial has been held in the subject or course.

(3). A student who moves the school, and therefore is unable to complete a discipline on B-or A-level can, if the new school leader finds basis, get transferred its last character in the subject position given as final position nature of a lower level in the subject.

(4). A student who has completed a fag on B-or A-level with a grade in the subject under bestågrænsen can, if the school's leader on the basis of previously given position characters finds basis, on request be provided with certificate that the profession has been completed and passed on a lower level, see. However, paragraph 5.

(5). It is a condition for obtaining certification that the student has met the requirements of the school's student code of conduct and to active participation in teaching.

Chapter 12

Special education and other special educational assistance

§ 114. Students who have a disability or other difficulties that can be equated with it must be supplied with special education or other special educational assistance (SPS), which responds to their needs.

(2). Teaching or support shall be assigned to the student after the school's concrete assessment of the pupil's needs on the basis of expert opinions. Teaching or aid implemented after discussion with the student and the student's teachers or teacher team. If the pupil is subject to parental authority, should implementation be done in collaboration with the custodial parent.

section 115. For students on the grounds of disability do not have the opportunity to follow an ordinary educational courses, the school may allow the 3-year course extending over 4 years. Training time is the same as for an ordinary course of 3 years.

Chapter 13

Nursing education

section 116. Students who temporarily due to sickness for a longer period of time cannot follow the regular tuition to have offers of medical education.

§ 117. By the absence due to illness, which is expected to last for a longer period of time, the school's leader as soon as possible and no later than 2 weeks (10 school days) after the student last attended in teaching, contact the student. If the pupil is subject to parental authority, operators must also contact the custodial parent on the introduction of nursing education.

(2). The head shall ensure that the necessary training undertaken after agreement with the student or custodial parent and, where necessary, the student's teachers or teacher team.

(3). Occupied by the pupil at a hospital or other institution, acting head appointment with them the institution of medical education.

section 118. Teaching degree at any time must be adapted to the pupil's State of health, may not normally exceed 5 weekly hours and can normally not extend beyond 8 weeks (40 school days). The completed instruction replaces the training time, eleven in the period concerned have not implemented.

§ 119. If a student frequently due to illness have had short-term absences or likely to have frequent, short-duration absences, the student can get additional training related to the pupil's participation in the ordinary teaching.

(2). The school's leader decides on teaching in accordance with paragraph 1.

section 120. For pupils due to prolonged illness do not have the opportunity to follow the ordinary teaching, the school's head allow it to 3-year-old course is extended over 4 years. It is a precondition that the student does not have the prospect of immediate recovery, and that the student is in need of that teaching is limited daily or period shown.

(2). Training time is the same as for an ordinary course of 3 years.

(3). sections 82-85 shall apply mutatis mutandis.

(4). The student must provide evidence of his illness and his need, see. paragraph 1, by a medical certificate.

Chapter 14

Complaint

§ 121. A student may appeal to the school's leader over pedagogical decisions which have been taken at the school in accordance with this Ordinance.

(2). If the pupil is subject to parental authority, the complaint also must be submitted by the custodial parent.

section 122. If the school's leader does not give the pupil's favour in a complaint under section 121, the student or custodial parent can complain to the Ministry over the Manager's decision. The complaint must be delivered to the Director within two weeks after the Manager has informed the student of its decision.

(2). The school leader is to draw up an opinion on the case and give the complainant the opportunity to comment on the opinion. The Manager must give the complainant a week's deadline for this. The complainant must submit its comments to the Manager, who will forward the case, Inc. opinion and the complainant's comments, to the Ministry.

(3). The Ministry can take a decision on the rejection of the complaint, if the conditions laid down in paragraph 1 are not met, on the retention of the Manager's decision, amending the decision in favor of the plaintiff, or on referral of the decision to the leader's review.

section 123. A student in need of special educational assistance (SPS), may appeal to the Appeals Board of Education aid over decisions taken by the Agency for the State's Education aid has taken on the allocation of grants to extra costs to the student in accordance with the law on establishments of general secondary education and general adult education etc.

Chapter 15

Derogations from the rules of the Executive order

section 124. The Ministry of education may, in exceptional cases grant permission to deviate from this order rules, if it happens to promote experimental work and pedagogical development work.

(2). The Ministry may also make exceptions for a single student, where special circumstances prevail.

Chapter 16

Date of entry into force and transitional rules

section 125. The notice shall enter into force on the 1. August 2008 and at the same time repealed Executive Order No. 800 by 28. June 2007 on education to the higher commercial examination (hhx-notice), see. However, paragraphs 2 to 4.

(2). The notice has effect for students who have commenced or commences 3-or 4-year course of the 1. August 2005 or later.

(3). Curricula and training descriptions that are created during the period, not adjusted for 1.8.2005 1.8.2007 to be brought in accordance with the rules laid down in this order sections 57-62 or § 111.

(4). The school can be for students who have begun a 2-, 3-or 4-year course before 1 May 2004. August 2008, up to and including the summer exam 2011, Inc. medical exam, choose between try form a, b and c in mathematics, see. Annex 20, 21 and 22. Students who embark on a 2-, 3-or 4-year course the 1. August 2008 or later, can only use the sample form c in mathematics, see. Annex 20, 21 and 22.
The Ministry of education, the 30. June 2008 Torben Christoffersen head/Marianne Winther Earl Annex 1

Overview of the content and the Executive order on classification of annex-hhx, June 2008







 





Executive order content





 

 





Chapter 1 the education's purpose (§§ 1-2)







Chapter 2 the duration and scope (§§ 3-5)







Chapter 3 Education structure and content (sections 6-38)







Chapter 4 Instructions (section 39)







Chapter 5 Education Management (sections 40-54)







Chapter 6 of education planning and implementation (§ § 55-81)







Chapter 7 4-year-old organizations, etc. (sections 82-86)







Chapter 8 single subject (sections 87-93)







Chapter 9 Even students (§ § 94-97)







Chapter 10 internal assessment (sections 98-110)








Chapter 11 Educational descriptions and certifications for accomplished teaching (§§ 111-113)







Chapter 12 Special education and other special educational assistance (§§ 114-115)







Chapter 13 Health education (sections 116-120)







Chapter 14 complaint (§ § 121-120)







Chapter 15-Derogations from the rules of the Executive order (section 123)







Chapter 16-entry into force and transitional provisions (section 124)





 





Executive order annex





 

 





Annex 1 Summary of notice content and list of annexes







Annex 2 Study area part 1







Annex 3 Study area part 2







Annex 4 Bonds between Studio direction courses







Annex 5 the task in Danish and/or contemporary history







Annex 6 Study direction project







Annex 7 project task to single subject exam







Annex 8 Marketing (A)







Annex 9 Marketing (B)







Bilag 10





Dansk A







Annex 11 English A







Annex 12 commercial law C







Annex 13-French beginner's level A







Annex 14 French language continues (A)







Annex 15 French continues language (B)







Annex 16 International Economics (A)







Annex 17 International Economics B







Bilag 18





It A







Bilag 19





It B







Annex 20-Mathematics A







Annex 21 Mathematics B







Annex 22 Mathematics C







Annex 23 social studies (C)







Annex 24 contemporary history B







Annex 25 Spanish (A)







Annex 26 German beginner's level A







Annex 27 German language continues (A)







Annex 28 German continuing language (B)







Annex 29 Business economy (A)







Annex 30 business economics B







Annex 2

Study area part 1-hhx, June 2008

1. Identity and purpose

1.1 Identity

The study area is a collaboration between disciplines within and across business economics, social sciences/socio-economic and humanities-oriented areas. In the study area working with theories and methods about individual, firm and society in association with universal issues and cultural, economic and political phenomena. Study area combines a theoretical-analytical and operational-iife approach from the subject areas. Across subjects are still deeper issues, and reflected over the answers and arguments.

1.2 Purpose

Study area challenges students ' creative and innovative skills as well as their critical sense in the application of professional knowledge and techniques through technical cooperation and promote their ability to produce knowledge on practical-theoretical problems of General, economic and social nature. In the study area develops the students their ability to collate knowledge and methods from different disciplines, and it helps to qualify their choice of field of study and their reflection on the own Studio practice.

In addition, the area of study that helps students develop understanding of themselves as individuals and citizens in a democratic society and strengthens their ability to on a professional and methodical basis to relate analytical, reflective and responsible for their surroundings and their own development and thus to demonstrate understanding of human diversity based on personal, social and cultural factors.

Finally, the study area tasked to help pupils develop their linguistic and communicative insight and experience, and that they will be aware of the exercise and lifestyle impact on health and quality of life.

2. Professional objectives and technical content

2.1 Academic goals

Students must, within the overall objective on an elementary level could be:




– gain knowledge about a subject by combining different fags and main areas of professional content and methods, and reflect on what the different disciplines contribute in cooperation

– apply the theory and methodology of different subjects on the reality close problems

– an account of what they have learned in working with a particular problem in relation to the professional goals

– demonstrate practical insight in academically appropriate study methods and be able to use these on an elementary level

– reflect on their use of different forms of work.



Students must be within the business area was able to:




– explain the company's interaction with the outside world

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

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

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

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

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

– explain the historical innovations of social value and demonstrate practical insights in innovative processes and methods for idea generation.



Students must be within the social sciences/socio-economic area could:




– apply the fundamental knowledge and concepts from sociology, economics, political science to discuss current societal problems and solutions

– analyze individual expression of political communication in the concrete interaction between the political parties, the media and voters

– use knowledge about key elements of the Danish welfare society to describe the differences between political control and market management

– provide current and/or historical examples of how economic and political events in the outside world affect the Danish economy and the individual's everyday life

– explain aspects of the evolution of balance problems and the socio-economic objectives in the Danish economy.



Students must be within the cultural field could:




– explain the concept of culture and different cultural perceptions

– identify and characterize individual expression of Danish identity and culture set in a historical light

– identify different expressions for a foreign linguistic culture and put into perspective in relation to their own cultural background

– explain how cultural conditions have importance in General and professional contexts.



Students must be within the linguistic and communicative dimension, exercise, health and movement as well as it could:





– use a linguistic conceptual framework, including possessing a grammatically preparedness and apply common grammatical terminology

– use an appropriate language use in different concrete communication situations

– demonstrate practical insight into the lifestyle and recreational importance to the physical, mental and social healthy life and be able to inform themselves about the possibilities, the surrounding community offers for physical activity

– demonstrate practical insight into the correlation between a versatility of sporting experiences and motivation to continue to exercise and be able to explain their personal exercise potential and how this could 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 context of information retrieval and dissemination as well as be able to assess the suitability and reliability of the chosen information technology tools.



2.2 Technical content

Study the area's core drug and supplementary substance listed in subject-related curricula.

3. organisation

3.1 Didactics

Education shall be organized as topics, if lighting requires multiple disciplines within and across the three main areas. Topic sessions are supported by courses. The focus of the individual subject courses must be clearly worded and must give rise to both reflection on competences and substantive and methodological issues. There must also be involved in this work a number of professionally relevant study methods.

Education shall be organised so that students in the work of the professional issues and methods of developing professional competencies, independence, ability and reflexive thinking. It must be done through investigative and interrogative workflows, through reflection and evaluation aimed at both its own products and learning processes as buddy products and teaching as well as to alternate between practical, creative and innovative processes, and theoretical approaches. It is organised with progression and in the interaction between the subjects.

3.2 forms of work

The establishment of an interaction between different forms of work. Choice of forms of work is done on the basis of the professional work and taking into account student prerequisites. Establishment of a progression in forms of work from the more teacher-led to the more student-managed, and so that still more study methods and forms of work are taken into use. To include case-and project-oriented forms of work in sessions. Students included in the dialogue on the organisation of teaching.

Course exercise, health and motion shall, as a minimum, run over 4 weeks.

Pupils ' work covers a broad spectrum of forms of expression, including included written work as a special study preparatory work with process-and product-oriented projections. Work on the larger topic is based on the process writes and has written products, documenting the students ' acquired professional and study-related competencies. Students gather their documentation in a arbejdsportfolio that shows the progression in the development of their professional and study-related skills through the study area.

3.3 It

On the basis of individual pupils ' it skills organised learning pathways, which will ensure that the students are familiar with the school's it system and can use commonly known information technology tools and can account for the use of these in the context of the professional tasks. It is part of the interaction between the subjects in the study area.

3.4 Professional interaction

Study area part 1 includes a duration of at least 250 hours.

The subjects included with the following approximate breakdown of total duration:




– the enterprise economy and marketing: together approx. 90 hours

– international economics, contemporary history and civics: together approx. 60 hours, including forming social studies at least 25 hours

– Danish and foreign language: together approx. 35 hours

– Mathematics: at least 25 hours.



In addition, it is included with a minimum of 25 hours and teaching in the field of physical exercise, health and movement with at least 15 hours.

4. Evaluation

4.1 ongoing evaluation

The ongoing evaluation to ensure that the pupils reflect on their professional development in conjunction with the progression in the professions and in the academic field as well as in relation to their development from primary school students to high school students. It should stimulate the individual and common reflection on the benefits of teaching. It must be partly carried out in association with the study area's workflows, partly on an ongoing basis through various evaluation forms in the subjects in order to ensure that the pupils also when the professional goals through the work of the study area.

The ongoing evaluation builds on students ' written work, including both workflows as products, and what students, moreover, has worked with in the course of the study area.

4.2 Sample Forms

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

Try form a): Internal oral multi-disciplinary sample on the basis of the report

The examinee selects the subject areas to be included in the report. Task title shall be developed in a cooperation between one or more of the team's teachers and the examinee. The report has, to an extent not exceeding 6 standard pages per student. This report shall be drawn up at the end of the study area part 1 and should normally be available not later than 14 days prior to the test. Examiner and examiner must overall have competence within the areas of expertise that are included with the greatest weight.

The report consists of a treatment of the task's professional issues. It contains reflections on the used technical methods, each fags contribution to development of the issue, as well as work style and workflow. It must also contain some summary reflections of the testees ' professional and study-related experience in the course of the study area part 1.

Devoted approximately 4 ½ page for explanation of the professional content and approx. 1 ½ page to the other matters referred to.

Examination time is approximately 20 minutes per student. No preparation time.

The examination takes its starting point in the testees ' presentation and the presentation of key conditions on the report with that of the subsequent conversation.

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

The examinee selects material to its præsentationsportfolio, so the wide includes working within and across the three main areas and draw up a written statement of reasons for its choice. Præsentationsportfolioen be delivered normally 14 days before the meeting is held. Examiner and examiner must overall have competence within the areas of expertise that are included with the greatest weight.

Præsentationsportfolioen must demonstrate professional competencies, and overall workflow in a writing course as well as reflections on used professional methods, forms of work and work processes. It must also contain some summary reflections of the testees ' professional and study-related experience in the course of the study area part 1.

Examination time is approximately 20 minutes. No preparation time.

The examination takes its starting point in the testees ' presentation and submission of its præsentationsportfolio supplemented with subsequent conversation.

4.3 evaluation criteria

Try form a): Internal oral multi-disciplinary sample on the basis of the report

The assessment is an assessment of the extent to which the testees ' performance live up to the goals of the study area part 1. The examinee should including be able to:




– explain the project's professional issues, including the method of application and the participating fags contribution to expansion of problem areas

– reflection of the theoretical and practical context of the project

– reflecting on his professional development during the study area part 1, including the use of different forms of work and study methods

– disseminate its work.



The assessment is done on the basis of a global assessment.

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

The assessment is an assessment of the extent to which the testees ' performance live up to the goals of the study area part 1. The examinee should including be able to:




– justify its choice of material

– explain the professional issues, including the method of application

– reflecting on his professional development during the study area part 1, including the use of different forms of work and study methods

– disseminate its work.



The assessment is done on the basis of a global assessment.
Annex 3

Study area part 2-hhx, June 2008

1. Identity and purpose

1.1 Identity

The study area is a collaboration between disciplines within and across business economics, social sciences/socio-economic and humanities-oriented areas. In the study area working with theories and methods about individual, firm and society in association with universal issues and cultural, economic and political phenomena. Study area combines a theoretical-analytical and operational-iife approach from the subject areas. Across subjects are still deeper issues, and reflected over the answers and arguments.

1.2 Purpose


Study area challenges students ' creative and innovative skills as well as their critical sense in the application of professional knowledge and techniques through technical cooperation and promote their ability to produce knowledge on practical-theoretical problems of General, economic and social nature. In the study area develop the students ability to compare their knowledge and methods from different disciplines, and it helps to qualify their choice of higher education and their reflection on the own Studio practice.

In addition, the area of study that helps students deepen their knowledge about and insight into critical issues about the company and national, European and global perspective. Finally, the study area tasked to help pupils develop understanding of themselves as individuals and citizens in a democratic society and strengthens their ability to on a professional and methodical basis to relate analytical, reflective and responsible for their surroundings and their own development and thus to demonstrate understanding of human diversity based on personal, social and cultural factors.

2. Professional objectives and technical content

2.1 Academic goals

Students must be within the overall objectives could be:




— combine courses in order to produce knowledge on practical-theoretical issues

– combine subject-related methods and could ensure consistency in technical knowledge within the individual subjects and between trades

– assess the value theories basis and applicability as a tool for the analysis of reality close relationship

– apply professionally relevant study methods

– use different forms of working independently and productively

– apply it on an independent way to resolve diverse problems in the sciences and in the interaction between the subjects, including further develop their ability for critical search of information.



Students must be within erhvervscasekunne:




– identify and analyze key issues for a company with the use of subject-related theory

– establish and justify proposals for the solution of selected problems with use of subject-related theory

– assess the solutions proposed, including selected methods and model's applicability, in

– relative to the own analysis

– formulate case-work analyses, suggestions and assessments using coherent academic argument and convey it through the use of appropriate it tools.



Students must be in the international area could:




– analyze and assess aspects of development in view of humanity and values in the cultural

– global community

– applying culture theory in connection with the collection and processing of information about foreign-language cultures in a country, a region or an enterprise

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

– disseminate cultural, historical and/or socio-economic knowledge for public and commercial use.



2.2 Technical content

Study the area's core drug and supplementary substance listed in subject-related curricula.

3. organisation

3.1 Didactics

Teaching in the business case should be organised as case-based course, if lighting requires more discipline within the business case. The teaching is organised on the basis of reality close situations and events for thought or existing businesses and implemented as a number of contiguous sequence. The focus of the individual casebaserede course must be clearly worded and give rise to reflections of competences as well as substantive and methodological issues.

Teaching in the international area must be organized as topics, if lighting requires several subjects. Topic sessions are supported by courses.

To be in the work in the area of study also involved a number of academically part 2 relevant study methods. Education shall be organised so that the students ' work with the professional issues and practices develop their professional skills, self-motivation, ability and reflexive thinking. It must be done through further development of investigative and interrogative workflows, as well as through further development of reflection and evaluation aimed at both its own products and learning processes as buddy products and education. Furthermore, it should be done by exchanging between practical, creative and innovative processes, and theoretical approaches as well as by establishing dialogue between the professional problems and students ' own experiences and observations.

3.2 forms of work

The establishment of an interaction between different forms of work. Choice of forms of work is done on the basis of the professional work and taking into account the students ' assumptions. The student-driven forms of work are in focus. Group organization is used, so that pupils develop their experience of the relationship between organizational form and working process.

