Machine Translation of "Decree Amending The Decree On Basic Subjects And Centrally Drafted Electives In Vocational Education" (Denmark)

Paragraph 2. The school sets out the transitional provisions for students who have started teaching in a basic subject according to the rules in force.

The Ministry of Education, the 8. June 2008 P.M.V.
Søren Hansen
Branch Manager / Christina Schwage

Appendix 1

Biology

Objective

The purpose of the profession is that the pupils shall obtain biological powers so that, on the basis of professional knowledge, they are able to act appropriately in relation to biological issues, as they are meeting in the field of education. In addition, the objective is to strengthen the principle of the student body in order to be able to participate in and evaluate biological issues in the social debate.

Levels and guide training time

Off-level : 1,0 week

Level F : 2,0 weeks

Level E : 1.0 week

Level D : 1.0 week

Level C : 2,0 weeks

Off-level

Below target number 4 the training shall cover 1-2 areas.

Objections of the Notify

The goal of teaching is that the student can

1) the use of its biological knowledge in the context of practical work in relation to the education area of the student ;

2) the account of biological thinking and method,

3) the biological contexts and their influence on the environment ; and

4) on one or more of the following areas :

(a) central ecological contexts ;

b) principles of dismaining

animal anatomy and physiology of animals

(e) insects anatomy and physiology

f) micro-organism anatomy and physiology

g) biotechnology

Content Selection Frames

General

The environment and production issues that show the use of biology in both practical and more theoretical contexts that relate to the selected training area are based on the basis of environmental and production issues that are used in the context of the biology. Practical work, trials and studies are part of the lesson. The teaching includes the following areas :

a. Central ecological contexts

The energy flow through ecosystems, including photosynthesis, food chains and feeding, ecosystems living and dead elements and their interactions.

Stoop circuits in different ecosystems, including P-and N-circuits, nutritional and energy losses through food chains and water cycles.

Growth, regulation and genetic change of populations, including stability in ecosystems.

Cumulation of foreign substances in food chains.

The exploitation of human beings and the influence of nature.

Analysing simple ecological problems by the interests of various stakeholders.

The current environmental legislation in historical and economic terms.

b. Principles for nedaring

General principles of the dismisting of the property of the plant in both plants, animals and micro-organisms.

Modern reproduction methods and genetic engineering.

c. Plants anatomy and physiology

Anatomical concepts necessary for the understanding of the life processes of the plants.

Principles of growth and growth factors that are important in order to regulate growth.

animal anatomy and physiology

Anatomical concepts necessary to understand how an animal works.

The functions of the ordinary bodies and how the outside can affect an animal.

e. insects anatomy and physiology

Anatomical concepts necessary for understanding of insect life processes.

Selected insect lifecycle of the selected insects and harmful insects.

f. The anatomy of microorganisms and physiology

Anatomical notions are needed to understand how viruses and bacteria and fungus work.

The physiology and the importance of bacterial and mushrooms are important in various contexts.

g. Biotechnology

Biotechnological principles for production.

The use of biotechnology in pharmaceuticals, food industry and land use.

The link between the professional, ethical and societal aspect of the use of biotechnology.

Documentation

Out of the league, no graduation tasks are being produced.

The students must obtain knowledge of biological issues systematically, and communicate this, for example, as a port foil.

Experm

There is not a test in the out of the range.

Level F

Below target number 7, the training must include 3-4 of the following number of areas :

Objections of the Notify

The goal of teaching is that the student can

1) the use of its biological knowledge in the context of practical work in relation to the education area of the student ;

2) the account of biological thinking and method,

3) perform simple biological studies or tests,

4) document and disseminate its findings, findings and conclusions concerning biological studies or attempts,

5) relate to different technological development opportunities and their significance for the profession, nature and society ;

6) the biological contexts and their influence on the environment ; and

1 or more of the following areas shall be subject to :

	(a) central ecological contexts ;
	b) principles of dismaining
	(c) plant anatomy and physiology ;
	animal anatomy and physiology of animals
	(e) insects anatomy and physiology
	f) micro-organism anatomy and physiology
	g) biotechnology

Content Selection Frames

General

a. Central ecological contexts

The energy flow through ecosystems, including photosynthesis, food chains and feeding, ecosystems living and dead elements and their interactions.

Stoop circuits in different ecosystems, including P-and N-circuits, nutritional and energy losses through food chains and water cycles.

Growth, regulation and genetic change of populations, including stability in ecosystems.

Cumulation of foreign substances in food chains.

The exploitation of human beings and the influence of nature.

Analysing simple ecological problems by the interests of various stakeholders.

The current environmental legislation in historical and economic terms.

b. Principles for nedaring

General principles of the dismisting of the property of the plant in both plants, animals and micro-organisms.

Modern reproduction methods and genetic engineering.

c. Plants anatomy and physiology

Anatomical concepts necessary for the understanding of the life processes of the plants.

Principles of growth and growth factors that are important in order to regulate growth.

animal anatomy and physiology

Anatomical concepts necessary to understand how an animal works.

The functions of the ordinary bodies and how the outside can affect an animal.

e. insects anatomy and physiology

Anatomical concepts necessary for the understanding of the insect life processes

Selected insect lifecycle of the selected insects and harmful insects.

f. The anatomy of microorganisms and physiology

Anatomical notions are needed to understand how viruses and bacteria and fungus work.

The physiology and the importance of bacterial and mushrooms are important in various contexts.

g. Biotechnology

Biotechnological principles for production.

The use of biotechnology in pharmaceuticals, food industry and land use.

The link between the professional, ethical and societal aspect of the use of biotechnology.

Documentation

The student is preparing a thematic task. Where more students draw up a joint thematic task, it must be clear which parts of the task have been drawn up by the individual student, the student elects the thematic task, which must be within the objectives of the notification.

Final Rating

When the student has completed the teaching, a standpoint percepter is rendered. The student is judged in relation to the objectives of the profession and the nature of the character on the basis of a comprehensive assessment of the skills ' skills in the profession at the end of the notification.

Experm

Oral testing is being held.

In order for a student to be nominated for the test, the thematic tasks have been approved by the teacher.

The sample is based on the thematic task and a question that the student receives by drawing. Extremination including Voting products are approximately 30 minutes. The student must be given the opportunity for half of the examination to present the thematic tasks, examiners, supplemental and in-depth questions. In addition, the student of the graduates of the towed question is During the examination, the student must support the thematic task, notes drawn up in the preparation and the question of annexes. The Eksaminator shall draw up matters in the areas selected as a curriculum.

Preparation time is given to approximately 20 000. 30 minutes.

The character shall be determined on the basis of a holistic evaluation of the student's oral performance.