The written work is part of the ongoing process of study area. In the business case prepares students in the context of the individual case-based course a synopsis. In the international area included process-and product-oriented projections. Work on the larger topic is based on the process writes and flow into the synopsis and/or written report that documents students ' acquired professional and study-related competencies. Students gather their documentation in a arbejdsportfolio that shows the progression in the development of their professional and study-related skills through the study area part 2.

3.3 It

Teaching in the study area are organised so that academically relevant information technology tools be included as an integral part of students ' work to structure their task-and project solutions, as well as in the preparation and dissemination of their work.

Also included relevant information technology tools and applications in the context of students ' work to collect and process information. Teaching in the academic area must ensure that pupils ' critical assessment of information continues to increase.

3.4 Professional interaction

Study area part 2 includes a duration of at least 110 hours.

The subjects included with the following approximate breakdown of total duration:

Business case




– The enterprise economy and marketing: together approx. 60 hours.



The international area




– International Economics and contemporary history is included with a total of about 20 hours, and Danish and foreign languages is included with a total of about 30 hours.



4. Evaluation

4.1 ongoing evaluation

The ongoing evaluation to ensure that the pupils reflect on their professional development in conjunction with the progression in the professions and in the study area part 2 as well as in relation to their development from high school students to students. It should stimulate the individual and common reflection on the benefits of teaching. It must be partly carried out in association with Studio area part 2 's work processes, on the one hand, on an ongoing basis through various evaluation forms in the subjects in order to ensure that the pupils also when the professional goals through the work of the study area.

The ongoing evaluation builds on students ' written work, including both workflows as products, and what students, moreover, has worked with in the course of the study area.

4.2 Sample Forms

Business case

Oral multi-disciplinary sample on the basis of a centrally lodged open case.

Examinees shall draw up in groups of up to 4 people a synopsis with proposed solutions to the problems which the open case brings to the fore. Before the oral examination will be sent synopserne normally 14 days before the test to censor along with the school's plan for the organisation of teaching. Synopsis is a maximum of 3 normal pages excluding annexes.

Exam takers must go to test individually and be judged solely on the basis of the oral performance.

Examination time is approximately 20 minutes. Be given at least 48 hours of preparation. The subsequent oral test is placed after the school's choice.

The examination takes its starting point in the testees ' presentation of the Group's synopsis with subsequent conversation.

The international area

Oral multi-disciplinary sample on the basis of the report.

Problem formulation prepared by the examinee and must subsequently be approved by the team teachers. The report has a range of 8-10 standard pages. When the international area are extracted for the trial, sent the report normally within 14 days before the test to censor. Examiner and examiner must overall have competence within the areas of expertise that are included with the greatest weight.

The examinee will be judged solely on the basis of the oral performance.

The report consists of:




– a treatment of the task's professional issues

– a description of the methodological considerations related to task

– an explanation of how the individual subjects contributing to the expansion of the issues

– a reasoned assessment of how the subjects together promotes a holistic understanding of the issues

– a reflection of the testees ' professional development with reference to the experience of

– forms of work and work processes in the course of the study area part 2.



Examination time is approximately 30 minutes. No preparation time.


The examination takes its starting point in the testees ' presentation and the presentation of key issues on the report with that of the subsequent conversation.

4.3 evaluation criteria

Business case

The assessment is an assessment of the extent to which the testees ' performance meets the relevant objectives for the study area part 2. The examinee should including be able to:




– apply academic theory and method

– use technical terminology

-independently carry out analysis of business close problems

– argue professionally

– reason independently

– put own solutions

– remain critical to the casens material and own conclusions.



The assessment is done on the basis of a global assessment.

The international area

The assessment is an assessment of the extent to which the testees ' performance meets the relevant objectives for the study area part 2. The examinee should including be able to:




– apply academic theory and method

– argue professionally

– put own solutions

– remain critical to the report method use as well as for their own conclusions

– reflecting on the forms of work and work processes in the light of its professional development during the study area part 2

– disseminate its work.



The assessment is done on the basis of a global assessment.

4.4 single subject kursister and even students

Oral multi-disciplinary sample on the basis of a centrally made case

Single subject kursister and even students shall submit a sample in the business case within the objectives thereof. The student/the student prepares a synopsis of proposed solutions to the problems which the open case brings to the fore. Before the oral examination will be sent the synopsis to censor. Synopsis is a maximum of 3 normal pages excluding annexes.

The student/the student goes to trial himself individually and be judged solely on the basis of the oral performance.

Examination time is approximately 20 minutes. Be given at least 48 hours of preparation. The subsequent oral test is placed after the school's choice.

The examination takes its starting point in the testees ' presentation of the synopsis with subsequent conversation.

Also presenting single subject kursister and even students in lieu of the test as described in paragraph 4.2, the trial in the international area in accordance with the following rules:

Oral multi-disciplinary sample on the basis of the report

Each student/independent student shall prepare a report within the objectives of the international area. The report is written within the subjects international economics, contemporary history, Danish and English. Preparation of the report must be made within a limited period, to be determined by the school. The school shall designate among the school's teachers, mentors for each student/even students in the disciplines that are included with the greatest weight in the report. The student/the independent student chooses in consultation with advisers area for the report.

Problem formulation prepared by the examinee and must subsequently be approved by the school.

The report has a range of 8-10 standard pages. The report will be sent usually within 14 days before the test to censor.

Examiner and examiner must overall have competence within the areas of expertise that are included with the greatest weight. The examinee will be judged solely on the basis of the oral performance.

The report consists of:




– a treatment of the task's professional issues

– a description of the methodological considerations related to task

– an explanation of how the individual subjects contributing to the expansion of the issues

– a reasoned assessment of how the subjects together promotes a holistic understanding of the issues.



Examination time is approximately 30 minutes. No preparation time.

The examination takes its starting point in the testees ' presentation and the presentation of key issues on the report with that of the subsequent conversation.

Assessment criteria corresponds to the assessment criteria of the international area under section 4.3 of this lesson plan.
Annex 4

Links between study directional trades-hhx, June 2008

Any field of study must contain at least one of the below 1-4 mentioned subjects at A-level, and as soon as a subject at A-level acting as Studio retningsfag, Studio direction also contain a subject from a particular group of subjects at least B level, see. the below.

If the direction of study includes:




1) Business Economics (A), it must also contain





(a) at least one of the subjects) marketing (A) or international economics (A)

(b)) or at least one of the subjects mathematics or information technology at least B-level





2) marketing (A), it must also contain





(a) at least one of the subjects) business economics, international economics (A) (A) or a foreign language (A)

(b)) or the profession of information technology at least at B-level





3) international economics (A), it must also contain





a) at least one of the subjects marketing, Business Economics (A) (A) or a foreign language (A)

(b)) or mathematics at least B-level





4) a continuing language A, it must also contain at least one of the subjects marketing, international economics (A) (A) or a beginner's level A.

Annex 5

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

1. Purpose

1.1 each student must answer a major written assignment in one of the subjects Danish or contemporary history or in both subjects. The task is written in education 2. years, unless the school has decided that the teaching of contemporary history first starts at 3. year. In these cases, the task may be written during the first months of 3. year.

1.2 the purpose of this task is to strengthen the technical target know that eleven in association with the professional work and with the involvement of professional theory and method works with a core academic subject, partly to create progression in the development of major written assignments by that student with emphasis on expositional and task technical aspects should prepare a larger writing product.

2. choice of subjects and area; Guide

2.1 each student choose the subjects that the task is written in Elections must be made no later than 6 weeks. in the time of delivery. The school establishes a procedure for doing so.

2.2 the pupil's teacher/tutor/tutors are specialist teachers on task.

2.3 in consultation with tutor/tutors must the student select area for the task. The field must be delimited in such a way as to ensure an anchoring in the teaching of the subject/subjects and thus a technical depth in the work. The demarcation of the area must at the same time ensure that essential parts of their response is outside reviewed drug, as well as to the student cannot reapply the essential parts of the replies of previous tasks.

2.4 the pupil offered guidance in order to tutor and pupil jointly identify a problem formulation within the area. Problem formulation must be approved by the supervisor/advisers before delivery no later than 2 weeks time. The school establishes a procedure for doing so.

2.5 the task be answered individually. Students can choose the same area, but must be in the guidance programme have different problem formulations.

2.6 the school's premises, library and other educational equipment shall, to the extent possible, be available to the student during the period in which the reply is drafted.

3. The assessment

3.1 assessment of exam paper made by faglæreren/-teachers and is a professional global assessment.

In assessing the emphasis on:




– topic treatment, including documentation

– the application of professional knowledge and the subject's/subject-related basic methods

– manufacturing, including source information, notes and bibliography.



Also included in the assessment, whether there is a correlation between the temporal framework for the task and the responder lifetime notify scope and quality.

Given a character, which is included in the determination of årskarakteren in elective course/curriculum.
Annex 6

Study guidelines project-hhx, June 2008

1.1 On 3. year, each student prepare a study guidance project. Study of the direction the project drawn up in 2 or 3 subjects on the basis of a study retningsfag, which the pupil has at A-level, and with the involvement of other Studio retningsfag and/or the subjects Danish and English (A) (A). Even students must have taken the test in or to be set up for the trial in the incoming subjects at the first exam date.

1.2 each student chooses, within the framework of paragraph 1.1, in which subjects study project guidelines are drawn up. Students then study the guidelines of the project area picker, see. section 2.2, as well as what (t) of the study of the direction of the project subjects that must be its principal subjects, see. paragraph 2.3.

1.3 preparation of study guidelines the project must happen during 2 consecutive weeks (a total of 10 school days) in the period from 15. October to 1. March. The school may, however, if particular circumstances justify it, decide that some of the first 5 days can be placed individually and/or separated from the last one, coherent part of the period. In those days, which is devoted to the study of the direction the project, given that no other teaching.

2. Area and task formulation


2.1 School shall designate among the school's teachers in the incoming subjects one or more mentors for each student. for guidance means good advice and hints for the student's further work on the project. The school organises the instructions in such a way as to ensure a clear separation between the teacher's role as a tutor and as a judge, and the instructions must not, therefore, include an assessment of the essential parts of the pupil's reply.

2.2 the learner selects in consultation with its (e) supervisor (e) area of study guidelines project. The area must – in both subject-related nuclear substance as additional substance – be delimited in such a way that there can be designed a task formulation, which ensures that there can be recovery of sections from the replies that had been previously submitted and corrected.

2.3 the pupil shall, not later than 6 weeks before the start of the project in writing notify the selected subjects and area. The pupil shall notify at the same time, what (t) of the incoming subjects, which is the project's principal study. If there is only one major, must it be a Studio retningsfag of at least at B-level. If there are several major, at least one of them will be a retningsfag of at least B-level study.

2.4 students who have selected the same area must have different problem formulations. Task formulation can not only build on the part of the project's major, already made in the individual student's tuition. However, there is nothing to prevent the study guidelines project drawn up in the wake of the work of the project's major or have associated costs. Subjects that are not major, can engage with the core substance additional substance, examples, and methods that are within or in the immediate extension of the teaching of subjects (one).

2.5 Task formulation shall be drawn up by the trainee's supervisor (s). The need to accommodate both discipline-specific professional requirements in the transverse as in-depth courses, and there should be a requirement for immersion, which in essential respects goes beyond the work of the project's major. Problem formulation must be concrete and delineated in precise formulations must indicate, and what will be required of the learner – including requirements and framework for the extent of the exam paper, and it should involve some aspect or be accompanied by an annex which has not been discussed with the student during the instructions. Problem formulation must have such a form, that the pupil not in advance can produce detailed parts of the final answer, but at the same time, be so designed as to take account of the considerations, the pupil has done about the task in the guidance period.

2.6 for tasks in which one or more foreign languages is included, to be a part of the used sources be in the foreign language.

2.7 exam paper to be drawn up in the Danish. The school may, however, accept that the completely or partially drawn up in English, German or French. If one or more foreign languages is included, the school may also approve that exam paper in whole or in part shall be drawn up in one of those languages.

2.8 exam paper must contain a short summary in English.

3. evaluation

3.1 assessment of exam paper is a professional global assessment in relation to the professional objectives of the subjects included in the study guidelines project.

In the assessment shall be in addition to this emphasis on the following conditions:




– consistency between the answer and task formulation, including the boundaries and requirements that are part of this,

– the testees ' selection, suspension, machining, evaluation and perspectives of relevant technical fabric,

– the difficulty and complexity of the problem, as well as

– dissemination of the substance.



3.2 If the exam paper in whole or in part is drafted in a foreign language, are the requirements for the language design the same as if it was written in Danish.

3.3 given one character on an overall rating.
Annex 7

Project task to single subject exam-hhx, June 2008

1. The task framework

1.1 each student prepares a project task. The project is written in 1-3 of the subjects included in the student's education. At least one of the subjects must be at A-level.

1.2 the student must have either carried out or set it to try in it or the incoming subjects in the next exam date after that the student has completed the teaching of the subjects.

1.3 each student chooses, within the framework of paragraph 1.1-1.2 itself, which subjects the project is written in.

1.4 preparation of project task must happen during 2 consecutive weeks (a total of 10 school days) during a period to be determined by the school. The school may, however, if the specific practical conditions justify it, decide that some of the first 5 days can be placed individually and/or separated from the last one, coherent part of the period.

2. Guidance and job title

2.1 School shall designate among the school's teachers one or more mentors for each student in the disciplines included in the project. Advisers involved in all phases of the project.

2.2 the student chooses in consultation with advisers area for the project task. Area shall – within the subject or subject-related nuclear substance and/or the supplementary substance – be delimited in such a way that there can be designed a task formulation, which ensures that there can be recovery of sections from the tasks, which in the past have been handed in and corrected. The student shall, not later than 6 weeks before the start of the project in writing inform the chosen subjects and area.

2.3 students who have selected the same area must have different problem formulations. Task formulation may not directly build on the academic substance, concluded in each student's education. However, there is nothing to prevent the project drawn up in the wake of the work in it or the incoming subjects or have associated costs.

2.4 Problem formulation shall be drawn up by the tutors. The need to accommodate the demands of the discipline-specific or the incoming subjects, and it can also accommodate more transversal professional requirements in cases where contained more than one phage. Problem formulation must be concrete and delimited and precisely indicate what will be required of the student, including requirements to the extent of the exam paper, and it should involve some aspect or be accompanied by an annex which has not been discussed with the student during the instructions. Problem formulation must have such a form, to the student not in advance can produce detailed parts of the final answer, but at the same time, be so designed as to take account of the considerations made by the student on task in the guidance period.

2.5 for tasks in which one or more foreign languages is included, to be a part of the used sources be in the foreign language.

2.6 exam paper to be drawn up in the Danish. The school may, however, accept that the completely or partially drawn up in English, German or French. If one or more foreign languages is included, the school may also approve that exam paper in whole or in part shall be drawn up in one of those languages.

2.7 exam paper should include a short summary in English.

3. evaluation

3.1 assessment of exam paper is a professional global assessment in relation to the professional objectives of the subjects included in the project.

In the assessment shall be in addition to this emphasis on the following conditions:




– about the project are answered in accordance with the task formulation, including the boundaries and requirements contained in this

– whether there is a correlation between the temporal framework for the project task and task the responder lifetime notify extent and quality

– whether the examinee has selected independently, involved and used appropriate background fabric for answering

– whether the examinee has used appropriate professional analysis and working methods by answering

– If the substance is treated sufficiently in-depth

– whether there is carried out a critical assessment of the technical and methodological basis

– If there has been a separate processing and perspective of the substance

– whether the problems have been particularly difficult and complex

– If the substance is disseminated in a satisfactory manner

– If there are precise references and appropriate documentation

– If all sources are illuminated

– whether notes and bibliography are accurate and complete

– whether the manufacture of the exam paper is clearly committed, and on the language design is clear, precise and uniform throughout the task.



3.2 If the exam paper in whole or in part is drafted in a foreign language, are the requirements for the language design the same as if it was written in Danish.

3.3 given one character on an overall assessment of their response.
Annex 8

Marketing A-hhx, June 2008

1.1 Identity

Marketing is a social science subjects. The course provides knowledge on strategy, buying behavior, market analysis, marketing communication and marketing management. The subject deals with the company's relationship with the national and international environment as well as the company's marketing decisions.

1.2 Purpose

The purpose of education is to promote students ' ability to work independently and holistic with marketing issues. Students should work with companies through national and international developments enhance the ability to analyze, assess and disseminate marketing issues and develop an understanding of the European and global perspective.


In addition, it is the aim that students ' ability to collect and analyze relevant information in order to create a basis for decision-making is promoted. Finally, students build the ability to work with basic marketing problems through the application of market economic theory with the inclusion of information technology tools.

2. Professional objectives and technical content

2.1 Academic goals

Students must be in both a national and international perspective could:




-collect, analyse and assess information on the company's internal and external relations

– analyze and assess the company's strategic planning

– independent include theories and models for the assessment of the competitive situation on a given market

– assess and put into perspective the purchase behavior of consumer and producer market and apply knowledge about this by the organisation of the company's strategy

– carry out market selection and segmentation as well as assess the company's choice of target groups

– analyze and assess the company's product development, pricing, distribution and communication.



2.2 Core fabric

Nuclear substance is:




– methods for information collection and processing

– internationalization and globalization theory

– the company's internal and external relations

– strategic planning

-market conditions, including cultural conditions

– competition

– purchasing behavior

– market selection, segmentation and audience choice

– product development, pricing, distribution and communication.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a magnitude equal to 15 per cent of the total training time and must be selected so that it, along with the core substance contributes to the development of professional goals. The additional fabric covers current market economic substance perspektiverer and elaborates on the professional goals around the company's international strategy and marketing. Finally, the additional fabric put areas from nuclear substance and developing these professional goals, acquired from here.

3. organisation

3.1 Didactic principles

Marketing deals with issues related to the company's marketing decisions. The marketing issues approached from a holistic point of view, with the inclusion of the subject's theory in an international context.

A problem-oriented educational principle has a central place in the organisation of teaching. Through this teaching ethos of professional curiosity, intuition and creativity, just like the students ' professional independence and security are strengthened.

The subject's issues be looked at, so that a distinction is made between the person, Department, company and industry level. The teaching includes analysis by use of the subject's theories and models and their contexts in relation to reality close issues.

3.2 forms of work

The teaching is organised with variety and progression in the choice of teaching methods. That must be exchanged between independent work, group and classroom training. The various forms of work should all help to promote students ' ability to analyze and assess the marketing issues.

Working with the use of authentic cases, cooperation with companies as well as company visits and guest teachers.

Education shall be organised by at least two consecutive courses corresponding to at least 10 per cent of the total training time. Students should work with marketing information and information processing in a grounded in context. Sessions are organised so that students ' ability to demonstrate professional skills will be promoted, and so that their abilities to discuss, analyze and assess a company's problems on a concrete basis are developed.

3.3 It

The teaching is organised taking into account the fact that text and presentation programs will be included as tools in student work with marketing tasks and exercises. In connection with case-work and work with open and close issues from reality organised teaching taking into account that students should have access to the Internet as well as the relevant databases.

3.4 Interaction with other subjects

When the subject is used as Studio retningsfag, it has a professional interaction with humanist subjects about international or cross-cultural issues and with other social science disciplines around the company's export strategy and logistics, as well as regulatory aspects.

4. Evaluation

4.1 ongoing evaluation

Through individual mentoring and evaluation are achieving students along the way in the overall course of a clear understanding of the level and the development of the professional point of view; including can be involved activities that stimulate the individual and common reflection on the benefits of teaching. The basis for the evaluation should be the professional goals.

4.2 Sample form

To be held on written and oral examination.

Written test

Written test on the basis of a centrally lodged task. The task contains a blanket description of a company and a voucher material. The test duration is 4 hours.

Oral examination

The school selects one of the following two sample forms:




a) oral examination on the basis of an unknown text material on a scale of 2-3 normal pages and a number of questions. The sample material is sent to the censor and approved of this prior to the test.



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

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




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



Examination time is approximately 30 minutes per examinee. Given 30 minutes of preparation time. The exam is two-fold.

The first part consists of the testees ' presentation of etsammenhængende courses, supplemented by detailed questions from the examiner. The second part takes its starting point in the unknown text material and shapes up as a conversation between the examinee and examiner.

Examination time is distributed evenly between the two parts.

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

4.3 evaluation criteria

In evaluating the testees ' performance at the written and oral test included the extent to which the examinee is able to satisfy the subject's goals, including to the examinee can:




– structuring and disseminating technical fabric

– analyze relevant information in relation to an issue

– Select and argue for the choice of an appropriate model

– discuss, analyse and assess the marketing issues using the subject's theory in a faithful and international context.



Given one character on an overall rating.
Annex 9

Marketing B-hhx, June 2008

1.1 Identity

Marketing is a social science subjects. The course provides knowledge on strategy, buying behavior, market analysis, marketing communication and marketing management. The subject deals with the company's relationship with the national and international environment as well as the company's marketing decisions.

1.2 Purpose

The purpose of education is to promote students ' ability to work independently and holistic with marketing issues. Students should work with companies through national and international developments enhance the ability to analyze, assess and disseminate marketing issues and develop an understanding of the European and global perspective.

In addition, it is the aim that students ' ability to collect and analyze relevant information in order to create a basis for decision-making is promoted. Finally, students build the ability to work with basic marketing problems through the application of market economic theory with the inclusion of information technology tools.

2. Professional objectives and technical content

2.1 Academic goals

Students must be in both a national and international perspective could:




– use knowledge about information gathering to conduct analysis of market opportunities

– use knowledge about a company's internal and external relations to discuss the company's strategic planning

– analyse and assess the State of competition on a given market

– analyze purchase behavior on consumer market

– explain the purchase behaviour of producer market

– implement segmentation and assess the company's choice of target groups

– analyze and decide on the company's product development, pricing, distribution and communication.



2.2 Core fabric

Nuclear substance is:





– methods for information collection and processing

– internationalization and globalization theory

– the company's internal and external relations

– strategic planning

– competition

– purchasing behavior

– market selection, segmentation and audience choice

– product development, pricing, distribution and communication.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a magnitude equal to 15 per cent of the total training time and must be selected so that it, along with the core substance contributing to the fulfilment of the professional goals. The additional fabric covers current market economic substance perspektiverer and elaborates on the professional goals about corporate strategy and marketing. Finally, the additional fabric put areas from nuclear substance and developing these professional goals, acquired from here.

3. organisation

3.1 Didactic principles

Marketing deals with issues related to the company's marketing decisions. The marketing issues approached from a holistic point of view, with the inclusion of the subject's theory in an international context.

A case-based learning principle has a central place in the organisation of teaching. Through this teaching ethos of professional curiosity, intuition and creativity, just like the students ' professional independence and security are strengthened.

The subject's issues be looked at, so that a distinction is made between the person, Department, company and industry level. The teaching includes analysis by use of the subject's theories and models and their contexts in relation to reality close issues.

3.2 forms of work

The teaching is organised with variety and progression in the choice of forms of work.

That must be exchanged between independent work, group and classroom training. The various forms of work should all help to promote students ' ability to analyze and assess the marketing issues.

Working with the use of authentic cases, cooperation with companies as well as company visits and guest teachers.

Education shall be organised by at least a coherent course, equivalent to at least 10% of the total training time. Students should work with marketing information and information processing in a grounded in context. The course is organised so that students ' ability to demonstrate professional skills will be promoted, and so that their ability to discuss and analyze a business problem posts on a concrete basis are developed.

3.3 It

The teaching is organised taking into account the fact that text and presentation programmes be included as tools in student work with marketing tasks and exercises. In connection with case-work and work with open and close issues from reality organised teaching taking into account that students should have access to the Internet as well as the relevant databases.

3.4 Professional interaction

The subject has as compulsory subjects a professional interaction with humanist subjects on international and intercultural issues and with other subjects on the company's export strategy and logistics, the use of it, as well as issues about business policy and regulatory aspects.

4. Evaluation

4.1 ongoing evaluation

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

4.2 Sample form

To be held on the oral test on the basis of an unknown text material on a scale of 1-2 normal pages and a number of questions. The sample material is sent to the censor and approved of this prior to the test.

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

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

4.3 evaluation criteria

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




– structuring and disseminating technical fabric

– formulate technical argumentation

– demonstrate professional skills

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



Given one character on an overall rating.
Annex 10

Danish A-hhx, June 2008

1. Identity and purpose

1.1 Identity

Danish is a humanities elective subjects with interfaces to the social sciences. The subject's core is text analysis and text production, having read, narrated, is written and interpreted texts expressing human thoughts, experiences, feelings, intentions and attitudes.

The subject deals with language, communications, literature and media. The Danish language is the starting point of the subject's work to uncover, generate and understand the importance of different text types, including to see and interpret in work with Visual texts.

1.2 Purpose

The purpose of education is to develop students ' creative and critical faculties through the acquisition and application of knowledge about language, communications, literature and media. The subject contributes to the building of students ' competence by developing reflection study and analytical skills through work with texts in a linguistic, aesthetic, cultural and historical perspective. Mastery of a secure linguistic expression, reflection, and critical-analytical sense develops students ' ability to commit themselves with accountability and tolerance and to actively take part in a democratic society.

The aim is also, through work with text types that vary in time, location, genre and intention, to develop students ' self and ' understanding as part of the personal identity formation.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– express themselves orally and in writing is appropriate, properly drawn up, personal, nuanced and argumentative

– demonstrate insight into the language's structure, usage, and function as well as be able to use grammatically and stylistically terminology

– use a variety of oral and written genres, including poetry readings, record, statement, characteristics, discussion and discussion paper

-independently carry out a methodical and relevant analysis and interpretation of various literary and non-literary texts, as well as orally, in writing,

– characterize literary masterpieces from the eras of importance for the development of today's mindset

– put into perspective and evaluate the texts on the basis of knowledge of historical, cultural, societal, aesthetic, psychological, communicative and business related contexts

– read and extract meaning from print and electronic media texts and be able to assess these as part of a communication situation

-demonstrate knowledge of Danish and international trends in the field of literature and media and interaction with culture and society

– navigate through large amounts of text and analytical focus of selecting and documenting.



2.2 Core fabric

Nuclear substance is:




– oral and written language skills, including rhetoric and argumentation

– multiple literary genres, including folk shows, and other text types, including journalism, images and commercial communications

– translated and Nordic lyrics

– Danish texts from key periods in the past 400 years, with a particular obligation on the texts after the modern breakthrough

– at least one text of each of the following authors: Ludvig Holberg, Adam Oehlenschläger, N.F.S. Grundtvig, Steen St. Blicher, Hans Christian 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 of importance to Danish, Nordic or European culture and mindset

– culture and consciousness of historical representations

– language, media and literature, scientific concepts, tools and methods.



The profession is organised in focus areas:




– comparative literature

– media history

– language and communication

– trends in time

– period

– 2 Optional areas of focus within the categories: genre, authorship, theme, period, media, art and culture



and in 7 works, either in association with focus areas or independently.

2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance to be selected, so that it helps to elaborate and put into perspective the core substance and thereby helping to fulfill the professional goals. The additional fabrics can be found in the interfaces with other Humanities and social sciences and education accounts for approximately 15% of the subject's duration.

3. organisation

3.1 Didactic principles


Education builds on the end objectives of "spoken language", "the written language" and "language, literature and communication" in the subject of Danish primary school. The teaching is organised so that the subject's written and oral dimension working together and supports the further development of the skills of listening, speaking, reading, writing and see. The teaching organised in addition with an academic progression through the 3 years.

Work on the language, literature and media should be integrated as far as possible. Both literary and communication texts should be represented within the focus areas, and working a linguistic, literary and media analytics with these. Professionally relevant reading strategies involved in working with texts.

3.2 forms of work

The teaching is organised with varying forms of work and different learning strategies which cater for students ' cultural background, influence and professional immersion. Students will be involved in the choice of fabric and forms of work.

Work on oral and written presentation are integrated. The oral dimension organised as class discussions and group display or individual presentations with increasing requirements for the form and content. The written dimension organised also with progression in the form, content and scope. The written work includes process-oriented writing exercises as well as working in the field of text analysis, essay and dissemination. Process-oriented writing exercises are carried out with professional guidance in connection with the oral work and work in the it workshop.

Drawn up at 2. years or the first months of 3. year to date for a task in Danish and/or contemporary history, see. Annex 5.

3.3 It

It included both as a tool in teaching and in the form of electronic texts, which should be the subject of analysis and assessment. It is used in the context of students ' information retrieval, communication, text analysis and text production.

3.4 Interaction with other subjects

Danish is covered by the general requirement of interaction between the subjects and forms part of the study area, in accordance with the provisions which apply to this course. The course acts as a compulsory subject in all fields of study, how it interacts with other compulsory subjects, as well as relevant study retningsfag. In interaction with other disciplines facing text analysis and text production Central, like historical consciousness.

4. Evaluation

4.1 ongoing evaluation

Students should along the way in the overall progression through mission work and individualised guidance to achieve a clear understanding of the level and the development of the professional standpoint. In addition, involved activities that stimulate the individual and common reflection on the benefits of teaching. The basis for the evaluation should be the professional goals.

4.2 Sample Forms

There is a written and an oral examination.

The written test

Written test on the basis of a core made set of tasks. A set of tasks includes at least four tasks, and each task contains a text basis as well as inspirational material. The examinee selects one of the tasks to the reply. The test duration is 6 hours.

The oral test

Oral examination on the basis of an unknown text material, which must be the subject of analysis and perspective, as well as a corresponding title on a from the teaching known professional area, which will be used as the starting point for a short oral presentation. The sample material is sent to the censor and approved of this prior to the test.

Examination time is approximately 30 minutes. Given 60 minutes of preparation time.

The examination takes its starting point in the testees ' presentation of his reply, supplemented by detailed questions from the examiner.

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

4.3 evaluation criteria

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

At the written test:




– written presentation and genre conscious communication

– abstracting and flesh out the selected topic

– apply the Danish technical knowledge and the subject's basic methods.



Given one character on an overall rating.

At the oral test:




– oral production

– organize and explain it towed topic

– apply the Danish technical knowledge and the subject's basic methods.



Given one character on an overall rating.
Annex 11

English A-hhx, June 2008

1. Identity and purpose

1.1 Identity

English is a færdighedsfag, a vidensfag and a workshop dealing with the English-language areas and global contexts. The subject's workspace is the English language as means of communication and as a means of understanding of the culture and society in the English-speaking areas. The subject includes work with communication in practice, text analysis and text perspective as well as the English language's structure and grammar.

1.2 Purpose

It is the purpose of the tuition that students thoroughly prepared with English achieves the ability to understand and use the English language and thus create the conditions to enable them to participate actively in regional and global contexts, both personally and professionally. It is also the objective that students acquire current knowledge of the United Kingdom and the United States as well as knowledge of other English-language society and global contexts. The course will also provide the basis for students ' ability to communicate across cultural borders both in General and occupational contexts is encouraged. Finally, the teaching of the subject's various disciplines help to develop students ' linguistic knowledge and consciousness.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the varied forms of authentic English

– apply appropriate reading strategies and language learning strategies

– analyze, interpret and put into perspective the lyrics

– use knowledge of the English language's structure and grammar to linguistic analysis, comprehension and dissemination

– apply the knowledge of historical, cultural, societal and business-related issues in the United Kingdom and the United States for analysis and perspective of current conditions

– apply appropriate assistive devices for the acquisition, evaluation and dissemination of new knowledge about the language field and global contexts

– elaborate coherent for and participate in the conversation about General, literary, social and work-related topics

– writing articulate different text types, including translations, summaries, internal and external business communications and longer, self representations of complex issues and topics

– apply a wide general and technical vocabulary and a varied syntax in combination with secure mastery of grammatikkens main rules.



2.2 Core fabric

Nuclear substance is:




– professional texts and news texts which deal with topics in marketing, international economics, culture and society

– education and related forms of communication

– texts of essential English-language writers in the literary main genres

– key texts add up to a portrait of the modern United Kingdom and United States comprehensive historical, cultural, societal and business-related issues

– the English language's grammar, sound system, orthography, idiomatik, vocabulary and word formation.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance must elaborate and put into perspective the core substance and expand the professional horizon, so that students meet the academic goals.

3. organisation

3.1 Didactic principles

Education shall be based on the professional level, which students have achieved in primary school and organised, so that they gradually meetings greater complexity in the fabric choice and methodology and experience greater autonomy and responsibility in relation to their own professional development. That must be exchanged between inductive and deductive forms of work.

Work with the subject's various subject areas are integrated, so that students are experiencing a clear correlation between expression, substance and communication situation. To work with listening, reading and communication strategies, and the pupils ' own language production in speech and writing must be a priority. The working language is quite predominantly in English.

3.2 forms of work

Central to the teaching is the professional progression. Work with the profession is organised mainly as topics or projects on the basis of the subject's core drug and in the supplementary material.

The teaching is organised in the form of 7-10 subjects.

The written work is organised with progression and should include screenings, tests and testing of language skills and language observation as well as used for documentation of the students ' skills, for dissemination and for independent processing of issues.

3.3 It

It is used as a tool for written and oral communication, information retrieval, and by developing and testing language skills and be integrated into the teaching, where relevant.

3.4 Interaction with other subjects


English is subject to the general requirement of interaction between the subjects. The course acts as a compulsory subject in all fields of study, where it is part of professional interaction of economic, social, historical, international and intercultural topics.

The subject is also included in an interplay with other language and Danish on language and text analytical conditions.

4. Evaluation

4.1 ongoing evaluation

Students ' professional position is evaluated using an initial screening, who during the course followed up by testing. After the end of each topic or project carried out an evaluation, so that students can achieve a clear understanding of the level and the development of the professional position, and so that the individual and collective reflection on the benefits of teaching be strengthened. The basis for the evaluation should be the professional goals.

4.2 Sample Forms

There is a written and an oral examination.

The written test

The basis for the written test is a two-tier Central made set of tasks. The whole task Kit handed out at the start. The test duration is 5 hours. In the first hour or professional computer assistive devices must not be used. After an hour is collected all the replies to the first part of the task, and then must set all devices used to reply to the second part of the task set.

The oral test

The school chooses for each hold one of the following two sample forms. For both the sample forms, the topics included as a basis for the test, put together to cover the professional goals and core substance, and that the same unknown specimen may be used by no more than 3 examinations on the same team.

Try form a): oral examination on the basis of an unknown text material on a scale of ca. 5 normal pages. The sample material is sent to the censor and approved of this prior to the test.

Examination time is approximately 30 minutes per examinee. Given 60 minutes of preparation time. Examination forms itself as a conversation between the examinee and examiner.

Sample form b): oral examination on the basis of an unknown text material on a scale of 10-15 standard pages with ties to one of the most studied topics and an unknown prose-or factual text on a scale of approximately 1 normal page. The sample material is sent to the censor and approved of this prior to the test.

Examination time is approximately 30 minutes per examinee. Be given at least 24 hours of preparation time for the unknown text materials associated with one of the most studied topics. There is a preparation time of 30 minutes for the rest of the material.

The exam is two-fold.

The first part consists of the testees ' presentation of unknown text material with the inclusion of the studied topics, supplemented by a detailed conversation between examinee and examiner.

The second part consists of the testees ' recitation and translation of selected parts of the unknown, raw text and partly of annotation and explanation related to vocabulary and grammar.

Examination time is allocated between the two parts, so that the first part is about 2/3 and the second part about 1/3.

4.3 evaluation criteria

In the assessment of the written and oral test included the extent to which the examinee is able to satisfy the professional objectives in point 2.1.

The assessment of the written test includes the testees ':




– text understanding, overview and ability for the selection of relevant information

– understanding of the communication situation and ability to customize the text for the recipient

-ability to structure the logical and coherent

– ability to unfold the topic and make relevant perspektiveringer

– ability to use appropriate assistive devices, including computer

– safety in the mastery of the English language, including the language of the language and vocabulary

– ability to present views and argue coherently.



Given one character on an overall rating.

The assessment of the oral test includes the testees ':




– text understanding, overview of the text material and the ability to pick out relevant information

– ability to unfold the topic and make relevant perspektiveringer

– ability to present a coherent and structured under compound use of it

– ability to effortlessly to engage in a conversation in English, presenting the views of the liquid and

– argue coherently

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

– ability to make relevant linguistic and stylistic observations

– safety in the mastery of the English language, including language accuracy, pronunciation, language usage and vocabulary.



Given one character on an overall rating.
Annex 12

Business law C-hhx, June 2008

1. Identity and purpose

1.1 Identity

Business law is a legal subjects that include knowledge about the General legal principles and a broad field of vocational education and legislation. Business law provides knowledge about the business laws and about how these at once creates opportunities and sets the framework for the international and market-oriented company. The subject deals with the rule sets specifically of interest to economic activity and its behaviour.

1.2 Purpose

Through the teaching of business law, students develop the ability to reflect on the legal issues in relation to the company, both nationally and internationally. In addition, students through teaching develop the ability to identify business issues through understanding of the legal principles applicable in a democratic rule of law. Finally, students develop the ability to involve technical method in connection with issues related to the prevention and solution of conflicts of law.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– explain the ongoing legal-philosophical, ethical and international aspects

– explain aspects of national and international sources of law

– apply the legal method for the analysis and assessment of the Danish private law issues in the relationship between the company and its surroundings

– discuss and assess employment law issues

– discuss aspects relating to prosecution.



2.2 Core fabric

Nuclear substance is:




– legal regulation and sources of law

– contract, torts and product liability

– precontractual, consumer contracts, marketing

– the buying and selling of goods, nationally and internationally, as well as services, private international law, consumer sales

– credit agreements, credit insurance, including mortgage and bail

-it law

– employment law

– prosecution.



2.3 Additional fabric

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

3. organisation

3.1 Didactic principles

In business law working on current legal issues, since individual cases are analyzed from a holistic point of view. That involved legal theory, so that students are given the opportunity to make a statement on the company's legal decisions and behaviour in a grounded in context. Education shall to the greatest possible extent involve students ' experience.

The inductive teaching principle has a central place in the organisation of teaching. Through an inductive based education encouraged students ' ability to organize, articulate and convey technical argumentation.

The business law issues are viewed from the company's point of view. The individual and society are stakeholders in relation to the company's legal dispositions.

3.2 forms of work

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

Also includes teaching oral and written work with tasks around the confined legal issues.

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

3.3 It

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

3.4 Interaction with other subjects

The subject interacts with other subjects about international issues and interact with the social sciences in the context of commercial law and General legal issues.

4. Evaluation

4.1 ongoing evaluation


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

4.2 Sample Forms

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

Try form a): oral examination on the basis of an unknown text material and a number of questions. Text material with associated questions are sent to the censor and approved of this prior to the test.

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

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

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

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

The exam is two-fold.