Level E

Below target number 7, the training shall include 4 to 5 of the following areas :

Objections of the Notify

The goal of teaching is that the student can

1) the use of its biological knowledge in the context of practical work in relation to the education area of the student ;

2) the account of biological thinking and method,

3) perform simple biological studies or tests,

4) document and disseminate its findings, findings and conclusions concerning biological studies or attempts,

5) relate to different technological development opportunities and their significance for the profession, nature and society ;

6) the biological contexts and their influence on the environment ; and

1 or more of the following areas shall be subject to :

	(a) central ecological contexts ;
	b) principles of dismaining
	(c) plant anatomy and physiology ;
	animal anatomy and physiology of animals
	(e) insects anatomy and physiology
	f) micro-organism anatomy and physiology
	g) biotechnology

Content Selection Frames

General

a. Central ecological contexts

The energy flow through ecosystems, including photosynthesis, food chains and feeding, ecosystems living and dead elements and their interactions.

Stoop circuits in different ecosystems, including P-and N-circuits, nutritional and energy losses through food chains and water cycles.

Growth, regulation and genetic change of populations, including stability in ecosystems.

Cumulation of foreign substances in food chains.

The exploitation of human beings and the influence of nature.

Analysing simple ecological problems by the interests of various stakeholders.

The current environmental legislation in historical and economic terms.

b. Principles for nedaring

General principles of the dismisting of the property of the plant in both plants, animals and micro-organisms.

Modern reproduction methods and genetic engineering.

c. Plants anatomy and physiology

Anatomical concepts necessary for the understanding of the life processes of the plants.

Principles of growth and growth factors that are important in order to regulate growth.

animal anatomy and physiology

Anatomical concepts necessary to understand how an animal works.

The functions of the ordinary bodies and how the outside can affect an animal.

e. insects anatomy and physiology

Anatomical concepts necessary for understanding of insect life processes.

Selected insect lifecycle of the selected insects and harmful insects.

f. The anatomy of microorganisms and physiology

Anatomical notions are needed to understand how viruses and bacteria and fungus work.

The physiology and the importance of bacterial and mushrooms are important in various contexts.

g. Biotechnology

Biotechnological principles for production.

The use of biotechnology in pharmaceuticals, food industry and land use.

The link between the professional, ethical and societal aspect of the use of biotechnology.

Documentation

The student draws up 2 thematic tasks. Where more students draw up a joint thematic task, it must be clear which parts of the task have been drawn up by the individual student, the student elects the thematic task, which must be within the objectives of the notification. At Level E, at least one task must contain practical biological problems from the student education area. The tasks form the basis for exams.

Final Rating

Experm

Oral testing is being held.

In order for a student to be nominated for the test, the thematic tasks have been approved by the teacher.

The sample is based on the thematic task and a question that the student receives by drawing. The student selects the task to be based on. Extremination including Voting products are approximately 30 minutes. The student must be given the opportunity for half of the examination to present the thematic tasks, examiners, supplemental and in-depth questions. In addition, the student of the graduates of the towed question is During the examination, the student must support the thematic task, notes drawn up in the preparation and the question of annexes. The Eksaminator shall draw up matters in the areas selected as a curriculum.

Preparation time is given to approximately 20 000. 30 minutes.

The character shall be determined on the basis of a holistic evaluation of the student's oral performance.

Level D

Objections of the Notify

The goal of teaching is that the student can

1) the use of its biological knowledge in the context of practical work in relation to the education area of the student ;

2) the account of biological thinking and method,

3) perform simple biological studies or tests,

4) document and disseminate its findings, findings and conclusions concerning biological studies or attempts,

5) relate to different technological development opportunities and their significance for the profession, nature and society ;

6) the biological contexts and their influence on the environment ; and

1 or more of the following areas shall be subject to :

	(a) central ecological contexts ;
	b) principles of dismaining
	(c) plant anatomy and physiology ;
	animal anatomy and physiology of animals
	(e) insects anatomy and physiology
	f) micro-organism anatomy and physiology
	g) biotechnology

Content Selection Frames

General

a. Central ecological contexts

The energy flow through ecosystems, including photosynthesis, food chains and feeding, ecosystems living and dead elements and their interactions.

Stoop circuits in different ecosystems, including P-and N-circuits, nutritional and energy losses through food chains and water cycles.

Growth, regulation and genetic change of populations, including stability in ecosystems.

Cumulation of foreign substances in food chains.

The exploitation of human beings and the influence of nature.

Analysing simple ecological problems by the interests of various stakeholders.

The current environmental legislation in historical and economic terms.

b. Principles for nedaring

General principles of the dismisting of the property of the plant in both plants, animals and micro-organisms.

Modern reproduction methods and genetic engineering.

c. Plants anatomy and physiology

Anatomical concepts necessary for the understanding of the life processes of the plants.

Principles of growth and growth factors that are important in order to regulate growth.

animal anatomy and physiology

Anatomical concepts necessary to understand how an animal works.

The functions of the ordinary bodies and how the outside can affect an animal.

e. insects anatomy and physiology

Anatomical concepts necessary for understanding of insect life processes.

Selected insect lifecycle of the selected insects and harmful insects.

f. The anatomy of microorganisms and physiology

Anatomical notions are needed to understand how viruses and bacteria and fungus work.

The physiology and the importance of bacterial and mushrooms are important in various contexts.

g. Biotechnology

Biotechnological principles for production.

The use of biotechnology in pharmaceuticals, food industry and land use.

The link between the professional, ethical and societal aspect of the use of biotechnology.

Documentation

The student is preparing three thematic tasks. Where more students draw up a joint thematic task, it must be clear which parts of the task have been drawn up by the individual student, the student elects the thematic task, which must be within the objectives of the notification. At least one task must include practical biological issues from the education area of the student body. The tasks form the basis for exams.

Final Rating

Experm

Oral test shall be held

In order for a student to be nominated for the test, the thematic tasks have been approved by the teacher.

Preparation time is given to approximately 20 000. 30 minutes.

The character shall be determined on the basis of a holistic evaluation of the student's oral performance.

Level C

Objections of the Notify

The subcommittee's goal is to the pupil

1) independently can account for biological thinking and method,

2) independently can perform and document simple biological experiments, studies or tests,

3) independently can document and disseminate its considerations, findings and conclusions concerning biological experiments, studies or tests,

4) may take a nuanced approach to various technological development opportunities and achieve elementary, professional conditions to assess and participate in the debate on current biological issues and their importance to nature, society, the economy ; and the individual,

5) independently can account for the biological contexts and their influence on the environment ; and

6) for at least 5 of the following areas : (Area a, b, g, and h are mandatory)

	(a) central ecological contexts ;
	b) principles of dismaining
	(c) plant anatomy and physiology ;
	animal anatomy and physiology of animals
	(e) insects anatomy and physiology
	f) micro-organism anatomy and physiology
	g) biotechnology
	(h) individual

Content Selection Frames

This lesson is based on the individual, the environment and production issues that demonstrate the use of biology in both practical and more theoretical contexts. Current biological themes must be included in the teaching. Practical work, testing, testing and experimentation are part of the lesson. The areas (a) b, g, and h are mandatory, the 4 other areas are optional.