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

4.3 evaluation criteria

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

The examinee should including be able to:




– structuring and disseminating technical fabric

– formulate technical argumentation

– demonstrate professional skills

– discuss and assess business legal issues with the use of the subject's methodology and terminology in a grounded in context.



Given a single character on the basis of a global assessment.
Annex 13

French begin language A-hhx, June 2008

1. Identity and purpose

1.1 Identity

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

1.2 Purpose

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

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the main content when spoken French on known as well as general subjects facilitated through various media

– participate in the conversation and discussion on a clear and fairly fluent in French about the known as well as general topics

– read and understand primary French-language lyrics

-orally present, explain and comment on known issues and problems in society, business and culture on a clear and fairly fluent in French by means of relevant presentations

– express themselves in writing about a given problem in a single and coherent French, translate a Danish text into French, as well as easier draw up simple business-related materials

– analyze and interpret French-language texts of different genres as well as put the individual text into the cultural, social and literary contexts

– put the acquired knowledge of French and Francophone social, business and cultural relations with other social, business and cultural relations

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

– apply a-and bilingual dictionaries, a French grammar and other assistive devices.



2.2 Core fabric

Nuclear substance is:




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

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

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

– current oral and written literary and non-literary forms of expression from France and other Francophone countries

– key pages of France and other French-speaking countries community and profession

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

– internal and external communication in French companies.



2.3 Additional fabric

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

3. organisation

3.1 Didactic principles

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

Teaching should give students the opportunity to acquire the knowledge of the language, which is needed to develop both oral as written communicative skills.

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

Listening, reading and communication strategies must give students the tools to be able to initiate and maintain communication.

Grammar, comprehension and language acquisition are involved, as appropriate, and taking into account the professional progression.

Teaching takes place as far as possible in French.

3.2 forms of work

Central to the teaching is the professional progression.

After the starting teaching organised work mainly through 6-8 different topics, and it must be ensured that professional objectives are integrated in this work.

Working forms and methods is varied and adapted to professional goals, working towards in that topic.

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

Selected preferentially forms of work that develops students ' communicative skills, ability to read and understand texts and to present a given topic. Understanding of spoken French is ensured by that students hear the language conveyed through various media.

Work with French culture, French social and professional relationships are embedded in constant work with the items.

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

3.3 It

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

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

3.4 Interaction with other subjects

French is covered by the general requirement of interaction between the subjects and forms part of the study area, in accordance with the provisions which apply to this course. The subject's General linguistic, regional and global dimensions opens for interfacing with other subjects.

When French is part of a study, it must engage in interaction with other disciplines on subjects of linguistic, cultural, intercultural, as well as business and socio-economic nature.

4. Evaluation

4.1 ongoing evaluation

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

The evaluation must be forward-looking.

4.2 Sample Forms

There is a written and an oral examination.

The written test

Written test on the basis of a core made set of tasks. Task set includes:





– free written production on the basis of a French-language text material on approximately one standard page and a picture material

– translation of a text from Danish to French

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



The test duration is 4 hours.

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

The oral test

Oral examination on the basis of an unknown, unwrought French-language text material on a scale of around 4 normal pages related to one of the most studied topics and an unknown in the rough French-language text and picture material on a scale of approximately 1 normal page about a general topic. The topics included as the basis for the sample, taken together, cover the professional goals and core substance. The sample material is sent to the censor and approved of this prior to the test.

The test is in two parts, with a total eksaminationstid in 30 minutes.

The first part includes a presentation in French of the unknown, primary text material. The corresponding studied topic involved in the presentation and in the main conversation between examinee and examiner. Text material handed out the day before the test, and the preparation time is at least 24 hours. All devices are allowed.

The second part includes an interview in French on the basis of the unknown text and picture material.

The text referenced in the main drag in French. For this part of the sample is given a preparation time of 30 minutes. In this preparation time must the examinee use all devices except for communication with the outside world.

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

4.3 evaluation criteria

By both the written and the oral test assessed the extent to which the testees ' performance meets the professional goals.

At the written test will be given to the fact that the examinee can extract the essential of the supplied text material, express themselves in writing on a coherent French, answering a task,

Dispose and produce a content clearly and independently in a manner similar to the subject's character.

The examinee must also be able to show safety in the relevant morphology and syntax and mastering a general vocabulary as well as idiomatik.

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

At the oral test will be given to the fact that the examinee in French can present and relate/compare the unknown text material and incorporate relevant elements of French and frankofon culture, literature, business and society from the studied subject. In addition, emphasis is placed on conversation skill and comprehension.

Consistent use of language is more important than accuracy in detail.

One character is given on the basis of a global assessment.
Annex 14

French language continuing A-hhx, June 2008

1. Identity and purpose

1.1 Identity

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

1.2 Purpose

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

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand spoken French, communicated through various mediums, including longer oral statements

– participate in conversations and discussions on a varied and fluent French

– use a variety of reading strategies in order to orient themselves in larger amounts of text and understand primary French-language lyrics

-orally present and explain an item by using the appropriate presentation of a clear and well-structured French

– write a varied and fairly correct French about known issues, draw up business related materials and translate a Danish text of a certain degree of difficulty to a clear and precise French

– analyze and interpret French-language texts of different genres as well as put the individual text in relation to the cultural, social and literary contexts

– apply the acquired knowledge of French and Francophone social, professional and cultural situations in the daily work, as well as orally, in writing,

– put the acquired knowledge of French and Francophone social, commercial and cultural relations with other social, commercial and cultural relations

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

– apply a-and bilingual dictionaries, a French grammar and other assistive devices.



2.2 Core fabric

Nuclear substance is:




– the General principles for the language's structure and use, both related to conversations and texts structure and related syntax and morphology

– a varied widely and commercially vocabulary as well as idiomatik for use in written and oral communication, with a special focus on the studied topics

– knowledge of French pronunciation and intonation, pattern as well as productive

– Central as well as specific pages of France and other French-speaking countries community, business and culture

– current oral and written literary and non-literary forms of expression from France and other Francophone countries

– French corporate profile, structure, and interaction with the outside world

– intercultural relationship that has relevance for the studied topics

– the French-speaking world's role in the international community.



2.3 Additional fabric

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

3. organisation

3.1 Didactic principles

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

Teaching should give students the opportunity to acquire the knowledge of the language, which is needed to develop both oral as written communicative skills.

At the heart of teaching pupils the option of own language stand production and expansion in relation to the professional goals. Emphasis is placed on developing the linguistic attention and awareness in order to promote the pupils ' linguistic reflection level and precision. Fluency takes precedence over linguistic precision.

Listening, reading and communication strategies must give students the tools to be able to initiate and maintain communication.

Grammar, comprehension and language acquisition are involved, as appropriate, and taking into account the professional progression.

Teaching takes place as far as possible in French.

3.2 forms of work

Central to the teaching is the professional progression.

The work is organised mainly through 8-10 different topics, and it must be ensured that professional objectives are integrated in this work.

Working forms and methods is varied and adapted to professional goals, working towards in that topic.

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

It focuses on forms of work that develops students ' communicative skills, ability to read and understand texts and develops the ability to present a given topic. Understanding of spoken French is ensured by that students hear the language conveyed through various media.

Work with French culture, French social and professional relationships are embedded in constant work with the items.

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

3.3 It

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

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

3.4 Interaction with other subjects


French is covered by the general requirement of interaction between the subjects and forms part of the study area, in accordance with the provisions which apply to this course. The subject's General linguistic, regional and global dimensions opens for interfacing with other subjects.

When French is part of a study, it must engage in interaction with other disciplines on subjects of linguistic, cultural, intercultural, as well as business and socio-economic nature.

4. Evaluation

4.1 ongoing evaluation

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

The evaluation must be forward-looking.

4.2 Sample Forms

There is a written and an oral examination.

The written test

Written test on the basis of a core made set of tasks. Task set includes:




– free written production on the basis of a French-language text material on 2-3 normal pages and one picture material

– translation of a text from Danish to French

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



The test duration is 5 hours.

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

The oral test

Oral examination on the basis of an unknown French-language text in the rough material of a magnitude of about 6 standard pages with ties to one of the most studied topics and an unknown in the rough French-language prose text of an extent of approximately 2 standard pages. The topics included as the basis for the sample, taken together, cover the professional goals and core substance. The sample material is sent to the censor and approved of this prior to the test.

The test is in two parts, with a total eksaminationstid in 30 minutes.

The first part includes a presentation in French of the unknown, primary text material. The corresponding studied topic involved in the presentation and in the main conversation between examinee and examiner. Text material handed out the day before the test, and the preparation time is at least 24 hours. All devices are allowed.

The second part includes text understanding based on the unknown, raw prose text. The text referenced in the main drag in French and commented on. For this part of the sample is given a preparation time of 30 minutes. In this preparation time must the examinee use all devices except for communication with the outside world.

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

4.3 evaluation criteria

By both the written and the oral test assessed the extent to which the testees ' performance meets the professional goals.

At the written test will be given to the fact that the examinee can extract the essential of the supplied text material, express themselves in writing on a coherent French, answering a task, dispose and produce a content clearly and independently in a manner similar to the subject's character and the task's style rent. The examinee must also be able to show safety in the relevant morphology and syntax and mastering a general vocabulary as well as idiomatik.

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

At the oral test will be given to the fact that the examinee in French can present and relate/compare the unknown text material and incorporate relevant elements of French and frankofon culture, literature, business and society from the studied subject. In addition, emphasis is placed on conversation skill and comprehension.

Consistent use of language is more important than accuracy in detail.

One character is given on the basis of a global assessment.
Annex 15

French language B-hhx continues, June 2008

1. Identity and purpose

1.1 Identity

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

1.2 Purpose

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

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the main content when spoken French on known as well as general subjects facilitated through various media

– participate in the conversation and discussion on a clear and fairly fluent in French about the known as well as general topics

– read and understand primary French-language lyrics

-orally present, explain and comment on known issues and problems in society, business and culture on a clear and fairly fluent in French by means of relevant presentations

– express themselves in writing about a given problem in a single and coherent French, translate a Danish text into French, as well as easier draw up simple business-related materials

– analyze and interpret French-language texts of different genres as well as put the individual text into the cultural, social and literary contexts

– put the acquired knowledge of French and Francophone social, business and cultural relations with other social, business and cultural relations

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

– use one-and two-language dictionaries, a French grammar and other assistive devices.



2.2 Core fabric

Nuclear substance is:




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

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

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

– current oral and written literary and non-literary forms of expression from France and other Francophone countries

– key pages of France and other French-speaking countries community and profession

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

– internal and external communication in French companies.



2.3 Additional fabric

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

3. organisation

3.1 Didactic principles

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

Teaching should give students the opportunity to acquire the knowledge of the language, which is needed to develop both oral as written communicative skills.

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

Listening, reading and communication strategies must give students the tools to be able to initiate and maintain communication.

Grammar, comprehension and language acquisition are involved, as appropriate, and taking into account the professional progression.

Teaching takes place as far as possible in French.

3.2 forms of work

Central to the teaching is the professional progression.

The work is organised mainly through 6-8 different topics, and it must be ensured that professional objectives are integrated in this work.

Working forms and methods is varied and adapted to professional goals, working towards in that topic.

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

It focuses on forms of work that develops students ' communicative skills, ability to read and understand texts and develops the ability to present a given topic. Understanding of spoken French is ensured by that students hear the language conveyed through various media.

Work with French culture, French social and professional relationships are embedded in constant work with the items.


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

3.3 It

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

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

3.4 Interaction with other subjects

French is covered by the general requirement of interaction between the subjects and forms part of the study area, in accordance with the provisions which apply to this course. The subject's General linguistic, regional and global dimensions opens for interfacing with other subjects.

When French is part of a study, it must engage in interaction with other disciplines on subjects of linguistic, cultural, intercultural, as well as business and socio-economic nature.

4. Evaluation

4.1 ongoing evaluation

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

The evaluation must be forward-looking.

4.2 Sample form

To be held on the oral test on the basis of an unknown, unwrought French-language text material on a scale of around 4 normal pages related to one of the most studied topics and an unknown in the rough French-language text and picture material on a scale of approximately 1 normal page about a general topic. The topics included as the basis for the sample, taken together, cover the professional goals and core substance. The sample material is sent to the censor and approved of this prior to the test.

The test is in two parts, with a total eksaminationstid in 30 minutes.

The first part includes a presentation in French of the unknown, primary text material. The corresponding studied topic involved in the presentation and in the main conversation between examinee and examiner. Text material handed out the day before the test, and the preparation time is at least 24 hours. All devices are allowed.

The second part includes a conversation in French, starting with the unknown, raw text and picture material. The text referenced in the main drag in French. For this part of the sample is given a preparation time of 30 minutes. In this preparation time must the examinee use all devices except for communication with the outside world.

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

4.3 evaluation criteria

By the test assessed the extent to which the testees ' performance meets the professional goals.

Emphasis is placed on the fact that the examinee in French can present and relate/compare the unknown text material and incorporate relevant elements of French and frankofon culture, literature, business and society from the studied subject. In addition, emphasis is placed on conversation skill and comprehension.

Consistent use of language is more important than accuracy in detail.

One character is given on the basis of a global assessment.
Annex 16

International Economics A-hhx, June 2008

1. Identity and purpose

1.1 Identity

International Economics is a social science subjects, which deals with the socio-economic development seen in a national, a European and a global perspective.

The subject thus provide knowledge and understanding of the socio-economic development in an open economy. The subject deals with descriptive economics and economic theory and methodology.

1.2 Purpose

The aim of the course is that students develop their social understanding and their ability to describe, analyze, reflect on and take a position on both historical and current socio-economic contexts and issues.

In addition, students develop their methodological skills as well as gain insight into and understanding of socio-economic issues in and between national, European and global perspective. Also, students build the ability to remain reflective of the socio-economic development.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– use knowledge of economic theory and method for the analysis of socio-economic contexts and of the interplay between the economic sub-sectors

– on the basis of financial ratios to analyze and assess the economic imbalances as well as to analyze and assess the socio-economic impacts of economic policy interventions and events

– analyse, relate/compare and assess national and global socio-economic issues

– be aware of key macroeconomic schools

– use knowledge about trade theories and the international economic cooperation to analyze and assess developments in Denmark's foreign trade, the global trade and the international division of labour

– analyse, assess and compare different degrees of economic integration, including an account of the economic cooperation in the EU

– apply knowledge for economic growth and global growth centers to analyze cyclical developments in Denmark and the global economy

– analyze, discuss and evaluate different models of welfare

– analyze and evaluate differences in living conditions and give an account of different development theories and forms of development assistance

– analyze, evaluate and compare information about business structure, living conditions, demography and economic development in various countries and regions

– draw up tables and drawing diagrams to illustrate socio-economic data and carry out simple calculations in connection with socio-economic analyses.



2.2 Core fabric

Nuclear substance is:




– economic theory and method

– the economic subsectors and the interaction between these

– national accounts concepts and macroeconomic key figures

– economic imbalances and main economic policies

– macroeconomic schools

– trade theories, international trade and international division of labour

– international economic cooperation and various degrees of economic integration

– economic growth, economic progress and international economic diversification

– welfare models

– developing theories, development policy and development cooperation

– economic structure, living conditions, income distribution and demographic development.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance to be selected, so that it helps to put into perspective and deepen nuclear substance and thereby helping to fulfill the professional goals. The additional fabric covers national and global current or historical socio-economic issues. The additional fabric will make up about 20 per cent of the total training time.

3. organisation

3.1 Didactic principles

Education shall be organised themed with a strong emphasis on student actuating forms of work.

That must be exchanged between the inductive teaching method, which takes as its starting point in reality close issues where students formulate explanations for and consequences of the problems, and the deductive teaching method in which the teacher structures the substance and establishes the subject's basic contexts.

Current examples and cases must be continuously involved in teaching, so that the academic theory and method used in the concrete reality of close relationships. The emphasis is on practical application rather than theoretical model theory-building.

Also should there be progression in teaching organisation.

3.2 forms of work

That must be exchanged between independent work, group lessons and classroom training. The various forms of work should all help to promote students ' ability to analyze, assess and argue.

The written work includes smaller test for assessing students ' academic yield of selected themes from the teaching and tasks that takes as its starting point in a case to which is attached any questions in relation to those issues, the case contains.

3.3 It

Information technology tools to be involved in teaching, where they can support and complement the professional goals and the educational process. Including should it be used for information retrieval and to set up tables and charts for use by oral and written presentation.

3.4 Professional interaction

International Economics are covered by the general requirement of interaction between the subjects. When the subject appearing as Studio retningsfag, included it in the interaction with the other social sciences. Also included the subject in interaction with the humanistic subjects, containing international themes.

Finally, the subject interaction with mathematics, when this subjects included in the study.

4. evaluation

4.1 ongoing evaluation

Through individual instruction and use of test achieves the pupils along the way in the overall course of a clear understanding of the level and the development of the professional standpoint. Including activities that stimulate the involvement of individual and collective reflection on the benefits of teaching.


The basis for the evaluation should be the professional goals.

4.2 Sample Forms

There is a written and an oral examination.

The written test

The school chooses for each team with one of the following two sample forms:

Try form a): written examination on the basis of a centrally made case, which is associated with a number of questions.

The test duration is 5 hours.

Sample form b): written examination on the basis of a centrally made case, which is associated with a number of questions.

The test duration is 5 ½ hour.

The test is two-fold.

The duration of the first part of the sample is 1 ½ hour. Exam takers must read and discuss among themselves in groups of up to four the supplied case. The duration of the second part of the sample is 4 hours.

Issues related to the case be handed over, and the examinee shall design its individual answering the questions asked.

The oral test

The school chooses for each team with one of the following two sample forms:

Try form a): oral examination on the basis of an unknown text material and a number of questions. The sample material is forwarded to the examiner and approved of this before the meeting is held.

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

Examination forms like a conversation between examiner and examinee.

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

exam days on the same team.

Sample form b): oral examination on the basis of a known socio-economic theme, consisting of an unknown socio-economic document material. The sample material is sent to the censor and approved of this prior to the test. The examinee shall draw up on the basis of the material a synopsis on a maximum of 2 pages.

Examination time is approximately 30 minutes per examinee. Be given at least 24 hours of preparation time.

The examination takes its starting point in the testees ' presentation of his synopsis, supplemented with

further questions from the examiner. The examinee will be judged solely on the basis of the oral performance.

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

exam days on the same team.

4.3 evaluation criteria

In the assessment of performance in the written and oral test included the extent to which the examinee is able to satisfy the subject's goals. Particular emphasis the testees ':




– professional knowledge and overview

– the application of academic theory and method

– ability to analyze, get a different perspective and assess the professional issues

– ability to articulate themselves academically accurately

– ability to argue they argued views

-ability to structure and disseminate technical fabric



Given one character on an overall rating.
Annex 17

International Economics B-hhx, June 2008

1. Identity and purpose

1.1 Identity

International Economics is a social science subjects, which deals with the socio-economic development seen in a national, a European and a global perspective.

The subject thus provide knowledge and understanding of the socio-economic development in an open economy. The subject deals with descriptive economics and economic theory and methodology.

1.2 Purpose

The aim of the course is that students develop their social understanding and their ability to describe, analyze, reflect on and take a position on both historical and current socio-economic contexts and issues.