The teaching includes the following areas :

a. Ecological contexts

The energy flow through ecosystems, including photosynthesis, food chains and feeding, ecosystems living and dead elements and their interactions.

Stoop circuits in different ecosystems, including the feed and energy losses, through food chains and water cycles, using food products, including the use of the feed and water.

Growth, regulation and genetic change of populations, including stability in ecosystems.

Cumulation of foreign substances in food chains.

The exploitation of human beings and the influence of nature.

Analyses current ecological problems by the interests of various stakeholders.

The current environmental legislation in historical and economic terms.

b. Principles for nedaring

General principles of the dismisting of the property of the plant in both plants, animals (humans) and micro-organisms.

Modern reproduction methods and genetic engineering.

c. Plants anatomy and physiology

Anatomical concepts necessary for the understanding of the life processes of the plants.

Principles of growth and growth factors that are important in order to regulate growth.

animal anatomy and physiology

Anatomical concepts necessary to understand how an animal works.

The functions of the ordinary organs and how the outside can affect an animal.

e. insects anatomy and physiology

Anatomical concepts necessary for understanding of insect life processes.

Selected insect lifecycle of the selected insects and harmful insects.

f. The anatomy of microorganisms and physiology

Anatomical notions are needed to understand how viruses and bacteria and fungus work.

The physiology and the importance of bacterial and mushrooms are important in various contexts.

g. Biotechnology

Biotechnological principles for production.

The use of biotechnology in pharmaceuticals, food industry and land use.

The link between the professional, ethical and societal aspect of the use of biotechnology.

h. Individual

The knowledge of one or more functions and regulation of the system of organs. The sex ideology of human beings and the influence of the student, so the learner can explain and take a position on the importance of a given impact on human life and on its health.

Documentation

Biological working methods

The student performs and describes simple biological experiments, so the student shows understanding of :

-the importance of experiments as the basis for biological theories and

biological processant in engineering, production, individual and environment.

In the teaching, project work and report write are included.

In a four-week course of action, three project reports are drawn up and carried out at least one biological experiment with a related report. In a two-week course based on level D, a project report and at least a biological experiment shall be drawn up with a related report.

In order for a student to be nominated for the test, documentary and projections are approved by the teacher.

Final Rating

Experm

Oral testing is being held. The student has a question about fledction. The issues are based on the basis of documentation and project reports from the teaching and examination of examiners. The issues concern topics, themes, or so on, and can include shapes, tables, and other materials. The test shall include an independent presentation. The Eksaminator provides additional and in-depth questions. During the test and in the preparation, notes, materials, documentation and project reports must be used from the teaching.

Preparation time will be given in 30 minutes. The Exmination time : Voting products are approximately 30 minutes.

In order for a student to be nominated for the test, documentary and projections are approved by the teacher.

Appendix 2

Danish

Objective

The purpose of the profession is to strengthen the student's linguistic awareness and skills, so that the student becomes better at formulating orally and in writing and listening to and reading different text types with understanding and yield. The objective is also to strengthen the elevens ' preconditions to make use of the Danish language in education and labour relations and for recognition, experience, tolerance and community.

Levels and guide training time

Level F : 2,0 weeks

Level E : 2,0 weeks

Level D : 2.0 weeks

Level C : 2,0 weeks

Level F

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) use the written and spoken language appropriately and, with a reasonable degree of correctness in professional, educational and general contexts,

2) Use the spoken and written language with awareness of linguistic standards and conditions in professional, educational and general conditions ;

3) and engage in dialogue on their own and other written products, including the purpose and purpose of the written and expression group, the choice of language and expression, and language and content ;

4) shall read with certainty, understanding, self-preservation and reflection ;

5) select, maintain and account for the essential part of a read, seen and heard text,

6) Analyzing and taking a position on the content, form, message and perspective of different text types,

7) use skills in professional reading and in oral and written communication with the relevance of professional training and profession ;

8) Use relevant reading strategy in relation to regular text types and legibility of vocational, educational and general contexts ;

9) apply appropriate speech, listener and write strategies in relation to the subject and purpose of vocational, educational and general contexts ;

10) use IT for relevant communication and information search and

11) use its communication-sensitive understanding for the benefit of cooperation and cooperation with others.

Content Selection Frames

Reading and Text Work

This includes reading and working on texts, and oral and written production.

Texts and verbal matter of relevance to the education or training area chosen by the student must be given weight in the teaching.

The text work includes various media as well as business communications, mass communicative and literary text types. In addition to this, the text work includes the use of basic professional methods and tools for analysis, understanding and perspective of texts.

Texts from most recent times are weighted in the teaching of the class.

Pictures are included among the texts.

Read strategies are being worked out.

Mundable manufacture

Mundying production shall comprise the skill of the pupils to use the speaking language appropriately and to listen and to listen and to understand in conversation and oral presentation.

We are working on listening and speaking strategies.

Confessible manufacture

Written making the pupils ' skill in expressing themselves with a flair for the special forms and opportunities of different types of text. Examples of professional typing and dissemination in the course of training chosen by the student must be included.

Working with language veracity, grammar and legal spelling.

Writable strategies are being worked out.

Documentation

The student is regularly documenting its work with the profession.

Written work includes process writing and professional writing. At least one written task must represent writing across Danish and one or more other subjects.

The documentation is collected in the student's portfolio, which is part of the oral examination.

Level E

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) Use the written and spoken language appropriately and correctly in business, educational and general contexts ;

2) use the written and spoken language of awareness of linguistic standards and conditions of professional, educational and general conditions ;

4) Read with security, speed, understanding, self-preservation and reflection.

5) select, maintain and account for the essential part of a read, seen and heard text,

6) Analyze, take up positions and reflect on the content and form, message and perspective of different text types,

7) manage a write process with defined targets,

8) Use a relevant reading strategy in relation to text types and legibility of vocational, educational and general contexts ;

9) apply appropriate speech-listen and write strategies in relation to the subject and purpose of vocational, educational and general contexts ;

10) use IT for relevant communication and information search and

11) use its communication-sensitive understanding for the benefit of cooperation and cooperation with others.

Content Selection Frames

Reading and Text Work

This includes reading and working on texts, and oral and written production.

Texts and verbal matter of relevance to the education or training area chosen by the student must be given weight in the teaching.

Texts from most recent times are weighted in the teaching of the class.

Pictures are included among the texts.

Work with text and communication is being worked out in relation to the internal and external communications of the company.

Read strategies are being worked out.

Mundable manufacture

Mundying production shall comprise the skill of the pupils in using the speaking language in an appropriate manner and in listening and understanding in the course of conversation and oral presentation.

We are working on listening and speaking strategies.

Confessible manufacture

Working with language veracity, grammar and legal spelling.

Writable strategies are being worked out.

Documentation

Student documents regularly work on the profession.

Written work includes process writing and professional writing. At least one written task must represent writing across Danish and one or more other subjects.

The documentation is collected in the student's portfolio, which is part of the oral examination.

Final assessment-applicable for level F and E

There is a final stop-punctuating character. The standpoint marksman expresses the position of the student against the subject of the trade union.

Experm-applicable for level F and E

For provisions relating to the degree in the mercantile background and in the common entry health, care and pedagogue-see the following sections on this subject.

There are 30 minutes of preparatory time. The preparation time notes are to be used during the examination procedure.

Extremination including Voting products are approximately 30 minutes. The student is judged in relation to the objectives of the profession, and the character shall be determined on the basis of a comprehensive assessment of the pupils ' skills in the profession, documented through the student performance.

In the assessment, the skills that the individual test task will be weighted shall be included.

The following shall include the following :

a. A text material with associated questions to which the student gets on the draw

The tasks with questions are based on exhillated material, which includes one or more texts within the extended text concept. Different text types must be represented.

The student must analyse and take a position on the text material.

b. The portfolio of Elevens in writing ;

The student must, on the basis of one or more examples of his own work, explain and enter into a dialogue on the written product, including the purpose and purpose group, choice of language and expression and language form and content.

The test must demonstrate the knowledge and awareness of standards, conditions and selections in writing, based on the result of the own write-writing process.

The portfolio of the elephant shall not be sent to the censor.

The end of the basic flow of the mercantile joint entry-applicable for level F and E

The test is based on one for the pupil known casework or similar, and in a student known case history. The casean establishment is designated and the casetale is drawn up by the Ministry of Education. The Caseorganization will be published every year at the end of January and the casetale of April.

On the casework day, all auxiliary resources are permitted. However, no guidance shall be given to the student of the school teachers in the caseworker day and during the subsequent period until the examination of the examination. In the casework day, the student produces an examination plan that describes the pupils ' work with the casework and the planned presentation. The examination of the examination schedule of the casework day is a precondition for the participation of the student to participate in the subsequent examination of the examination certificate.

The exam shall be held one or more days after the casework day. The test is about 30 minutes, including Voting. The student examines shall be examinated in the casework which the censor shall designate as the basis for examination.

The student is judged in relation to the objectives of the profession, and the character shall be determined on the basis of a comprehensive assessment of the pupils ' skills in the profession, documented through the student performance.

In the assessment, the skills that the individual test task will be weighted shall be included.

The school shall, by the way, set out the procedures for the evaluation of the school assessment plan.

In the common entry health, care and pedago-applicable for level F

Oral testing is being held.

The Pass Time Voting products are approximately 30 minutes and includes the following :

The student must, on the basis of at least two examples of its own work, enter into dialogue on their own written products, including the function, the purpose of the texts, the means, language, expression of expression and language and content. The student must also enter into dialogue on the texts of the texts with the professional or cross-disciplinary work in the teaching. This part of the test must demonstrate the knowledge and awareness of the dissemination, the real and the own-write process.

The test forms as a conversation about the selected texts between examiner and student.

In the common entry health, care and pedago-applicable for level E

Oral testing is being held. There are 30 minutes of preparatory time. In preparation, the student must bring all written and printed remedies.

The Pass Time Voting products are approximately 30 minutes and includes the following :

1) The first part of the test shall include examination of examination in a text of the text that the student is awarded at the drawing board. This part of the test must demonstrate the ability of the student's ability to make the essential pages of the content and shape of the text and to place the text in a context based on the basic views that have been used in the teaching. Eksaminator selects expiration texts with ties to the syllabus. Different types of text that have been used in the instruction must be represented.

2) The student must, on the basis of at least two examples of its own work, enter into a dialogue on its own written products, including the function of the texts, the objectives, the language, language and content of the texts. The student must also enter into dialogue on the texts of the texts with the professional or cross-disciplinary work in the teaching. This part of the test must demonstrate the knowledge and awareness of the dissemination, the real and the own-write process.

Expitation texts and copies of the selected high-class-produced texts are sent to the centre.

In the assessment, the skills that the individual test task will be weighted shall be included.

Level D

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) Use the written and spoken language appropriately, correctly, clearly and accurately in business, educational and general contexts ;

2) relate to the correct language, court spelling and code, as well as rules and standards for language-use in professional, educational and general contexts.

3) the structure, use and operation of the language of the language in specific vocational, educational and general contexts ;

4) Identify and apply knowledge of the role and importance of the language in vocational, educational and general contexts ;

5) Read with security, speed, understanding, self-preservation and thought, texts of a reasonable level of language and content complexity,

(6) Collect, select, account and process text material in printed or electronic form ;

7) perform a methodical analysis, perspective and assessment of different text types and expression forms ;

8) manage a write-process from an idea for product and enter into dialogue on their own and other written products ;

9) formulate its analysis, perspectives and evaluation, both orally and in writing,

10) Use the relevant read strategy in relation to text types and legibility of vocational, educational and general contexts ;

11) apply appropriate speech, listener and write strategies in relation to the subject and purpose of vocational, educational and general contexts ;

12) use IT for relevant communication and information search and

13) use its communicative understanding for the benefit of cooperation and cooperation with others.

Content Selection Frames

Text Work

The instruction shall include textual work and oral and written production.

Texts and verbal matter of relevance to the education or training area chosen by the student must be given weight in the teaching.

The text work includes various media, as well as reading and analysing business communications, mass communicative and literary text types.

Texts from most recent times are weighted in the teaching of the class.

Pictures are included among the texts.

The use of basic professional methods and tools for analysis, understanding and perspective for texts are included in the text work.

Work with the role and role of the language in a specific social, working or other context are part of the lesson.

Read and read strategies are being worked out.

Mundable manufacture

Mundying production shall include the skill of the pupils in using the term ' s expression ' s expression in an appropriate manner and to listen and to listen and to understand in the course of conversation and oral presentation.

We are working on listening and speaking strategies.

Confessible manufacture

Written making the pupils ' skill in expressing themselves with a flair for the special forms and opportunities of different types of text.

Working with language veracity, grammar and legal spelling.

Writable strategies are being worked out.

Documentation

The student is regularly documenting its work with the profession.

Written work includes process writing and professional writing. Summary, summary, description, analysis, interpretation, interpretation, free manufacture, and examples of professional writing and dissemination in the course of education chosen by the student must be included.

At least one written task must represent writing across Danish and one or more other subjects.

Level C

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) Use the written and spoken language appropriately, correctly, clearly, accurately and varied in professional, educational and general contexts ;

2) relate to and reflect on the correct language, court spelling and punctuation, reflecting and reflecting on rules and standards for language use in both own and in others ' texts in business, educational and general contexts ;

3) reflect on and account for the use and operation of the language in professional, educational and general contexts, including the interaction between the content, shape, function and context of different text types ;

4) gaze, assess and use knowledge of the language as social and social phenomena, including its role and role in vocational, educational and general contexts ;

5) read systematically and with security, speed, understanding, self-preservation and thought, texts of a high level of linguistic and content complexity,

(6) Collect, select, account and process methodical text material in printed or electronic form ;

7) perform a methodical analysis and perspective, and provide a reasoned assessment of different text types and expressions of expression,

8) steer and reflect on heterogeneous write processes from idea to product and engage in dialogue on their own and other written products ;

9) methodically formulate analysis, perspectives and evaluation, both orally and in writing,

10) Use the relevant read strategy in relation to text types and legibility of vocational, educational and general contexts ;

11) apply appropriate speech, listener and write strategies in relation to the subject and purpose of vocational, educational and general contexts ;

12) use IT for relevant communication and information search and

13) use its communicative understanding for the benefit of cooperation and cooperation with others.