In addition, students develop their methodological skills as well as gain insight into and understanding of socio-economic issues in and between national, European and global perspective. Also, students build the ability to remain reflective of the socio-economic development.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– use knowledge of economic theory and method for the analysis of socio-economic contexts and of the interplay between the economic sub-sectors

– analyse economic imbalances as well as analyze, discuss and assess the socio-economic impacts of economic policy interventions and events

– explain and assess national and global socio-economic issues

– use knowledge about trade theories and the international economic cooperation to account for developments in Denmark's foreign trade as well as the global trade

– explain the business cycle in Denmark

– explain the differences in standard of living in countries at different stages of development

– analyze tables, graphs and text related to a country's economic structure, demography and economics.

– draw up tables and drawing diagrams to illustrate socio-economic data and carry out simple calculations in connection with socio-economic analyses.



2.2 Core fabric

Nuclear substance is:




– economic theory and method

– the economic subsectors and the interaction between these

– economic imbalances and main economic policies

– foreign trade, trade theories and trade cooperation

– the economic cooperation in the EU

– national accounts concepts as well as macroeconomic fundamentals

– economic growth, economic progress and international economic diversification

– economic structure, living conditions and demographic development.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance to be selected, so that it helps to put into perspective and deepen nuclear substance and thereby helping to fulfill the professional goals. The additional fabric covers national and global current or historical socio-economic issues. The additional fabric will make up approximately 15 per cent of the total training time.

3. organisation

3.1 Didactic principles

Education shall be organised themed with a strong emphasis on student actuating forms of work.

That must be exchanged between the inductive teaching method, which takes as its starting point in reality close issues where students formulate explanations for and consequences of the problems, and the deductive teaching method in which the teacher structures the substance and establishes the subject's basic contexts.

Current examples and cases must be continuously involved in teaching, so that the academic theory and method used in the concrete reality of close relationships. The emphasis is on practical application rather than theoretical model theory-building.

Also should there be progression in teaching organisation.

3.2 forms of work

That must be exchanged between independent work, group lessons and classroom training. The various forms of work should all help to promote students ' ability to analyze, assess and argue.

3.3 It

Information technology tools to be involved in teaching, where they can support and complement the professional goals and the educational process, including should it be used for information retrieval.

3.4 Professional interaction

International Economics are covered by the general requirement of interaction between the subjects. The course acts as a compulsory subject in all fields of study, how it interacts with the other social sciences. Also included the subject in interaction with the humanistic subjects, containing international themes. Finally, the subject interaction with mathematics, when this subjects included in the study.

4. Evaluation

4.1 ongoing evaluation

Through individual instruction and use of test achieves the pupils along the way in the overall course of a clear understanding of the level and the development of the professional standpoint, including activities that stimulate the involvement of individual and collective reflection on the benefits of teaching.

The basis for the evaluation should be the professional goals.

4.2 Sample Forms

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

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

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

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

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

exam days on the same team.

Sample form b): oral examination on the basis of a known socio-economic theme, consisting of an unknown document material. The sample material is sent to the censor for approval of this prior to the test. The examinee shall draw up on the basis of the material a synopsis on a maximum of 2 pages.

Examination time is approximately 20 minutes per examinee. Be given at least 24 hours of preparation time.

The examination takes its starting point in the testees ' presentation of his synopsis, supplemented by detailed questions from the examiner.

The examinee will be judged solely on the basis of the oral performance.

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

4.3 evaluation criteria

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

In the assessment shall pay particular attention to the testees ':





– professional knowledge and overview

– the application of academic theory and method

– ability to analyze, discuss, and evaluate professional issues

-ability to structure and disseminate technical fabric.



Given one character on an overall rating.
Annex 18

It A-hhx, June 2008

1. Identity and purpose

1.1 Identity

It is a social science subjects with interfaces for technological disciplines. The course provides knowledge in data processing technologies and systems as well as skills in development, deployment and use of ICT in relation to individuals, business and society. The subject deals with technologies and systems for the treatment of data and the dissemination of information.

1.2 Purpose

Teaching should promote students ' ability to remain reflective of the information technology development and the importance of individual, business and society. Teaching should also promote students ' ability to relate analytical to the use and abuse of information and information technology. Teaching to develop students ' ability to apply the subject's theory and method in development and solution of information technology issues in an international context and realities in life.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– explain it's significance for individuals, business and society

– apply professional knowledge to organize and maintain digital jobs in network

– structuring the data and use of databases in different fields of application

more solutions on the simple professional-software issues

– use knowledge on development and implementation of it systems to plan and organize projects

– use knowledge about ICT tools to assess and develop business processes

– identify it security problems and develop various solutions

– discuss and outline the it strategic solutions and policies in the context of a business development and other strategies

– use knowledge about it for communication in interactive contexts including assess visualization aesthetics and ease of use.



2.2. Core fabric

Nuclear substance is:




– it-infrastructure and the rule of law

– it systems including server, data transmission and networks

– databases, modeling, system integration and data representation.

– programming and programming languages, description tools and test methods

– it organization, development and management

– it tools and it systems for the optimization of business processes

– logical, physical and organisational data security

– it strategies and technology management

– communication tools and models, design and visualization.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a magnitude equal to 15 per cent of the total training time and shall be selected in such a way that it contributes to the achievement of the professional objectives, supports the use of it in interdisciplinary contexts, deepens the core substance in relation to study direction and shows the current developments within the subject.

3. organisation

3.1 Didactic principles

Teaching in the subject must promote the pupils ' curiosity and desire to learn through a creative and experimental approach to the substance. This is achieved by an inductive approach to the subject's topic areas.

In education, students learn the positive synergies, resulting in a mutual collaboration, where individual skills are utilized in interaction with others.

3.2 forms of work

The teaching is organised with variety and progression in the choice of teaching methods.

Between survey-building course, experimentation, exercises and projects, where there is a focus on process as well as product. The teaching includes working with exercises based on concrete and defined programming tasks.

Training course is concluded with a group project. The project consists of an information technology product and a report. The course is organised so that students ' ability to demonstrate it professional skills are promoted.

3.3 It

The subject's primary target area is information technology. The subject should therefore be carried out with extensive use of it tools for experiments, testing and preparation of documentation.

3.4 Professional interaction

When the subject is used as Studio retningsfag, have it interact with other subjects around the use and implementation of it solutions. Also included the subject in interaction with social science subjects in connection with issues related to technology development and it political conditions.

4. Evaluation

4.1 ongoing evaluation

The basis for the ongoing evaluation is the professional goal. Through individual instruction and use of test achieves the pupils along the way in the overall course of a clear understanding of the level and the development of the professional standpoint, including activities that stimulate the involvement of individual and collective reflection on the benefits of teaching.

4.2 Sample Forms

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

a) oral examination on the basis of the project and an exam questions. The examiner shall prepare the exam questions. Report and exam questions are sent to the censor and approved of this prior to the test. Examiner and examiner examiner report. In the oral test shall discuss examiner and examiner, which of your project's issues the examinee must deepen.

Examinees are working in groups of up to four people with a project within the framework of a project proposal prepared by the school. The project description must be approved by the school. The project consists of a product and a report. The report should describe the development of the finished product. The project shall be made available not later than one week prior to the exam period. The project has a scale equivalent to 40 hours of work per team member. The report must have at most one range of 20 pages per group member.

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

The exam is two-fold.

The first part consists of the testees ' presentation of the project complemented with detailed questions from the examiner. Second part forms itself as testees ' reply to the exam question, supplemented by detailed questions from the examiner. Examination time is distributed evenly between the two parts.

Given one character on an overall assessment of the project and the testees ' oral performance.

b) oral examination on the basis of the project. The report shall be sent to the censor and approved of this prior to the test. Examiner and examiner examiner report. In the oral test shall discuss examiner and examiner, which of your project's issues the examinee must deepen.

Examinees are working in groups of up to four people with a project within the framework of a project proposal prepared by the school. The project description must be approved by the school. The project consists of a product and a report. The report should describe the development of the finished product. The project shall be made available not later than one week prior to the exam period. The project has a scale equivalent to 40 hours of work per team member. The report must have at most one range of 20 pages per group member.

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

The exam is two-fold.

The first part consists of the testees ' presentation of the project complemented with detailed questions from the examiner. Second part shapes up as a conversation between the examinee and examiner on topics within the project in relation to the subject's core drug and supplementary material. Examination time is distributed evenly between the two parts.

Given one character on an overall assessment of the project and the testees ' oral performance.

4.3 evaluation criteria

The assessment is an assessment of the extent to which the testees ' performance meets the professional goals. The examinee should including be able to:




– structuring and disseminating technical fabric

– formulate technical argumentation

– demonstrate it skills

– discuss and assess it-problems with the use of the subject's theory and method in a grounded in context.

Annex 19

It B-hhx, June 2008

1. Identity and purpose

1.1 Identity

It is a social science subjects with interfaces for technological disciplines. The course provides knowledge in data processing technologies and systems as well as skills in development, deployment and use of ICT in relation to individuals, business and society. The subject deals with technologies and systems for the treatment of data and the dissemination of information.

1.2 Purpose

Teaching should promote students ' ability to remain reflective of the information technology development and the importance of individual, business and society. Teaching should also promote students ' ability to relate analytical to the use and abuse of information and information technology. Teaching to develop students ' ability to apply the subject's theory and method in development and solution of information technology issues in an international context and realities in life.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– explain it's significance for individuals, business and society


– apply professional knowledge to organize and maintain digital jobs in network

– structuring the data and use of databases in different fields of application

– use knowledge on development and implementation of it systems to plan and organize projects

– use knowledge about ICT tools to assess business processes

– identify it security problems and develop various solutions

– explain the it strategic solutions and policies in the context of a business development and other strategies

– use knowledge about it for communication in interactive contexts, including assess visualization aesthetics and ease of use.



2.2 Core fabric

Nuclear substance is:




– it-infrastructure and the rule of law

– computer systems, including server, data transmission and networks

– databases, modeling, system integration and data representation

– it organization, development and management

– it tools and it systems for the optimization of business processes

– logical, physical and organisational data security

– it strategies and technology management

– communication tools and models, websites, design and visualization.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a magnitude equal to 15 per cent of the total training time and shall be selected in such a way that it contributes to the achievement of the professional objectives, supports the use of it in interdisciplinary contexts, deepens the core substance in relation to study direction and shows the current developments within the subject.

3. organisation

3.1 Didactic principles

Teaching in the subject must promote the pupils ' curiosity and desire to learn through a creative and experimental approach to the substance. This is achieved by an inductive approach to the subject's topic areas.

In education, students learn the positive synergies, resulting in a mutual collaboration, where individual skills are utilized in interaction with others.

3.2 forms of work

The teaching is organised with variety and progression in the choice of teaching methods.

Between survey-building course, experimentation, exercises and projects, where there is a focus on process as well as product.

Training course is concluded with a group project. The project consists of an information technology product and a documentation of the development to the finished product. The course is organised so that students ' ability to demonstrate it professional skills are promoted.

3.3 It

The subject's primary target area is information technology. The subject should therefore be carried out with extensive use of it tools for experiments, testing and preparation of documentation.

3.4 Professional interaction

When the subject is used as Studio retningsfag, have it interact with other subjects around the use and implementation of it solutions. Also included the subject in interaction with social science subjects in connection with issues related to technology development and it political conditions.

4. Evaluation

4.1 ongoing evaluation

The basis for the ongoing evaluation is the professional goal. Through individual instruction and use of test achieves the student along the way in the overall course of a clear understanding of the level and the development of the professional standpoint, including activities that stimulate the involvement of individual and collective reflection on the benefits of teaching.

4.2 Sample Forms

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

a) Oral test on the basis of project project synopsis and exam questions. The examiner shall prepare the exam questions. Synopsis and exam questions are sent to the censor and approved of this prior to the test. Examiner and examiner are discussing in the oral trial, which issues the examinee must deepen.

Examinees are working in groups of up to four people with a project within the framework of a project proposal prepared by the school. The project description must be approved by the school. The project consists of a product and a report. The report should describe the development of the finished product. Synopsis describes the product and documentation. Project and synopsis must be available not later than one week prior to the exam period. The project has a scope equal to 30 hours of work per team member. The report must have at most one range of 20 pages per group member. Synopsis must have an extent of 2 pages.

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

The exam is two-fold.

The first part consists of the testees ' presentation of the project complemented with detailed questions from the examiner. Second part forms itself as testees ' reply to the exam question, supplemented by detailed questions from the examiner.

Examination time is distributed evenly between the two parts.

b) oral test on the basis of project and project synopsis. Synopsis sent to the censor and approved of this prior to the test. Examiner and examiner are discussing in the oral trial, which issues the examinee must deepen.

Examinees are working in groups of up to four people with a project within the framework of a project proposal prepared by the school. The project description must be approved by the school. The project consists of a product and a report. The report should describe the development of the finished product. Synopsis describes the product and documentation. Project and synopsis must be available not later than one week prior to the exam period. The project has a scope equal to 30 hours of work per team member. The report must have at most one range of 20 pages per group member. Synopsis must have an extent of 2 pages.

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

The exam is two-fold.

The first part consists of the testees ' presentation of the project complemented with detailed questions from the examiner. Second part shapes up as a conversation between the examinee and examiner on topics within the project in relation to the subject's core drug and supplementary material.

Examination time is distributed evenly between the two parts.

4.3 evaluation criteria

The assessment is an assessment of the extent to which the testees ' performance meets the professional goals. The examinee should including be able to:




– structuring and disseminating technical fabric

– formulate technical argumentation

– demonstrate it skills

– discuss and assess it-problems with the use of the subject's theory and method in a grounded in context.



Given one character on an overall rating.
Annex 20

Mathematics A-hhx, June 2008

1. Identity and purpose

1.1 Identity

Mathematics has its origins in science, mathematics, and the profession has in the hhx interfaces for both the social sciences and economic disciplines. The course is based on abstraction, logical thinking and reasoning and covers a wide range of methods for modeling and problem treatment. The subject deals with both theoretical and application-oriented topics through building and insight in mathematical theory, used for modeling and solution of theoretical or practical-oriented issues.

1.2 Purpose

Through work with mathematical fabric with an emphasis within the main fields of algebra and geometry and mathematical analysis, students acquire factual knowledge about mathematical topics, methods and application areas. In doing so, students will be able to understand, analyze, and evaluate known and unknown issues from the profession or outside the profession both in everyday life and in professional or educational context. Students must achieve understanding of the role of mathematics in society, including knowledge of professional methods and thought the ganges implications for social development. Through work with mathematical subject areas pupils should be able to on a qualified way to relate to and understand the increased matematisering of society and contribute to the continued development of society.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– explain mathematical problems within a problem field from the subject's content, be able to assess, select and apply methods of solution, including it-based solution methods, of these

– recognize and switch between verbal, graphical and symbolic representations of mathematical problems from the integrity of the content, assess, in which cases the various representation forms are appropriate, as well as select and use an appropriate form of representation on a given problem

– argue, including lead evidence, for key statements from algebra and geometry as well as from mathematical analysis

– run and manage formulas, including translating between mathematical symbology and daily spoken or written language, and use of symbology, including variable shift, for solving problems with mathematical content

– implement modeling by use of variable relationships, growth considerations, spatial considerations, plangeometriske or trigonometric considerations, statistical data processing or financial models and have an understanding of the model's limitations and scope

– disseminate mathematical methods and results in an appropriate language.



2.2 Core fabric


Nuclear substance consists of topics from algebra and geometry, mathematical analysis, descriptive statistics, and financial accounting.

Nuclear substance within the algebra and geometry are:




– straight lines: lines, equations, inequalities, polygons, linear programming and sensitivity analysis

— polynomial sizes: Bill with brackets, equations, inequalities and factorization

– geometry and trigonometry: classical geometry and trigonometry

– vectors in plan: coordinates and count rules.



Nuclear substance within the mathematical analysis is:




– fundamental functional knowledge: the general concept of function, polynomials, exponential functions, logarithmic functions, power functions, trigonometric functions and piecemeal defined functions; graphs, accidentals and monotony; inverse functions; composite functions; functions of two variables

-differentiation: monotony, radius of curvature ratio and ekstrema ratio; tangents and return keys; count rules

– integral calculus: indefinite and definite integrals; count rules and areas.



Nuclear substance is also:




– descriptive statistics with discrete and grouped variable

— rentesregning, including annuity expense and capital value as a function of time.



2.3 Additional fabric

Students will not be able to reach the professional goal only through nuclear substance. The additional fabric must have a scale equivalent to approximately 30 per cent of the total training time and shall be selected in such a way that it helps to expand and put into perspective the areas from nuclear substance and augment the professional goal, acquired from here. Students should work with it through additional fabric recognize that mathematical ways of thinking and methods can be used in conjunction with other subjects and gain experience with the identification of issues, modelling and solution of these.

3. organisation

3.1 Didactic principles

The course must be experienced as a whole with a gradual shift of fagsyn from anvendelsesfag to scientifi c disciplines. Therefore, through the course of a gradual transition from mainly inductive teaching at the beginning of the process toward a more deductive teaching at the end of the course. In the course must be applied teaching methods, which aims to enhance students ' academic curiosity, intuition and creativity, like methods that reinforce students ' professional independence and security, must be used. The teaching is organised so that the professional objective is achieved on an ongoing basis, while basic skills are maintained, and with an increasingly regard to students ' ability for reflection must be increased. Each student must develop its insight in mathematical ways of thinking and reasoning through systematic work with oral and written communication.

3.2 forms of work

Group-, topic-or casearbejde must be a priority as work form when students work with the subject's investigative sites and applications of professional methods and models. In the course of working with building and insight in mathematical theory areas, teacher directed teaching combined with individually work a priority as work style.

To work systematically with pupils ' oral dissemination of mathematical topics, including pupils ' independent processing and presentation of mathematical texts.

In association with each of the main topics, students prepare a topic task that encapsulates the central parts of the subject and documenting the professional goal that is achieved through work. Topic tasks must together widely cover the subject's content. Tasks shall be addressed and commented on by the teacher and make up the sample base for the oral test, where the sample form b) or c) is selected.

Training and retention of skills must be done through continuous work with less training tasks, multiple choice tasks, or equivalent. There should also be worked with traditional individual tasks to delivery. This work will constitute approximately 2/3 of the students ' total written work.

3.3 It

Use of it tools, including calculator, is an integral part of mathematics education. In education included training in selecting and applying the it applications and calculators for computations, to handle larger amounts of data and to the graphic representation of contexts. It is used also for training of basic skills, like test can be carried out using it. In teaching should it gear options for graphical representations and visualizations are utilized to support the development of students ' mathematical intuition and creativity.

3.4 Professional interaction

Mathematics is covered by the general requirement of interaction between the subjects. When the subject is used as an retningsfag, the supplementary study substance shall be selected so that the professional goals as well as the professional skills acquired by working with content that complements the objectives of the other study retningsfag as well as the compulsory subjects. The supplementary substance must therefore involve modeling and application issues in relation to the other subjects and help to put into perspective and develop knowledge of, the subject's core substance.

4. Evaluation

4.1 ongoing evaluation

Through individual guidance, the current process-oriented work with topic tasks and use of the test, including the test for self assessment, students must achieve a clear understanding of the current level of and developments in the professional standpoint. In the ongoing evaluation activities involved, including forms of work that develops and stimulates the students ' reflection on the benefits of teaching. The basis for the evaluation should be the professional goals.

4.2 Sample Forms

There is a written and an oral examination.

The written test

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

The test duration is 5 hours. In the first hour must computer and professional devices, apart from writing and drawing utensils, not used. After 1 hour collected all replies to the first part of the task set and then have all hjælpemidlerbenyttes to reply to the second part of the task set.