Content Selection Frames

Text Work

The instruction shall include textual work and oral and written production.

Texts and verbal matter of relevance to the education or training area chosen by the student must be given weight in the teaching.

The text work includes various media as well as reading and methodical analysis of corporate communications, mass communicative and literary texts.

Texts from most recent times are weighted in the teaching of the class.

Pictures are included among the texts.

Use of working methods and tools for analysis, understanding, and perspective for texts are included in the text work.

The analyzed texts are being put in perspective in a business, social, psychological, cultural or other relevant context. It is subject to a reasoned assessment.

A media spawling of linguistics, historical or aesthetical species is assumed on selected texts. Read and read strategies are being worked out.

Mundable manufacture

Mundying production shall comprise the skill of the pupils in using the term ' s expression ' s expression in an appropriate manner and in listening in conversation and oral presentation.

We are working on listening and speaking strategies.

Confessible manufacture

Written making the pupils ' skill in expressing themselves with a flair for the special forms and opportunities of different types of text. Working with language veracity, grammar and legal spelling.

Writable strategies are being worked out.

Documentation

The student is regularly documenting its work with the profession.

The written work shall include the process of process writing and tasks with the professional relevance. Summary, summary, description, analysis, interpretation, interpretation, free manufacture, and examples of professional writing and dissemination in the course of education chosen by the student must be included.

At least one written task must represent writing across Danish and one or more other subjects.

Final assessment-applicable for level D and C

There are two final points of standpoint : an oral and a written one. The student is assessed in relation to the subject ' s objectives. In the mercantile background and in the common access to health, care and pedagogue, one final standpoint percepter is given, which expresses the position of the student against the objectives of the trade.

Experm-applicable to level D and C

For provisions relating to the degree in the mercantile background and in the common entry health, care and pedagogue-see the following sections on this subject.

There shall be a written test and an oral test.

a. Written test

The sample lasts 4 hours.

The tasks are drawn up by the Ministry of Education. The task set contains a number of tasks that the student can choose from between.

All types of dictionaries with no lexical information shall be used during the test.

The student is assessed in relation to the subject ' s objectives. The character shall be given on the basis of a comprehensive assessment of the student's written performance. The emphasis is placed on the understanding and written expression of the student body.

b. Mundable test

The amount of money involved has covered what has been involved in the profession. The literature, the plaintisa and pictures, must be represented.

The Eksaminator creates tasks with questions to map porting text with ties to the syllabus.

The student has an assignment on the drawing.

There are 30 minutes of preparatory time. The preparation time notes are to be used during the examination procedure.

Extremination including Voting products are approximately 30 minutes and form a conversation between the examiner and the student body of the exhilation.

The test must demonstrate the ability of the student to make the essential pages of the content and shape of the text, as well as to outlook the text based on the basic points of view that have been used in the teaching.

In the assessment, the skills that the individual test task will be weighted shall be included.

The end of the basic flow of the mercantile joint entry-applicable to level D and C

In a casework day of eight hours, the student will receive 7 unknown casetasks that are all based on the casework year of the year, or open the possibility of perspective delivery to the enterprise. The student must formulate a task / a problem. On the casework day, all auxiliary resources are permitted. However, no guidance shall be given to the student of the school teachers in the caseworker day and during the subsequent period until the examination of the examination. In the casework day, the student produces an examination plan that describes the pupils ' work with the casework and the planned presentation. The examination of the examination schedule of the casework day is a prerequisite for participating in the subsequent caseexamination.

The exam shall be held one or more days after the casework day. The test is about 30 minutes per. Student student examinations in the casetasks that the censor designates as the basis for examination.

In the assessment, the skills that the individual test task will be weighted shall be included.

The school shall, by the way, set out the procedures for the evaluation of the school assessment plan.

In the common entry health, care and pedagogue-applicable to level D and C

Oral testing is being held. There are 30 minutes of preparatory time. In preparation, the student must bring all written and printed remedies.

The Pass Time Voting products are approximately 30 minutes and includes the following :

2) The student must, on the basis of at least two examples of its own work, be able to enter into dialogue on and account for the function of the texts, the objectives, the means, language and content of the texts, and the texting of the texts with the professional or interdisciplinary nature of the texts ; work in the teaching. This part of the test must demonstrate the knowledge and awareness of the dissemination, the real and the own-write process.

Expitation texts and copies of the selected high-class-produced texts are sent to the centre.

In the assessment, the skills that the individual test task will be weighted shall be included.

Appendix 3

Vocational economics

Objective

The purpose of the profession is that students gain insight and skills in the professional economy and its actual use so that they can carry out work tasks in the economy and accounting. The profession contributes to the vocational training of students with the business economic competencies that are part of it.

Levels and guide training time

Level F : 1,0 or 2,0 weeks

Level E : 2,0 weeks

Level D : 2,0 weeks

Level C : 2,0 weeks

Level F

The subcommittee's objective is for the student to be able to

1) the use of industrial and manufacturing methods and the use of these specialities in vocational training and training ;

2) communicate business economic information in oral form ;

3) the establishment of the establishment,

4) perform daily registrations of cost transactions in a business and service business,

5) prepare a simple financial statement for a trading company ;

6) use relevant information technology tools and

7) carry out cash transactions in domestic purchases and sales as well as accountancy services.

Content Selection Frames

General

Education covers professional issues which demonstrate the use of the professional economy in practice while at the same time providing the student with the ability to maintain and develop its business economic skills.

1) The establishment of the establishment.

2) Daily registrations.

3) Work out a simple accounting for a trading company.

4) Applying relevant information technology for the solution of tasks.

5) Domestic purchases and sales as well as accountancy services.

Final Rating-applicable for level F

The Fame is terminated with a standpoint percepter. The student is assessed in relation to the subject ' s objectives.

Level E

The subcommittee's objective is for the student to be able to

1) the use of industrial and manufacturing methods and the use of these in the context of other subjects of training ;

2) communicate business economic information in oral and written form ;

3) account for your idea base and objectives,

4) perform basic registration of creditside and depreciation,

5) carry out cash transactions in domestic purchases and sales as well as accountancy votes ;

6) draw up a financial statement for commercial enterprises and service undertakings,

7) draw up a budget and cash flow budget based on the payment model and the cash flow budget ;

8) use relevant information technology tools and other means of assistance.

Content Selection Frames

General

1) The company ' s ideal and target basis.

2) Registration of creditside and depreciation.

3) Domestic purchases and sales and accounting votes.

4) Accounting a financial statement for business operators and service providers.

5) Set up the profit budget and cash flow budget.

6) Applying relevant information technology for the solution of tasks.

Documentation

The work shall be carried out on a continuous basis for the profession.

Final Rating-applicable for Level E

The Fame is terminated with a standpoint percepter. The student is assessed in relation to the subject ' s objectives.

Level E Expermebut-applicable

For provisions relating to the degree in the mercantile basis, see the following sections.

The test shall include an oral examination on the basis of a task with a practical-oriented problem. The gifts are made by the school. The degree in level E comprises the objectives of level F and E.

An hour is devoted to the solution of the practical essay paper and about some of them. 30 minutes, including deliberation to the subsequent examination.

The exam on the mercantile joint entry-applicable for level E

On the casework day, all auxiliary resources are permitted. However, no guidance shall be given to the student of the school teachers at the caseworker's day and during the subsequent period until the examination of the examination. In the casework day, the student produces an examination plan that describes the pupils ' work with the casework and the planned presentation. The examination of the examination schedule on casework is a precondition for the participation of the student to participate in the subsequent examination of the examination certificate.

In the assessment, the skills that the individual test task will be weighted shall be included.

The school shall, by the way, set out the procedures for the evaluation of the school assessment plan.

Level D

The subcommittee's objective is for the student to be able to

1) the company ' s division of work principles,

2) basic registration of the salary,

3) Calculate depreciation on fixed assets,

4) Accounting a financial statement for commercial companies, servitous companies,

5) register and prepare reports from a relevant financial management system and

6) perform environmental conditions for the use of index and environmental indicators.

Content Selection Frames

General

The teaching includes occupational problems showing the use of the professional economy in practice, while at the same time giving the student an opportunity to maintain and develop its business economic skills.

1) The company ' s work sharing principles.

2) Base registration of the basic salary.

3) Perform plant depreciation calculations.

4) Accounting the accounts for commercial companies, servitous companies.

5) Applying a relevant financial management system.

6) Perform environmental relationship analysis.

Documentation

The work shall be carried out on a continuous basis for the profession.

Final Rating-applicable for Level D

The Fame is terminated with a standpoint percepter. The student is assessed in relation to the subject ' s objectives.

Level D Experm-applicable

For provisions relating to the degree in the mercantile basis, see the following sections.

The test shall include an oral examination on the basis of a task with a practical-oriented problem. The gifts are made by the school. The level D exam includes the goals from level F, E and D.

An hour is devoted to the solution of the practical essay paper and about some of them. 30 minutes, including deliberation to the subsequent examination.

The end of the basic flow of the mercantile common entry-applicable to level D

In the assessment, the skills that the individual test task will be weighted shall be included.

The school shall, by the way, set out the procedures for the evaluation of the school assessment plan.

Level C

The education must be based on the objectives of level D.

The subcommittee's objective is for the student to be able to

1) carry out basic registration of goods and cost transactions in a production establishment ;

2) establishing an accounting firm ' s accounts ;

3) the cost variability of the costs,

4) shall establish price-culations on the basis of a principle of contribution in Danish and foreign currencies,

5) account for the earning capacity of the establishment,

6) perform a price optimization subject to the availability of available capacity and cost independence ;

7) register and prepare reports from a relevant financial management system and

8) the development and use of company staff resources and their efficiency through the use of index numbers and key figures.

General

1) Basic registration in production undertakings.

2) Accounting the accounts for a production company.

3) The cost of the cost of the cost.

4) Priscelates in Danish and foreign currency.

5) Enterprise earning capacity.

6) Pricing optimization in a company.

7) Applying a relevant financial management system.

8) Development and use of staff resources.

Documentation

The work shall be carried out on a continuous basis for the profession.

Final Rating-applicable for level C

The Fame is terminated with a standpoint percepter. The student is assessed in relation to the subject ' s objectives.

Expermen-applicable for level C

For provisions relating to the degree in the mercantile basis, see the following sections.

The test shall include an oral examination on the basis of a task with a practical-oriented problem. The gifts are made by the school. The degree in level C comprises the objectives of level F, E, D and C.

An hour is devoted to the solution of the practical essay paper and about some of them. 30 minutes, including deliberation to the subsequent examination.

The end of the basic flow of the mercantile common entry-applicable for level C

In the assessment, the skills that the individual test task will be weighted shall be included.

The school shall, by the way, set out the procedures for the evaluation of the school assessment plan.

Appendix 4

Foreign Language

Objective

The purpose of the profession is to strengthen the international and communicative competence of pupils, so that the student can read, write, speak, listen and understand the foreign language of job-related, social and general contexts.

The profession strengthens the elevens of the pupils in order to be able to perform tasks in which foreign languages are included, and in order to be able to function as an employee and a citizen of an internationalised business and community. The Union thus strengthens the preconditions for mobility on an international labour market.

Levels and guide training time

Level F : 2,0 weeks

Level F : 4,0 weeks

Level E : 2,0 weeks

Level D : 2,0 weeks

Level C : 2,0 weeks

Level F, with a duration of 2,0 weeks, is for pupils with the conditions corresponding to the graduating school's departure test.

Level F, with a duration of 4.0 weeks, is for pupils with no or almost any conditions in the profession.

Level F

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) The foreign language shall be used appropriately in normal situations of professional life and everyday life ;

2) applying a single language in ordinary situations from business and everyday life ;

3) apply simple, appropriate speech, write, listen-and read strategies ;

4) apply both verbal and non-verbal strategies,

5) document understanding of spoken language in ordinary situations from business and everyday life

6) read and document the understanding of simple texts in the foreign language,

7) formulate simple messages retrieved from business life and daily life

8) Talk in a single language of general, societal and occupational relationships in the foreign language,

9) recognise and talk of differences and similarities between themselves and others ' culture,

10) start applying language to general situations of business and daily life and

11) use IT for communications, information searches, language training and text production.

Content Selection Frames

Text Reading

The teaching is based on any kind of text. The text selection includes both fiction and case prose.

The following content areas include the following content areas :

-Corporate trade and professional relationships.

-Society and culture.

-Alms and personal relationships.

Individual topic

The student is working on an individual subject, which is determined in consultation between teacher and student, the subject is selected in the field of content areas. If the subject is already dealt with in the teaching area, it must be a matter of substance or extension of the content.

Lingual knowledge and awareness

The lessons are based on the application of the language in practice and include language uses, forms of use, norms, standards and customs in the language field.

Documentation

The student shall prepare documentation for the individual subject. The documentation must be approved by the teacher and provides the basis for a presentation of the subject of the examination.

The student is regularly documenting its professional work.