Tasks for the written test shall be made within the framework of the nuclear substance.

The oral test

The school chooses for each hold one of the following three oral sample forms:

Try form a): oral examination on the basis of a number of questions asked within the subject's topics. The sample material is sent to the censor and approved of this prior to the test.

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

The examination takes its starting point in the testees ' answering exam questions related to a technical subject, supplemented by detailed questions from the examiner.

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

Sample form b): oral examination on the basis of one of the of the examinee produced topic tasks. An overview of the topic tasks and literature used in the preparation of those sent to the censor and approved of this prior to the test.

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

It is decided by lot which of the produced item tasks that are the basis for the sample.

The examination takes its starting point in the testees ' presentation of key parts of the topic the task of detailed questions from the examiner.

Sample form c): oral examination on the basis of the topic tasks from the teaching of the basic regulation. item 3.2.

Examinee is given a task by drawing lots. The task is crafted with a heading that indicates the extracted issue task, with specific sub-question in relation to the topic.

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

The test is two-fold.

The first part consists of the testees ' presentation of the topic and reply of the extracted task task. Examiner and examiner asks questions.

Second part shapes up as a conversation between the examinee and examiner on the basis of the extracted topic where this deepened and added perspective.

Tasks for the oral test shall be published at least 5 days before the test and must be designed in such a way that together they make it possible to evaluate the professional goals and the academic content.

Tasks, paper for topic tasks, as well as a list of literature used in the preparation of these, must be available to the examiner, who prior to publication approves tasks.

4.3 evaluation criteria

In the assessment of both the written and the oral test included the extent to which the examinee is able to satisfy the professional goals.

By the emphasis on the written test the testees ' skills in:




– draw up, apply and evaluate mathematical models and methods for problem solving

– apply the subject's terminology

– dissemination of arguments and results.



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

At the oral test emphasis on the testees ' skills in:




– organize and explain a math topic

– implement mathematical reasoning

– apply the subject's terminology and methods

– disseminate technical fabric.



One character is given on the basis of a global assessment.
Annex 21

Mathematics B-hhx, June 2008

1. Identity and purpose

1.1 Identity


Mathematics has its origins in science, mathematics, and the profession has in the hhx interfaces for both the social sciences and economic disciplines. The course is based on abstraction, logical thinking and reasoning and covers a wide range of methods for modeling and problem treatment. The subject deals with both theoretical and application-oriented topics through building and insight in mathematical theory, used for modeling and solution of theoretical or practical-oriented issues.

1.2 Purpose

Through work with mathematical fabric with an emphasis within the main fields of algebra and geometry and mathematical analysis, students acquire factual knowledge about mathematical topics, methods and application areas. In doing so, students will be able to understand, analyze, and evaluate known and unknown issues from the profession or outside the profession both in everyday life and in professional or educational context. Students must achieve understanding of the role of mathematics in society, including knowledge of professional methods and thought the ganges implications for social development. Through work with mathematical subject areas pupils should be able to on a qualified way to relate to and understand the increased matematisering of society and contribute to the continued development of society.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– identify and describe mathematical problems from the subject's content, suggest and apply methods, including computer-based methods for the resolution of these

– recognize and switch between verbal, graphical and symbolic representations of mathematical problems from the subject's content and be able to assess, in which cases the various representation forms are appropriate

– argue, including lead evidence, for key statements from algebra and geometry and mathematical analysis

– manage formulas, including translating between mathematical symbology and daily spoken or written language, and be able to use the symbol language for solving problems with mathematical content

– implement modeling using variable contexts, geometric trigonometric considerations, or statistical data processing or financial models and have an understanding of the model range

– disseminate mathematical methods and results in an appropriate language.



2.2 Core fabric

Nuclear substance is topics from algebra and geometry, mathematical analysis, descriptive statistics, and financial accounting.

Nuclear substance within the algebra and geometry are:




– straight lines: lines, equations, inequalities, polygons and linear programming

— polynomial sizes: Bill with brackets, equations, inequalities and factorization

– geometry and trigonometry: classical geometry and trigonometry.



Nuclear substance within the mathematical analysis is:




– fundamental functional knowledge: the general concept of function, polynomials, exponential functions, logarithmic functions, power functions and piecemeal defined functions; graphs, accidentals and monotony; inverse functions; composite functions

-differentiation: monotony relations and ekstrema; tangents; count rules.



Nuclear substance is also:




– descriptive statistics with discrete and grouped variable

— rentesregning, including annuity expense and capital value as a function of time.



2.3 Additional fabric

Students will not be able to reach the professional goal only through nuclear substance. The additional fabric must have a scale equivalent to approximately 30 per cent of the total training time and shall be selected in such a way that it helps to put into perspective the areas from nuclear substance and developing these professional goals, acquired from here. Students should work with it through additional fabric recognize that mathematical ways of thinking and methods can be used in conjunction with other subjects and gain experience with the identification of issues, modelling and solution of these.

3. organisation

3.1 Didactic principles

The course must be experienced as a whole with a gradual shift of fagsyn from anvendelsesfag to scientifi c disciplines. Therefore, through the course of a gradual transition from mainly inductive teaching at the beginning of the process toward a more deductive teaching at the end of the course. In the course must be applied teaching methods, which aims to enhance students ' academic curiosity, intuition and creativity. The teaching is organised so that the professional objective is achieved on an ongoing basis, while basic skills are maintained, and with an increasingly regard to students ' ability for reflection must be increased. Each student must develop its insight in mathematical ways of thinking and reasoning through systematic work with oral and written communication.

3.2 forms of work

Group-, topic-or casearbejde must be a priority as work form when students work with the subject's investigative sites and applications of professional methods and models. In the course of working with building and insight in mathematical theory areas, teacher directed teaching combined with individually work a priority as work style.

In association with each of the main topics, students prepare a topic task that encapsulates the central parts of the subject and documenting the professional goal that is achieved through work. Topic tasks must together widely cover the subject's content. Tasks shall be addressed and commented on by the teacher and make up the sample base for the oral test, where the sample form b) or c) is selected.

Training and retention of skills must be done through continuous work with less training tasks, multiple choice tasks, or equivalent. There should also be worked with traditional individual tasks to delivery. This work will make up about half of the students ' total written work.

3.3 It

Use of it tools, including calculator, is an integral part of mathematics education. In education included training in selecting and applying the it applications and calculators for computations, to handle larger amounts of data and to the graphic representation of contexts. It is used also for training of basic skills, like test can be carried out using it. In teaching should it gear options for graphical representations and visualizations are utilized to support the development of students ' mathematical intuition and creativity.

3.4 Professional interaction

Mathematics is covered by the general requirement of interaction between the subjects. When the subject is used as an retningsfag, the supplementary study substance shall be selected so that the professional goals as well as the professional skills acquired by working with content that complements the objectives of the other study retningsfag as well as the compulsory subjects. The supplementary substance must therefore involve modeling and application issues in relation to the other subjects and help to put into perspective and develop knowledge of, the subject's core substance.

4. Evaluation

4.1 ongoing evaluation

Through individual guidance, the current process-oriented work with topic tasks and use of the test, including the test for self assessment, students regularly achieve a clear understanding of the current level of and developments in the professional standpoint. In the ongoing evaluation activities involved, including forms of work that develops and stimulates the students ' reflection on the benefits of teaching. The basis for the evaluation should be the professional goals.

4.2 Sample Forms

There is a written and an oral examination.

The written test

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

The test duration is 4 hours. In the first hour must computer and professional devices, apart from writing and drawing utensils, not used. After 1 hour collected all replies to the first part of the task, and then must set all devices used to reply to the second part of the task set.

Tasks for the written test shall be made within the framework of the nuclear substance.

The oral test

The school chooses for each hold one of the following three sample forms:

Try form a): oral examination on the basis of a number of questions asked within the subject's topics. The sample material is sent to the censor and approved of this prior to the test.

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

The examination takes its starting point in the testees ' answering exam questions related to a technical subject, supplemented by detailed questions from the examiner.

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

Sample form b): oral examination on the basis of one of the of the examinee produced topic tasks. An overview of the topic tasks and literature used in the preparation of those sent to the censor and approved of this prior to the test.

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

It is decided by lot which of the produced item tasks that are the basis for the sample.

The examination takes its starting point in the testees ' presentation of key parts of the topic task supplemented by detailed questions from the examiner.

Sample form c): oral examination on the basis of the topic tasks from the teaching of the basic regulation. item 3.2.


Examinee is given a task by drawing lots. The task is crafted with a heading that indicates the extracted issue task, with specific sub-question in relation to the topic.

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

The test is two-fold.

The first part consists of the testees ' presentation of the topic and reply of the extracted task task. Examiner and examiner asks questions.

Second part shapes up as a conversation between the examinee and examiner on the basis of the extracted topic where this deepened and added perspective.

Tasks for the oral test shall be published at least 5 days before the test and must be designed in such a way that together they make it possible to evaluate the professional goals and the academic content.

Tasks, paper for topic tasks, as well as a list of literature used in the preparation of these, must be available to the examiner, who prior to publication approves tasks.

4.3 evaluation criteria

In the assessment of both the written and the oral test included the extent to which the examinee is able to satisfy the professional goals.

By the emphasis on the written test the testees ' skills in:




– run and use mathematical models and methods for problem solving

– apply the subject's terminology

– communicate reasoning and results



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

At the oral test emphasis on the testees ' skills in:




– account for a math topic

– implement mathematical reasoning

– apply the subject's terminology and methods

– disseminate technical fabric.



One character is given on the basis of a global assessment.
Annex 22

Mathematics C-hhx, June 2008

1. Identity and purpose

1.1 Identity

Mathematics at hhx has its origins in science, mathematics, and the profession has in the hhx interfaces for both the social sciences and economic disciplines. The course is based on abstraction, logical thinking and reasoning and covers a wide range of methods for modeling and problem treatment. The subject deals with application-oriented and exploratory topics through modeling and solution of practical problems.

1.2 Purpose

Through work with mathematical subject areas, students gain knowledge of mathematical topics and application areas within the subject itself as well as in interaction with other disciplines. This will enable each student to apply mathematical methods for problem solving and decision-making in academic or non-academic context. Students should have an understanding of the role of mathematics in society, including knowledge of professional methods and thought the ganges implications for social development. Through work with mathematical subject areas pupils should be able to on a qualified way to relate to and understand the increased matematisering of society.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– identify math problems and propose solution methods, including simple it-based solution methods, to those within a known problem field from the subject's content

– recognize and switch between verbal, graphical and symbolic representations of mathematical problems from the subject's content and distinguish between cases in which the various representation forms are appropriate

– handle simple formulas, including translating between mathematical symbology and daily spoken or written language, and use of symbology for solving simple problems with mathematical content

– implement modeling using variable contexts, statistical data processing or financial models and have an understanding of the model's limitations and reach.



2.2 Core fabric

Nuclear substance is topics from algebra, analysis, descriptive statistics, and financial accounting.

Nuclear substance within the algebra are:




– straight lines: lines, equations, inequalities

— polynomial sizes: Bill with brackets, equations, inequalities and factorization.



Nuclear substance within the mathematical analysis is:




– fundamental functional knowledge: the general concept of function, polynomials, exponential functions and piecemeal defined functions. Graphs and sign. Monotony out from graphical considerations.



Nuclear substance is also:




– descriptive statistics with discrete and grouped variable

— rentesregning, including annuity expense and capital value as a function of time.



2.3 Additional fabric

Students will not be able to reach the professional goal only through nuclear substance. The additional fabric must have a scale equivalent to approximately 30 per cent of the total training time and shall be selected in such a way that it helps to expand and put into perspective the areas from nuclear substance and developing these professional goals, acquired from here. Students should work with it through additional fabric recognize that mathematical ways of thinking and methods can be used in conjunction with other subjects and gain experience with the identification of issues, modelling and solution of these.

3. organisation

3.1 Didactic principles

The course must be experienced as a whole with emphasis on a fagsyn on mathematics as anvendelsesfag. Therefore, to a large extent throughout the process applied teaching methods that support a inductive teaching and aims to enhance students ' academic curiosity, intuition and creativity. The teaching is organised so that the professional objective is achieved on an ongoing basis, while basic skills are maintained, and with an increasingly regard to students ' ability for reflection must be increased. Each student must develop its insight in mathematical ways of thinking and reasoning through systematic work with oral and written communication.

3.2 forms of work

Group, topic-or casearbejde must be a priority as work style in an inductive teaching, where students work with the subject's investigative sites and applications of professional methods.

In association with each of the main topics, students prepare a topic task that encapsulates the central parts of the subject and documenting the professional goal that is achieved through work. Topic tasks must together widely cover the subject's content. Tasks shall be addressed and commented upon by the teacher and will be included as test basis for the oral test, where the sample form b) or c) is selected.

Training and retention of skills must be done through continuous work with less training tasks, multiple choice tasks, or equivalent. There must only be worked with to a lesser extent, traditional individual tasks to delivery.

3.3 It

Use of it tools, including calculator, is an integral part of mathematics education. In education included training in selecting and applying the it applications and calculators for computations, to handle larger amounts of data and to the graphic representation of contexts. It is used also for training of basic skills, like test can be carried out using it. In teaching should it gear options for graphical representations and visualizations are utilized to support the development of students ' mathematical intuition and creativity.

3.4 Interaction with other subjects

Mathematics is covered by the general requirement of interaction between the subjects. The subject is a compulsory subjects, acting in conjunction with socio-economic and business economic disciplines in the academic area part 1 and contributes with elementary forms of representation through descriptive statistics as well as with the relevant mathematical methods and models, including graphical methods.

4. Evaluation

4.1 ongoing evaluation

Through individual guidance, the current process-oriented work with topic tasks in the subject's main topics, as well as use of the test, including the test for self assessment, each student achieve a clear understanding of the current level of and developments in the professional standpoint. In the ongoing evaluation involved activities that develops and stimulates the students ' reflection on the benefits of teaching. The basis for the evaluation should be the professional goals.

4.2 Sample form

There will be held an oral examination.

The school chooses for each hold one of the following three sample forms:

Try form a): oral examination on the basis of a number of questions asked within the subject's topics. The sample material is sent to the censor and approved of this prior to the test.

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

The examination takes its starting point in the testees ' answering exam questions related to a technical subject, supplemented by detailed questions from the examiner.

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

Sample form b): oral examination on the basis of one of the of the examinee produced topic tasks. An overview of the topic tasks and literature used in the preparation of those sent to the censor and approved of this prior to the test.

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

It is decided by lot which of the produced item tasks that are the basis for the sample.


The examination takes its starting point in the testees ' presentation of key parts of the topic task supplemented by detailed questions from the examiner.

Sample form c): oral examination on the basis of the topic tasks from the teaching of the basic regulation. item 3.2.

Examinee is given a task by drawing lots. The task is crafted with a heading that indicates the extracted topic task with specific sub-question in relation to the topic.

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

The test is two-fold.

The first part consists of the testees ' presentation of the topic and reply of the extracted task task. Examiner and examiner asks questions.

Second part shapes up as a conversation between the examinee and examiner on the basis of the extracted topic where this deepened and added perspective.

Tasks for the oral test shall be published at least 5 days before the test and must be designed in such a way that together they make it possible to evaluate the professional goals and the academic content.

Tasks, paper for topic tasks, as well as a list of literature used in the preparation of these, must be available to the examiner, who prior to publication approves tasks.

4.3 evaluation criteria

In assessment of the testees ' performance included the extent to which the examinee is able to satisfy the professional goals. The examinee should including be able to:




– account for a math topic

– apply the subject's terminology and methods

– disseminate technical fabric.



One character is given on the basis of a global assessment.
Annex 23

Social studies C-hhx, June 2008

1. Identity and purpose

1.1 Identity

Social studies deals with Danish and international society. The course provides practical basis on knowledge and understanding of the modern, globalized social dynamics and complexity by connecting the current societal development with social, economic and political contexts and thereby qualify their own positions and courses of action.

1.2 Purpose

Social studies must promote the pupils ' desire and ability to relate to and participate in the democratic debate and through the teaching contents and forms of work engage them in terms of importance for democracy and social development. In addition to teaching promote students ' ability to on a professionally qualified level to formulate independent views on social issues. Teaching should give knowledge about and understanding of Danish and international society and the dynamics that influence the development of society, including the business community's interaction with the surrounding society. In the work with empirical issues and through the application of knowledge, concepts and methods from the social science disciplines to the students ' study of competence will be strengthened.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– apply the fundamental knowledge and concepts from sociology, economics and political science to account for current societal problems and solutions

– use knowledge about the political system in Denmark to explain the genesis of solutions on current societal problems

– applying sociological concepts to explain the social and cultural patterns

– use knowledge of fundamental economic contexts for discussing current socio-economic priorities

– demonstrate the framework, EU and global conditions for economic and political options for action

– seek out information channels, formulating social science issues and apply various types of materials to document simple, professional contexts

– disseminate professional contexts in simple models, tables and charts

– apply the subject's terminology to convey knowledge and on a professional basis of society, argue for their own points of view and to be responsive to other positions and arguments.



2.2 Core fabric

Nuclear substance are as follows:

Sociology




– the socialisation process and patterns

– changes in social structures by the transition from industrial society to the information society/knowledge-based society.



Policy




– central political ideologies, including conservatism, liberalism and socialism and democracy types

– political actors in Denmark, including the political parties and the media

– political institutions and decision-making processes.



Economy




– the economic cycle

– socio-economic objectives and means, including political governance and market management

– the internal market and EMU.



International Affairs




– key players worldwide, including the European Union.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug is material from the current societal debate, which is used to exemplify and put into perspective the core substance. Social science perspectives on interdisciplinary issues and outward-looking activities can also be included in the supplementary material.

3. Teaching organisation

3.1 Didactic principles

Education shall be organised thematically-typically based on pupils ' wonder and curiosity about current societal issues. In teaching the emphasis should be on the inductive principle where specific problems is the starting point, and placed emphasis on the individual student's possibilities on a professional basis to present their own views, arguments and assessments.

Organised teaching deduktivt, should there be a subsequent application of the theoretical, professional substance of reality close examples.

The teaching is organised so that it is versatile in selecting approaches, concepts and methods. In the treatment of substance to take a holistic approach with respect for the individual disciplines.

The total course is organised so that the focus moves from the simple and closed questions to complex and open issues.

3.2 forms of work

In teaching should be varied and pupil actuating forms of working, so that students will have good opportunities to identify, document, disseminate and discuss professional contexts and points of view. Outward-looking activities should be integrated into teaching. In the course of being implemented at least a smaller overall project process with subsequent oral reporting. In the project should be a professional issue dealt with by the use of concepts and methods from the profession.

3.3 It

Information technology tools to be used in the classroom to support the academic goals and the educational process. Information technology is used for information retrieval, processing and dissemination and knowledge sharing.

Instructions on key social science websites are included in the individual modes. Use of electronic conferencing is integrated into teaching.

3.4 Interaction with other subjects

Social studies is subject to the general requirement of interaction between the subjects. The subject acts in synergy with humanitarian and other social science disciplines and contribute with knowledge, methods and concepts, when in other subjects worked on issues that include political, economic, sociological, or international dimensions. In specific learning situations can subject contribute with methodological tools for less empirical studies.

4. Evaluation

4.1 ongoing evaluation

Through forward-looking and individual guidance, the use of testing and feedback on professional activities are achieving students along the way in the overall course of a clear understanding of the level and the development of the professional standpoint, including activities that stimulate the involvement of individual and collective reflection on the benefits of teaching. The basis for the evaluation should be the professional goals.