Level E

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) use the foreign language appropriately in professional, societal and general contexts ;

2) apply a single but reasonably coherent language in economic and social and general contexts ;

3) use appropriate speech, write, listener, and read strategies ;

4) apply both verbal and non-verbal strategies,

5) document understanding of simple and more coherent texts and contexts on the foreign language,

6) read and document the understanding of simple and more coherent texts on the foreign language,

7) write in a single but reasonably coherent language on occupational, social and general conditions in the foreign language,

Article 8 (8) and in a single but proportionate and coherent language, the professional, social and general conditions of foreign language,

9) recognise and account for differences and similarities between themselves and others ' culture,

10) the use of rooky language and knowledge of the dissemination of professional, social and general contexts ; and

11) use IT for communications, information searches, language training and text production.

Content Selection Frames

Text Reading

The teaching is based on any kind of text. The text selection includes both fiction and case prose.

The following content areas include the following content areas :

-Corporate trade and professional relationships

-Society and culture

-Alms and personal relationships.

Individual topic

Lingual knowledge and awareness

The lessons are based on the application of the language in practice and include language uses, forms of use, norms, standards and customs in the language field.

Documentation

The student shall prepare documentation for the individual subject. The documentation must be approved by the teacher and provides the basis for a presentation of the subject of the examination.

The student is regularly documenting its professional work.

Level D

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) use the foreign language appropriately in professional, societal and general contexts ;

2) a reasonable varied, coherent language of professional, civic and general contexts ;

3) use appropriate speech, write, listener, and read strategies ;

4) apply both verbal and non-verbal strategies,

5) document understanding of cohesive and linguistic varied texts and contexts on the foreign language,

6) read and document the understanding of cohesive and linguistic varied texts in the foreign language,

7) in a reasonable varied, coherent language of professional, societal and general conditions in the foreign language,

Article 8) and in a reasonably varied cohesive language, and to analyse, comment, and perspectives with professional, societal and general content in the foreign language,

9) recognize, account and analyze and comment on differences and similarities between themselves and other people's culture ;

10) apply linguistic attention and knowledge to the dissemination of professional, societal and general contexts and

11) use IT for communications, information searches, language training and text production.

Content Selection Frames

Text Reading

The teaching is based on any kind of text. The text selection includes both fiction and case prose.

The following content areas include the following content areas :

-Corporate trade and professional relationships.

-Society and culture.

-Alms and personal relationships.

Individual topic

Lingual knowledge and awareness

The lessons are based on the application of the language in practice and include language uses, forms of use, norms, standards and customs in the language field.

Documentation

The student shall prepare documentation for the individual subject. The documentation must be approved by the teacher and provides the basis for a presentation of the subject of the examination.

The student is regularly documenting its professional work.

Level C

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) The foreign language must be used appropriately and with a degree of linguistic and grammatical correctness in business, social and general context,

2) a reasonable fluid, varied and coherent language in professional, social and general contexts ;

3) use appropriate speech, write, listener, and read strategies ;

4) apply both verbal and non-verbal strategies,

5) document understanding of cohesive and linguistic and reconditionally varied texts and contexts on the foreign language,

6) read and document the understanding of cohesive, linguistic and reretionally varied texts in the foreign language ;

7) write in a reasonable fluid, varied and coherent language, and with a certain language and grammatical correctness of professional, social and general conditions in the foreign language,

Article 8) and in a reasonably fluid, varied and coherent language, and with a degree of linguistic and grammatical correctness, speech and analysis, comment, assessment, and perspectives of texts and topics with industry professional, societal, and general content in the foreign language,

9) recognise, account for, and analyze and comment on and in business relationships apply knowledge of differences and similarities between themselves and others ' culture ;

10) the knowledge of the organisation of languages and grammar of receiving relevant intermediation in business, social and general contexts ; and

11) use IT for communications, information searches, language training and text production.

Content Selection Frames

Text Reading

This lesson is based on language and reretionally varied texts. The text selection includes both fiction and case prose.

The following content areas include the following content areas :

-Corporate trade and professional relationships.

-Society and culture.

-Alms and personal relationships.

Individual topic

The student is working on an individual subject that is determined in consultation between teacher and student ; the subject is based on one or more of them in the subview processed topics or texts. There must be a substantive deepening, extension or perspective of the substance in the processed matter.

Lingual knowledge and awareness

This training shall be based on the work of the student with a variety of different genres and the application of the language in practice. In addition, the teaching includes converting forms, standards and customs in the language field.

Documentation

The student shall prepare documentation for the individual subject. The documentation must be approved by the teacher and provides the basis for a presentation of the subject of the examination.

The student is regularly documenting its professional work.

Final Rating-applies to all levels

One final standpoint percepter is given, which expresses the position of the student against the subject's objectives.

Experm-applicable to all levels

For provisions relating to the degree in the mercantile basis, see the following sections.

As a basis for the assessment of the pupils ' competences in the profession, the oral, written and, if appropriate, may be used. practical documentation, which is part of the student ' s examination performance. The test is based on the basis of one or more locally-produced examinations and shall follow the rules and guidelines laid down herein and guidelines for the tasks of the student in connection with the individual subject ' s individual subject. The item ' s documentation on the individual subject shall not be submitted to the centre.

The student is given the preparation time before the examination. The school determines, on the basis of the school's choice of diplomas, the duration of the preparation time. The test is about 30 minutes, including. Voting.

The school can prescribe a degree of qualifications that would result in the award of qualifications in a different way than through the drawing-up of the diplomas. In addition, the school can prescribe a degree of degrees which means that a locally prepared task can be included in more than three degrees of qualifications.

The school shall, by the way, set out the procedures for the evaluation of the school assessment plan.

The end of the basic flow of the mercantile common entry-applicable to all levels

The test is based on one for the pupil known casework or similar, and in a student known case history. The Caseorganization will be designated and casected by the Ministry of Education. The Caseorganization will be published every year in the end of January and the casetale in April April.

In a casework day of eight hours, the student will receive 7 unknown casetasks that are all based on the casework year of the year, or open the possibility of perspective delivery to the enterprise. The student must, in the class of the student task, present its individual project. On the casework day, all auxiliary resources are permitted. However, no guidance shall be given to the student of the school teachers in the caseworker day and during the subsequent period until the examination of the examination. In the casework day, the student produces an examination plan that describes the pupils ' work with the casework and the planned presentation. The examination of the examination schedule of the casework day is a prerequisite for participating in the subsequent caseexamination.

In the assessment, the skills that the individual test task will be weighted shall be included.

The school shall, by the way, set out the procedures for the evaluation of the school assessment plan.

Appendix 5

Physics

Objective

The purpose of the profession is to give students insight into physical principles and methods that form the basis for technology and technology, as well as provide conditions for working with physicisical topics that are in a vocational training area.

For the same level E shall also apply to contribute to the awareness of the students ' understanding of the importance of technological development and its impact on the human, professions and society.

For the level D, the profession shall allow the pupils to provide the students with the opportunity to provide initial study skills through work with selected nuclear materials as well as through the choice of working methods and the working methods of self-employed.