4.2 Sample Forms

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

Try form a): oral examination on the basis of a society's professional theme and unknown documents of a scale on a maximum of 2 normal pages. Related to the theme made focused during questions that follow the taxonomic levels. The sample material is sent to the examiner no later than 5 working days before the 1. rehearsal and approved of this prior to the test. A specimen can Max be used by three examinations on the same day, and not by following the test days on the same team.

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

Examination forms like a conversation.

Sample form b): oral examination on the basis of one of the examinee chosen training course and a unknown voucher material on a scale of less than 2 normal pages. In association with voucher material made under question, which follows the focused taxonomic levels. The sample material as well as a list of course sent to the examiner no later than 5 working days before the 1. rehearsal and approved of this prior to the test. A specimen can Max be used by three examinations on the same day, and not by following the test days on the same team.

Examination time is approximately 24 minutes per examinee. Given 48 minutes on prep time.

The exam is two-fold.

The first part consists of the testees ' presentation of a coherent courses supplemented with detailed questions.


Second part forms like a conversation on the basis of documents supporting and taking questions.

Examination time is distributed evenly between the two parts.

4.3 evaluation criteria

The assessment is an assessment of the extent to which the examinee is able to satisfy the subject's goals.

Emphasis is placed on:




– Overview of the subject's disciplines, so that relevant professional concepts and examples will be involved in the examination

– knowledge of Central professional contexts

– ability to accurately communicate and discuss a technical problem

– ability to argue a point of view on a professional basis

– skills in the use of document material to document professional contexts.



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

Contemporary history B-hhx, June 2008

1. Identity and purpose

1.1 Identity

Contemporary history is a humanistic disciplines and has interfaces with the socio-professional group. Contemporary history is about how people live, have lived and have organized themselves in different cultures and societies in the past about 200 years. The subject's right in that area is primarily national and international political and economic history. In addition, employs the profession itself with developments in the social and cultural conditions.

1.2 Purpose

The teaching of contemporary history aims to develop students ' historical consciousness and identity as well as their desire to ask questions to the past in order to gain new recognition of their contemporaries. Thus qualify the ability to participate actively in society, nationally and globally. Through insight into the historical and cultural development in other communities to students ' ability to meet other cultures in a world characterized by rapid change and increased exchanges across cultures. Teaching to develop students ' ability to evaluate and structure the diverse forms of historical material and various kinds of history dissemination, so their ability to take a position on the national and international historical and current issues is strengthened.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– demonstrate insight into the national, regional, European and global developments and reflect on development opportunities of societies on the basis of the interaction between these levels

– explain social change as an interplay between continuity and fractures as well as relate to the period Division of Danish-reflective and world history in the last ca. 200 years

– demonstrate insight into basic governance, political ideologies and human rights as well as reflect on the possibilities for their own influence in the democratic process

-demonstrate understanding of conflict emergence and their solution as well as international cooperation opportunities and their institutionalization

– analyse the interaction between people, nature and society in order to relate to community development opportunities

– explain the center-periphery problem and relate to visions of development in global prosperity

– use culture theories in the analysis of cultural encounters within and between different social forms in space and time, including relate to Danish and European culture and way of thinking in relation to non-European culture and mindset

– use of historical method, including communicating historical issues, analyze and evaluate others ' use of history and reflect on their own use of history.



2.2 Core fabric

Nuclear substance is:




– the main periods in the history of the world with emphasis on the political, economic and cultural development and its significance for conditions in Denmark

– essential conflict and cooperation relations in the 20th century. and 21. century

– the development of European integration since 1945

– the development of the Danish democratic system since 1848

– key periods in Denmark's economic history seen in an international perspective

– the international development of democracy and human rights

– the relationship between rich and poor regions and developments in the global division of labour

– the cultural encounter between European and non-European culture and trends.



The profession is organised in seven courses. In each of the following periods of time to read one or two sessions, so that the main focus of this or these gradients shall be laid within the period in question:




-before 1920

– between 1920 and 1960

– between 1960 and 1990

– after 1990.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance to be selected, so that it, in cooperation with the nuclear substance contributing to the fulfilment of the professional goals. Choice of additional fabric will partly depend on the given course, partly depend on interaction with other disciplines.

3. organisation

3.1 Didactics

Education shall be based on the professional level, which students have achieved in primary school and organised, so that they gradually meetings greater complexity in the fabric choice and methodology and experience greater autonomy and responsibility in relation to their own professional development.

The teaching is organised with progression, so that students are moving from teaching to learning. At the start of teaching work is mainly on the basis of the deductive method, gradually involved inductive method that uses a problem-oriented approach, so that the students themselves to formulate questions, gather and reworks material and presents the result.

The starting point of teaching is thoroughly contemporary issues.

3.2 forms of work

Work with the profession is organised as courses on the basis of the subject's core drug and in the supplementary material. In connection with one of the selected course work students with a self chosen problem formulation and a self chosen material.

The teaching is organised with varying forms of work and different learning strategies, which takes account of pupils ' influence and professional immersion. Students will be involved in the choice of fabric and forms of work, thus giving increasing emphasis on empowerment of students. Emphasis must be placed on the student work, including actuating must development of students ' ability to present a material benefit.

Drawn up at 2. years or the first months of 3. year to date for a task in contemporary history and/or Danish, see. Annex 5.

3.3 It

It is included in the subject in the context of the search, collection and presentation of material. Furthermore, it is included by opøvelsen of source-critical skills.

3.4 Interaction with other subjects

Contemporary history is covered by the general requirement of interaction between the subjects and forms part of the study area according to the rules that apply to this course. The course acts as a compulsory subject in all fields of study, how it interacts with both Studio retningsfag as with other compulsory subjects. Problem posts and material choice in contemporary history fades in relation to the specific technical cooperation.

4. Evaluation

4.1 ongoing evaluation

After the completion of each course of an evaluation, so that students achieve knowledge of the professional position and how it evolves, and so that the individual and collective reflection on the benefits of teaching be strengthened. The basis for the evaluation should be the professional goals.

4.2 Sample Forms

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

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

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

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

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

b) oral examination on the basis of an unknown material related to a from the teaching known professional area. The sample material is sent to the censor and approved of this prior to the test. The examinee shall draw up on the basis of the material a synopsis on a maximum of 2 normal pages.

Examination time is approximately 20 minutes. Be given at least 24 hours of preparation time.

The examination takes its starting point in the testees ' presentation of his synopsis, supplemented by detailed questions from the examiner. The examinee will be judged solely on the basis of the oral performance.

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

4.3 evaluation criteria

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

The examinee should including be able to:




– relate a given problem to other parts of the subject, so that the relationships appear in both an archaeological-as a contemporary perspective

– apply appropriate technical argumentation

– Dispose and convey a professional issue.



Given one character on an overall rating.
Annex 25

Spanish A-hhx, June 2008

1. Identity and purpose

1.1 Identity


Spanish is a færdighedsfag, a vidensfag and a workshop, which is based on the acquisition of communicative competence. The subject's central workspace is the Spanish language and, on the other hand, as General and commercial means of communication in European and other international contexts, on the other hand, as a shortcut to understanding of other languages and cultures. The subject's workspace is language, culture and business and society in the broadest sense in the Spanish-speaking countries.

1.2 Purpose

Subject Spanish contributes to that students develop their ability to communicate in Spanish. The course imparts students insight into and understanding of the essential aspects of the Spanish-language communities and cultures and increase their communication, intercultural and aesthetic awareness. The course develops students ' ability to use the foreign language as input to understand an alien world. Students should also through oral and written language skills develop their ability to communicate person-related and general topics, as well as on the socio-occupational-related topics.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the main contents of a clearly spoken Spanish for General and well-known topics disseminated through various media

– speak a clear and fairly fluent Spanish, so they can account for, and participate in a conversation or discussion on general topics and known issues in the fields of culture, business and society

– read the primary Spanish-language texts in both fiction as factual, including work-related texts, as well as relate reflective to them

-write simple and coherent texts, including shorter texts of business-related in nature, in Spanish

– writing a simple Danish text translate to Spanish

– analyse various types of text and put the individual text into the cultural, social and literary contexts

– put the acquired knowledge about the social, economic and cultural conditions in Spanish-speaking countries for their own social, business and cultural relations

– practice knowledge about language learning in their work with Spanish

– apply a-and bilingual dictionaries and a Spanish grammar.



2.2 Core fabric

Nuclear substance is:




– a central general vocabulary for use in oral and written communication

– a specific vocabulary related to the selected topics

– basic principles of the language's use and building, including morphology, syntax, phonetics and pragmatics

– communication strategies within the studied topics

– modern texts in both fiction as factual

– historical and cultural conditions in Spain and America, which has relevance for the studied topics

– Central Social and professional conditions in Spain and America

– writing of the studied topics

– Spanish company culture as well as internal and external communications

– the subject's central devices.



2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance consists of various societal, occupational, cultural and literary expression from the Spanish-language areas. It shall elaborate and put into perspective the core substance and expand the professional horizon, so that students meet the academic goals.

3. organisation

3.1 Didactic principles

The teaching of Spanish to be based on the communicative principle, and the organized inductively, as far as possible. The subject's disciplines must be experienced as a whole, in accordance with the trade objectives primarily focused on the application aspect. Teaching should give students the opportunity to acquire the knowledge of the language, which is needed to develop both oral as written communicative skills.

Listening, reading and communication strategies must give students the tools to be able to initiate and maintain communication. The teaching must integrate work with skills, strategies, linguistic knowledge and content, where the pupil is co-responsible language will. Teaching takes place as far as possible in Spanish. Coherent language take precedence over linguistic precision.

3.2 forms of work

Central to the teaching is the professional progression. After the starting teaching organised work mainly through 6-8 items, which together will represent Spain and America. Worked with Spanish culture, Spanish social and professional relationships are embedded in constant work with the items.

Ways of working and methods adapted to the professional goal, work towards in that topic. Using a variety of forms of work, all of which focus on language learning through the acquisition of the communicative skills: listening comprehension, conversation skills, reading comprehension, oral presentation and writing skills, so that students develop greater autonomy in the work. Vocabulary training, linguistic and communicative exercises as well as student presentations are included in all phases.

Throughout the course of the written work constitutes an integral part of the teaching. It is organised with progression, so that in the entire process supports language learning.

3.3 It

It is an integral part of Spanish teaching, both in terms of content dimension and language skills. On the content page used it to search in the international information sources within the studied topics. In the work with the written and oral language proficiency included the use of writing and presentation tools, and interactive exercises and training programs.

3.4 Interaction with other subjects

Spanish is subject to the general requirement of interaction between the subjects and forms part of the study area according to the rules that apply to this process ... When Spanish is included in a study, it must engage in interaction with other disciplines on subjects of linguistic, historical, cultural, intercultural and occupational and socio-economic nature. The subject interacts with other language and Danish on language and text analytical conditions.

4. Evaluation

4.1 ongoing evaluation

Carried out on an ongoing basis through education, as well as at the end of each subject course or project process evaluation of the five communication skills: listening comprehension, conversation skills, reading comprehension, oral presentation and writing skills, so that students can achieve a clear understanding of the level and the development of the professional position, and so that the individual and collective reflection on the benefits of teaching be strengthened. The basis for the evaluation should be the professional goals. Students ' professional position is evaluated during the course of using various types of screening, the oral and written tests, the dialogue between the student, class and teacher as well as assessments of processes and products, including pupils ' pupil's own self-evaluation.

4.2 Sample Forms

To be held on written and oral examination.

The written test

Written test on the basis of a core made set of tasks. Task set includes:




– free written production on the basis of a Spanish text at ca. 1 normal page and a picture material

– translation of text from Danish to Spanish

– business related task in Spanish on the basis of a Spanish language material.



The test duration is 4 hours.

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

The oral test

Oral examination on the basis of an unknown, primary text material on a scale of around 4 normal pages related to one of the most studied topics and an unknown, primary text and picture material on a scale of approximately 1 normal page about a general topic. The topics included as the basis for the sample, taken together, cover the professional goals and core substance. The sample material is sent to the censor and approved of this prior to the test.

Examination time is approximately 30 minutes. Be given at least 24 hours of preparation for the first test and a 30-minute preparation for the second subsample.

The test is two-fold. The first part includes a presentation in Spanish by the unknown, primary text material. It studied the topic involved in the presentation and in the main conversation between examinee and examiner.

The second part includes a conversation in Spanish with a starting point in an unknown, primary text and picture material. The text referenced in main features in Spanish.

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

4.3 evaluation criteria

At the written test assessed the extent to which the testees ' performance meets the professional goals. Emphasis is placed on the fact that the examinee can extract the essential of the supplied text material, express themselves in writing on a coherent Spanish, answering a task, dispose and produce a content clearly and independently in a manner similar to the subject's character. The examinee must also be able to show safety in the relevant morphology and syntax and mastering a general vocabulary as well as idiomatik.

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


At the oral test assessed the extent to which the testees ' performance meets the professional goals. Emphasis is placed on the fact that the examinee in Spanish can present and relate/compare the unknown text material and incorporate relevant elements of Spanish culture, literature, business and society from the studied subject. In addition, emphasis is placed on conversation skill and comprehension.

Consistent use of language is more important than accuracy in detail.

One character is given on the basis of a global assessment.
Annex 26

German beginner's level A-hhx, June 2008

1. Identity and purpose

1.1 Identity

German is a færdighedsfag, a vidensfag and a workshop, and the various aspects of the subject are conditional on each other mutually. The subject deals with German-language texts in the broadest sense, which conveys essential sides of Germany and German-speaking countries ' social, commercial and cultural relations, as well as language use and language acquisition as well as intercultural understanding and communication.

1.2 Purpose

Through work with German language and social, professional and cultural conditions in German-speaking countries develop students competence to communicate in German with a solid vidensbaggrund. The purpose of teaching is that students acquire a broad insight into social, professional and cultural conditions in German-speaking countries and at the same time, intercultural competence, which gives them the desire, ability and courage to reflect on and enter into dialogue with other cultures in General and professional contexts. Through work with the course builds the students study competence know that they will be able to extract knowledge of German-language texts in the field of education and other subject areas. In addition, develops students through teaching sense of literature and other aesthetic forms of expression as impetus for experience and reflection.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand commonly German spoken language on key topics

– read and understand more easily, newer, authentic German-language texts

– explain and talk about unfamiliar topics in German with a basic vocabulary, use of phrases and expressions as well as appropriate communication strategies and give an account of and discuss known issues in German with a varied vocabulary, including argue their views

– express themselves in writing in German with a basic vocabulary and basic grammatical correctness

– understand and relate issues to contents of authentic, German-language fiction and factual texts respectively. German-language electronic media on social, professional and cultural conditions

– explain the current social and economic conditions in Germany and other German-speaking countries in oral and written communication

– apply the fundamental vocational related terminology and phraseology in the work with the company's external and internal communications, orally and in writing

– use knowledge about business conditions in oral communication

– understand, experience and conversation about German-language literature and other aesthetic forms of expression

– use knowledge about newer German literature in a reflective way in oral communication.



2.2 Core fabric

Nuclear substance is:




– basic vocabulary/language acquisition and knowledge building

– easier, more recent German-language texts and electronic based material in German about the cultural, social and professional conditions in Germany today

– lighter text and case material about German companies

– the company's external and internal communications, with particular emphasis on basic business related terminology and phraseology

– a broad range of recent German-language fiction texts, of which at least 2 novels or longer coherent texts

– texts and electronic based material in German about the cultural relationship with focus on similarities and differences between German and own culture

– basic rules and standards for German language usage and language structure, including appropriate communication and language learning strategies.



2.3 Additional fabric

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

The supplementary substance must elaborate and put into perspective the core substance and expand the professional horizons and make new dimensions, so that students meet the academic goals.

3. organisation

3.1 Didactic principles

The emphasis is on that subject's disciplines together, are perceived as a whole. Teaching should promote pupils ' creativity and ability to think outside the box. In working with language emphasis upon the upper-secondary level early in the educational process through the involvement of note technique, reading strategies, lyttestrategier, presentation skills, communication strategies, etc. Central to the teaching stands the individual student's academic progression, and that is why educational differentiation an important principle of the organisation of the teaching, and work is being done both inductively and deduktivt in accordance with students ' different learning styles. Work with the linguistic aspects occurs with an ever-look at the language in use.

Teaching takes place to the greatest possible extent in German.

3.2 forms of work

Teaching will be based on the students ' conditions with the use of varied forms of teaching.

In teaching organisation sought a connection between the written and oral work. In addition, organised the teaching of theme progress and independently studied areas selected along with students.

Students participating in the minor and major disciplinary and interdisciplinary projects. This happens with progression from small manageable gradient to the larger problem-oriented interdisciplinary courses.

The teaching is organised mainly through 6-8 major or minor issues where factual texts and/or literary texts are included.

In the course students should prepare a number of writing assignments. Part of the written papers are drawn up in connection with the read items.

3.3 It

It is an integral part of German teaching, both in terms of content dimension and language skills. It is used in the context of information retrieval on the Web, in encyclopedias, dictionaries and encyclopedias. In connection with written works make use of word-processing programmes various facilities. The oral communication is supported by relevant presentation programs, like skills training supported by relevant interactive exercises and language training programs.

3.4 Interaction with other subjects

German is covered by the general requirement of interaction between the subjects. When Germany is part of a study, it must engage in interaction with other disciplines on topics of cultural, intercultural and corporate-and socio-economic nature. Pupils ' lack of language competence will, however, prevent the real professional interaction in the first time. The subject is also part of an interaction with the other foreign language and Danish on the linguistic relationship.

4. Evaluation

4.1 ongoing evaluation

Students ' academic and study-related position is evaluated by means of continuous testing and samples.

Through individual instruction and use of the test, students along the way in the overall course achieve a clear understanding of the level and the development of the professional standpoint. These tests and trials have at the same time, the purpose of which is to create a space for joint reflection for teacher and student of results, learning needs, opportunities for improvement and preferred learning styles of each student.

The basis for the evaluation should be the professional goals.

4.2 Sample Forms

There is a written and an oral examination.

The written test

Written test on the basis of a core made set of tasks. Task set includes a German-language text based on ca. 3 normal pages on social and professional relationships.

Made 3 tasks:




– summary in Danish




– free written production in German with a starting point in the German text and picture material






– business related task in German on the basis of a German-language material.





The test duration is 4 hours.

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

The oral test

Oral examination on the basis of an unknown German language text in the rough material of a magnitude of about 6 standard pages related to one of the most studied topics and an unknown, primary German-language text of a scale of approximately 1 normal page.

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

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

The test is in two parts, with a total eksaminationstid in 30 minutes.

The first part includes a presentation in German of the unknown, unfinished German-language text material, supplemented by a detailed conversation in German between examinee and examiner. Text material handed out the day before the test, and the preparation time is at least 24 hours. All devices are allowed.


The second part includes text understanding based on the unknown, unfinished German-language text. The text referenced in German. The examiner asks a supplementary question to the deepening of the testees ' understanding of key language and/or content relative to the text. For this part of the sample is given a preparation time of 30 minutes. In this preparation time must the examinee use all devices except for communication with the outside world.

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

4.3 evaluation criteria

At the written test assessed the extent to which the testees ' performance meets the professional goals. Emphasis is placed on the fact that the examinee can extract the essential of the supplied text material, express themselves in writing on a coherent German, answering a task, dispose and produce a content clearly and independently in a manner similar to the subject's character and the task's style rent. The examinee must also be able to show safety in the relevant morphology and syntax and mastering a general vocabulary as well as idiomatik.

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

At the oral test assessed the extent to which the testees ' performance meets the professional goals. Emphasis is placed on the fact that the examinee in German can present and relate/compare the unknown text material and incorporate relevant elements of German culture, literature, business and society from the studied subject. In addition, emphasis is placed on conversation skill and comprehension.

Coherent language is more important than accuracy in detail.

One character is given on the basis of a global assessment.
Annex 27

German language A-hhx continues, June 2008

1. Identity and purpose

1.1 Identity

German is a færdighedsfag, a vidensfag and a workshop, and the various aspects of the subject are conditional on each other mutually. The subject deals with German-language texts in the broadest sense, which conveys essential sides of Germany and German-speaking countries ' social, commercial and cultural relations, as well as language use and language acquisition as well as intercultural understanding and communication.

1.2 Purpose

Through work with German language and social, professional and cultural conditions in German-speaking countries develop students competence to communicate in German with a solid vidensbaggrund. The purpose of teaching is that students acquire a broad insight into social, professional and cultural conditions in German-speaking countries and at the same time, intercultural competence, which gives them the desire, ability and courage to reflect on and enter into dialogue with other cultures in General and professional contexts. Through work with the course builds the students study competence know that they will be able to extract knowledge of German-language texts in the field of education and other subject areas. In addition, develops students through teaching sense of literature and other aesthetic forms of expression as impetus for experience and reflection.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand the varied and nuanced German spoken language on key topics

– read and understand newer, authentic German-language texts

– explain and talk about unfamiliar topics in German with a varied vocabulary, use of phrases and expressions as well as appropriate communication strategies and give an account of and discuss known issues in German with a nuanced and varied vocabulary, including argue their views

– express themselves in writing in German with a varied vocabulary and grammatical correctness

– understand and relate professional perspectives to the contents of the authentic, German-language fiction and factual texts respectively. German-language electronic media on social, professional and cultural conditions

– use knowledge about current social and economic conditions in Germany and other German-speaking countries in oral and written communication

– apply relevant work-related terminology and phraseology in the work with the company's external and internal communications, orally and in writing

– use knowledge about professional relationship with intercultural competence in written and oral communication

– understand, experience and reflect on German-language literature and other aesthetic forms of expression

– use knowledge about newer, German literature in a reflective and detailed way in oral communication.



2.2 Core fabric

Nuclear substance is:




– a wide range of authentic German-language texts on the main features of the political, economic and social development in Germany after 1945

– newer, authentic German-language texts and news broadcasts about the cultural, social and professional conditions in Germany today

– text and case material about German companies

– the company's external and internal communications

– a broad range of recent fictional German-language texts, of which at least 2 novels or longer coherent texts

– texts and electronic based material in German about the cultural relationship with focus on similarities and differences between German and own culture

– essential rules and norms for German language usage and language structure, including review of relevant communication and language learning strategies.



2.3 Additional fabric

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

The supplementary substance must elaborate and put into perspective the core substance and expand the professional horizons and make new dimensions, so that students meet the academic goals.

3. organisation

3.1 Didactic principles

The emphasis is on that subject's disciplines together, are perceived as a whole. Teaching should promote pupils ' creativity and ability to think outside the box. Central to the teaching stands the individual student's academic progression, and that is why educational differentiation an important principle of the organisation of the teaching, and work is being done both inductively and deduktivt in accordance with students ' different learning styles. Work with the linguistic aspects occurs with an ever-look at the language in use.

Teaching takes place to the greatest possible extent in German.

3.2 forms of work

Teaching will be based on the students ' conditions with the use of varied forms of teaching.

In teaching organisation sought a connection between the written and oral work. In addition, organised the teaching of theme progress and independently studied areas selected along with students.

Students participating in the minor and major disciplinary and interdisciplinary projects. This happens with progression from small manageable gradient to the larger problem-oriented interdisciplinary courses.

The teaching is organised mainly through 8-10 major or minor issues where factual texts and/or literary texts are included.

In the course students should prepare a number of writing assignments. Part of the written papers are drawn up in connection with the read items.

3.3 It

It is an integral part of German teaching, both in terms of content dimension and language skills. It is used in the context of information retrieval on the Web, in encyclopedias, dictionaries and encyclopedias. In connection with written works make use of word-processing programmes various facilities. The oral communication is supported by relevant presentation programs, like skills training supported by relevant interactive exercises and language training programs.

3.4 Interaction with other subjects

German is covered by the general requirement of interaction between the subjects. When Germany is part of a study, it must engage in interaction with other disciplines on topics of cultural, intercultural and corporate-and socio-economic nature. The subject is also part of an interaction with the other foreign language and Danish on the linguistic relationship.

4. Evaluation

4.1 ongoing evaluation

Students ' academic and study-related position is evaluated by means of initial screening, followed up by continuous testing and samples.

Through individual instruction and use of the test, students along the way in the overall course achieve a clear understanding of the level and the development of the professional standpoint. These tests and trials have at the same time, the purpose of which is to create a space for joint reflection for teacher and students over results, learning needs, opportunities for improvement and preferred learning styles of each student.

The basis for the evaluation should be the professional goals.

4.2 Sample Forms

There is a written and an oral examination.

The written test

Written test on the basis of a core made set of tasks. Task set includes a German-language text based on approx. 4 normal pages on social and professional relationships.

Made 3 tasks:




– summary in Danish

– free written production in German with a starting point in the German text and picture material

– business related task in German on the basis of a German-language material.



The test duration is 5 hours.

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

The oral test


Oral examination on the basis of an unknown, primary German-language text material on a scale of about 8 standard pages related to one of the most studied topics and an unknown, primary German-language text of an extent of approximately 2 standard pages.

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

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

The test is in two parts, with a total eksaminationstid in 30 minutes.

The first part includes a presentation in German of the unknown, unfinished German-language text material, supplemented by a detailed conversation in German between examinee and examiner. Text material handed out the day before the test, and the preparation time is at least 24 hours. All devices are allowed.

The second part includes text understanding based on the unknown, unfinished German-language text. The text referenced in German. The examiner asks a supplementary question to the deepening of the testees ' understanding of key language and/or content relative to the text. For this part of the sample is given a preparation time of 30 minutes. In this preparation time must the examinee use all devices except for communication with the outside world.

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

4.3 evaluation criteria

At the written test assessed the extent to which the testees ' performance meets the professional goals. Emphasis is placed on the fact that the examinee can extract the essential of the supplied text material, express themselves in writing on a coherent German, answering a task, dispose and produce a content clearly and independently in a manner similar to the subject's character and the task's style rent. The examinee must also be able to show safety in the relevant morphology and syntax and mastering a general vocabulary as well as idiomatik.

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

At the oral test assessed the extent to which the testees ' performance meets the professional goals. Emphasis is placed on the fact that the examinee in German can present and relate/compare the unknown text material and incorporate relevant elements of German culture, literature, business and society from the studied subject. In addition, emphasis is placed on conversation skill and comprehension.

Coherent language is more important than accuracy in detail.

One character is given on the basis of a global assessment.
Annex 28

German language B-hhx continues, June 2008

1. Identity and purpose

1.1 Identity

German is a færdighedsfag, a vidensfag and a workshop, and the various aspects of the subject are conditional on each other mutually. The subject deals with German-language texts in the broadest sense, which conveys essential sides of Germany and German-speaking countries ' social, commercial and cultural relations, as well as language use and language acquisition as well as intercultural understanding and communication.

1.2 Purpose

Through work with German language and social, professional and cultural conditions in German-speaking countries develop students competence to communicate in German with a solid vidensbaggrund. The purpose of teaching is that students acquire a broad insight into social, professional and cultural conditions in German-speaking countries and at the same time, intercultural competence, which gives them the desire, ability and courage to reflect on and enter into dialogue with other cultures in General and professional contexts. Through work with the course builds the students study competence know that they will be able to extract knowledge of German-language texts in the field of education and other subject areas. In addition, develops students through teaching sense of literature and other aesthetic forms of expression as impetus for experience and reflection.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– understand commonly German spoken language on key topics

– read and understand more easily, newer, authentic German-language texts

– explain and talk about unfamiliar topics in German with a basic vocabulary, use of phrases and expressions as well as appropriate communication strategies and give an account of and discuss known issues in German with a varied vocabulary, including argue their views

– express themselves in writing in German with a basic vocabulary and basic grammatical correctness

– understand and relate issues to contents of authentic, German-language fiction and factual texts respectively. German-language electronic media on social, professional and cultural conditions

– explain the current social and economic conditions in Germany and other German-speaking countries in oral and written communication

– apply the fundamental vocational related terminology and phraseology in the work with the company's external and internal communications, orally and in writing

– use knowledge about business conditions in oral communication

– understand, experience and conversation about German-language literature and other aesthetic forms of expression

– use knowledge about newer German literature in a reflective way in oral communication.



2.2 Core fabric

Nuclear substance is:




– a broad range of lighter authentic German-language texts on the main features of the political and social developments in Germany after 1945

– lighter, newer, authentic German-language texts and news broadcasts about the cultural, social and professional conditions in Germany today

– lighter text and case material about German companies

– the company's external and internal communications, with particular emphasis on basic business related terminology and phraseology

– a broad range of recent German-language fiction texts, of which at least 1 novel or a longer continuous text

– texts and electronic based material in German about the cultural relationship with focus on similarities and differences between German and own culture

– basic rules and standards for German language usage and language structure, including appropriate communication and language learning strategies.



2.3 Additional fabric

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

The supplementary substance must elaborate and put into perspective the core substance and expand the professional horizons and make new dimensions, so that students meet the academic goals.

3. organisation

3.1 Didactic principles

The emphasis is on that subject's disciplines together, are perceived as a whole. Teaching should promote pupils ' creativity and ability to think outside the box. Central to the teaching stands the individual student's academic progression, and that is why educational differentiation an important principle of the organisation of the teaching, and work is being done both inductively and deduktivt in accordance with students ' different learning styles. Work with the linguistic aspects occurs with an ever-look at the language in use.

Teaching takes place to the greatest possible extent in German.

3.2 forms of work

Teaching will be based on the students ' conditions with the use of varied forms of teaching.

In teaching organisation sought a connection between the written and oral work. In addition, organised the teaching of theme progress and independently studied areas selected along with students.

Students participating in the minor and major disciplinary and interdisciplinary projects. This happens with progression from small manageable gradient to the larger problem-oriented interdisciplinary courses.

The teaching is organised mainly through 6-8 major or minor issues where factual texts and/or literary texts are included.

In the course students should prepare a number of writing assignments. Part of the written papers are drawn up in connection with the read items.

3.3 It

It is an integral part of German teaching, both in terms of content dimension and language skills. It is used in the context of information retrieval on the Web, in encyclopedias, dictionaries and encyclopedias. In connection with written works make use of word-processing programmes various facilities. The oral communication is supported by relevant presentation programs, like skills training supported by relevant interactive exercises and language training programs.

3.4 Interaction with other subjects

German is covered by the general requirement of interaction between the subjects. When Germany is part of a study, it must engage in interaction with other disciplines on topics of cultural, intercultural and corporate-and socio-economic nature. The subject is also part of an interaction with the other foreign language and Danish on the linguistic relationship.

4. Evaluation

4.1 ongoing evaluation

Students ' academic and study-related position is evaluated by means of initial screening, followed up by continuous testing and samples.

Through individual instruction and use of the test, students along the way in the overall course achieve a clear understanding of the level and the development of the professional standpoint. These tests and trials have at the same time, the purpose of which is to create a space for joint reflection for teacher and student of results, learning needs, opportunities for improvement and preferred learning styles of each student.

The basis for the evaluation should be the professional goals.

4.2 Sample form


To be held on the basis of an unknown oral examination, primary German-language text material on a scale of about 6 standard pages related to one of the most studied topics and an unknown, primary German-language text of a scale of approximately 1 normal page.

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

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

The test is in two parts, with a total eksaminationstid in 30 minutes.

The first part includes a presentation in German of the unknown, unfinished German-language text material, supplemented by a detailed conversation in German between examinee and examiner. Text material handed out the day before the test, and the preparation time is at least 24 hours. All devices are allowed.

The second part includes text understanding based on the unknown, unfinished German-language text. The text referenced in German. The examiner asks a supplementary question to the deepening of the testees ' understanding of key language and/or content relative to the text. For this part of the sample is given a preparation time of 30 minutes. In this preparation time must the examinee use all devices except for communication with the outside world.

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

4.3 evaluation criteria

It assessed the extent to which the testees ' performance meets the professional goals. Emphasis is placed on the fact that the examinee in German can present and relate/compare the unknown text material and incorporate relevant elements of German culture, literature, business and society from the studied subject. In addition, emphasis is placed on conversation skill and comprehension.

Coherent language is more important than accuracy in detail.

One character is given on the basis of a global assessment.
Annex 29

Business Economics A-hhx, June 2008

1. Identity and purpose

1.1 Identity

Business Economics is a social science subjects, which includes knowledge in strategy, internal and external accounting, investment and logistics. The course provides knowledge about the company's options to apply its resources in the best possible way, taking into account the business goals and the international market conditions. The subject deals with the business unit's economic decisions and behavior in interaction with the outside world.

1.2 Purpose

Through teaching in business economics, students develop the ability to remain reflective of the firm, its value and its economic possibilities in a democratic society. In addition, students through teaching develop the ability to analyze, evaluate, and disseminate business economic issues through the use of economic theory in a faithful and international context.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– explain the company's financial management in a market context, including discussing the company's strategic options

– drawing up economic reports for a company

– analyze and assess an annual report with the inclusion of other information of importance for the evaluation of the company

– establish economic basis for decision-making with a view to enhancing the effectiveness of an enterprise resource utilization

– analyze and evaluate the effectiveness of an enterprise resource exploitation in relation to internal opportunities and market opportunities

– develop activity plans, investment plans and budgets for a company

– analyze and assess the plan and budget variances in relation to the developments in and around the company

– apply appropriate it tools and systems in the work on economic issues.



2.2 Core fabric

Nuclear substance is:




– the undertaking's financial management

– annual report

– business analysis

– revenue and cost analysis

– Logistics

– activity planning, investment and budgeting

– control.



2.3 Additional fabric

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

3. organisation

3.1 Didactic principles

In business economics work with issues related to the company's financial decisions and behaviour with the involvement of business economic theory in a grounded in context. The financial issues are analyzed from a holistic point of view.

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

The business economic issues be looked at from the company's point of view. The individual and society are stakeholders in relation to the company's decisions and behavior. The teaching of enterprise economic theory includes quantitative and qualitative models at the strategic, tactical as operative level.

3.2 forms of work

The teaching is organised with variety and progression in the choice of forms of work.

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

Education shall be organised by at least 2 contiguous sequences corresponding to at least 10 per cent of the total training time. Sessions are organised with the inclusion of it-based economy systems, so that students are given the opportunity to work with financial information and information processing in a grounded in context. Sessions are organised so that students ' ability to demonstrate professional skills will be promoted, and so that their ability to discuss and assess a company's problems on a concrete basis are developed.

3.3 It

The teaching is organised taking into account the fact that it is included as a tool. In the context of coherent courses organised teaching taking into account that students should have access to it-based economy systems, electronic communication platforms and the Internet.

3.4 Interaction with other subjects

The subject has as study retningsfag interaction with subjects about international or cross-cultural issues. The profession has interaction with the social sciences in the context of financial management and planning, the use of it, as well as issues related to economic policy conditions. Finally, the subject interaction with mathematics about mathematical modelling of economic issues.

4. Evaluation

4.1 ongoing evaluation

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

4.2 Sample Forms

There is a written and an oral examination.

The written test

The basis for the written test is a centrally lodged task. The test duration is 4 hours.

The oral test

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

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

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

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

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

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

The exam is two-fold.

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

Examination time is distributed evenly between the two parts. A sample material must not be used for the three exams on the same day, and not by the following exam days on the same team.

4.3 evaluation criteria

In evaluating the testees ' performance at the written and the oral test assesses the extent to which the examinee is able to satisfy the subject's goals.

The examinee should including be able to:




– structuring and disseminating technical fabric

– formulate technical argumentation

– demonstrate professional skills


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



In both the written and the oral test is given a single character on the basis of a global assessment.
Annex 30

Business Economics B-hhx, June 2008

1. Identity and purpose

1.1 Identity

Business Economics is a social science subjects, which includes knowledge in strategy, internal and external accounting and logistics. The subject deals with the business unit's economic decisions and behavior in interaction with the outside world. The course provides knowledge about the company's options to apply its resources in the best possible way, taking into account the business goals and the international market conditions.

1.2 Purpose

Through teaching in business economics, students develop the ability to remain reflective of the firm, its value and its economic possibilities in a democratic society. In addition, students through teaching develop the ability to analyze, evaluate, and disseminate business economic issues through the use of economic theory in a faithful and international context.

2. Professional objectives and technical content

2.1 Academic goals

Students should be able to:




– explain the company's financial management in a market context, including discussing the company's strategic options

– drawing up economic reports for a company

– analyze and assess a company's financial statements with the involvement of external information of importance for the assessment of the company's economic situation

– establish economic basis for decision-making with a view to enhancing the effectiveness of a company's inbound logistics as well as price and sales conditions

– analyze and evaluate the effectiveness of an enterprise resource exploitation in relation to market opportunities

– develop activity plans and budgets for a company

– apply appropriate it tools and systems in the work on economic issues.



2.2 Core fabric

Nuclear substance is:




– the undertaking's financial management

– annual report

-fiscal analysis

– revenue and cost analysis

– Logistics

– planning and budgeting.



2.3 Additional fabric

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

3. organisation

3.1 Didactic principles

In business economics work with issues related to the company's financial decisions and behaviour with the involvement of business economic theory in a grounded in context. The financial issues are analyzed from a holistic point of view.

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

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

3.2 forms of work

The teaching is organised with variety and progression in the choice of forms of work.

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

The teaching is organised with at least one coherent course, equivalent to at least 10 per cent of the total training time. The course is organised with the inclusion of it-based economy systems, so that students are given the opportunity to work with financial information and information processing in a grounded in context. The course is organised so that students ' ability to demonstrate professional skills will be promoted, and so that their ability to discuss and assess a company's problems on a concrete basis are developed.

3.3 It

The teaching is organised taking into account the fact that it is included as a tool. In connection with the continuous progress of organised education taking into account the fact that students should have access to it-based economy systems, electronic communication platforms and the Internet.

3.4 Interaction with other subjects

The subject has as study retningsfag interaction with subjects about international or cross-cultural issues. The profession has interaction with the social sciences in the context of financial management and planning, the use of it, as well as issues related to economic policy conditions. Finally, the subject interaction with mathematics about mathematical modelling of economic issues.

4. Evaluation

4.1 ongoing evaluation

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

4.2 Sample Forms

There is a written and an oral examination.

The written test

The basis for the written test is a centrally lodged task. The test duration is 4 hours.

The oral test

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

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

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

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

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

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

The exam is two-fold.

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

4.3 evaluation criteria

In evaluating the testees ' performance at the written and the oral test assesses the extent to which the examinee is able to satisfy the subject's goals.

The examinee should including be able to:




– structuring and disseminating technical fabric

– formulate technical argumentation

– demonstrate professional skills

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



By both the written and the oral test is given a single character on the basis of a global assessment.