In addition, for level C, the profession must give the learner experience of the use of the core natural scientific working methods and approaches to the solution of specific business or general professional issues, including the interaction between : theory and practice. Work on the profession shall develop the competence of the pupils in relation to higher education in the fields of science, technology and technical fields and contribute to the general education of pupils.

Levels and guide training time

Level F : 2,0 weeks

Level E : 2,0 weeks

Level D : 2,0 weeks

Level C : 2,0 weeks

Level F

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) use physical concepts and models to explain professional issues of physicisizable content ;

2) perform calculations in the context of the science of physicists,

3) work experimentally with the profession based on a natural scientific thinking,

4) work security correctly in the use of equipment,

5) search, select and apply relevant physicisisikc information from various sources of information, including IT-based sources of information, and

6) document and disseminate the results of his work on physicisical matters.

Content Selection Frames

The specific content shall be determined on the basis of considerations of the major physicisical matters which are included in the training chosen by the student.

In the selection process, the width of the physicisical substance must be guaranteed.

In addition to the profession of elective or optional supplementary education, the content may also include essential physicisical phenomena from the working day.

The experimental work must have a prominent place in the teaching.

Documentation

The student is preparing documentation for its work in physics.

Documentation includes

-the ongoing documentation of physicisical work and

-the final documentation of 2 physicisical trade matters. The final documentation forms the basis of the oral test. The selected topics must have such a width that it is possible to try wide in the profession. The final documentation may be drawn up by a maximum of two pupils together. It must be clear which parts of the documentation have been drawn up by the individual student ; the documentation must be approved by the teacher in order for the student to be nominated for examination.

Level E

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) select and use physical concepts and models to explain physicisizable professional issues in the fields of business and social fields ;

2) the use of mathematical expressions and calculations in the context of the science of physics ;

3) work experimental with the profession through, for example, experimentation, study, experiment, observation or observation,

4) relate to the role of physics in the field of technological development and its impact on human, business and society ;

5) work security correctly in the use of equipment,

6) search, select and apply relevant physicisicycal information from various sources of information,

7) apply appropriate IT tools, such as information searches, calculations, and documentation ; and

8) document and independently disseminate the results of the work on physicisical matters.

Content Selection Frames

The specific content is determined on the basis of considerations relating to :

-Signature of physicisical matters for the selected educational area.

-All physicisical issues of importance for technological development and for its impact on the human, occupation and society.

The level of professional width and depth of the selection of content are ensured.

In addition to the profession of elective or optional supplementary education, the content may also include other major physicisical phenomena from everyday life.

The experimental work must have a prominent place in the teaching.

Documentation

The student shall prepare documentation on the use of the concepts and working methods of the profession.

Documentation includes

-the ongoing documentation of physicisical work and

-the final documentation of 2 physicisical trade matters. The final documentation forms the basis of the oral test. The selected topics must have such width and depth that it is possible to try wide and deep. The final documentation may be drawn up by a maximum of two pupils together. It must be clear which parts of the documentation have been drawn up by the individual student ; the documentation must be approved by the teacher in order for the student to be nominated for examination.

Level D

Objections of the Notify

The subcommittee's goal is to the pupil

1) may select and apply more complex physical concepts and models to explain physicisical problem positions and phenomena ;

2) with security, mathematical terms and calculations may be used in the context of the science of physicists,

3) autonously, plan, execute and evaluate experimental work,

4) methodically correct, such as tests, study, experiment, observation or observation, and draw conclusions from them, and draw conclusions from this,

5) may take a critical approach to the importance of technological development and its impact on the human, business and society of the human beings ;

6) independently and work safety-wise with used equipment can be justified in its own right.

7) independently can search, assess, select and apply relevant physicisicycal information from various sources of information,

8) can select and apply appropriate IT tools for example, simulation, information search, and processing, data processing, and presentation.

9) independently and in cooperation with others, can document and disseminate results of its work on physicisical matters.

Content Selection Frames

The specific content is determined on the basis of considerations relating to :

-Signature of physicisical matters for the selected educational area.

-All physicisical issues of importance for technological development and for its impact on the human, occupation and society.

-Signature of physicisical matters of continuing education.

For the selection, the width and depth of the physicisical substance must be safeguarded.

In addition to the profession of elective or optional education, the content may also include essential physicisical phenomena from the working day.

The experimental work must have a prominent place in the teaching.

The students are offered the teaching and working forms which aim to give the students a starting school competence where the independent work on the substance is weighted.

Documentation

The student shall prepare documentation for the use of the concepts and working methods of the profession in its work in physics. The emphasis is placed on professional and methodical correctness.

Documentation includes

-the ongoing documentation of physicisical work and

-the final documentation of 2 physicisical trade matters. The final documentation forms the basis of the oral test. The selected topics must have such width and depth that it is possible to try wide and deep. The final documentation may be drawn up by a maximum of two pupils together. It must be clearly stated in the documentation drawn up by the individual student ; the documentation must be approved by the teacher in order for the student to be nominated for examination.

Final assessment-applicable for levels F, E and D

The Experts-applicable for levels F, E, and D level

The test is oral and takes its starting point on the two subjects prepared and approved. The student presents the two topics and involve relevant physics and occupational equipment in the sample. Approbe some. 30 minutes per. Student for the test, including. Voting.

The student is judged in relation to the objectives of the profession and the nature of the sample is given on the basis of a holistic evaluation of the performance of the student and the submitted documentation, however, with the emphasis on the verbal achievement.

Level C

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) use models of qualitatively or quantitatively explaining different physical phenomena,

2) The perspective of the physicist in understanding both natural phenomena such as technology and social development ;

3) describe and perform qualitative and quantitative physical experimentation, including the setting and falsification, simple hypotheses ;

4) the use of equipment in a responsible manner for experimental work and reasons for the conduct of the conduct of the experiment in relation to this ;

5) Introduces experimental data appropriately and treat them with a view to covering simple mathematical relationships ;

6) remain critical of physicisical professional and professional issues such as those expressed in the media, including identifying the natural scientific elements in the manufacture and reasoning ;

7) select, apply and evaluate relevant IT tools for example, simulation, information search, and processing, data processing, and presentation,

8) document the science of science through the recording and processing of data and observations and descriptions and descriptions of experiments ;

9) the dissectors and perspectives of the physical knowledge obtained.

Content Selection Frames

The objectives of the Flow are met through working with nuclear material and with additional material. The core material gives the professional content which is a necessary but not sufficient condition for the pupil to achieve the objectives.

The substance and the additive are each of them. 50% of the guidance training period.

The core matter

Energy

1) the description of energy and energy turnover, including effect and benefit,

2) Examples of energy and a quantitative treatment of the turnover of at least two forms of energy ;

3) electrical energy, including current, voltage, voltage, resistance and power.

Waves

1) basic characteristics, including wavelength, frequency, propagation, refraction and reflection.

Mechanic

1) basic principles of force, movement and mechanical work.

Supplemental fabric

The additional fabric and the outlook for the core and include public vocational and professional areas of the nucleus. This item is selected in such a way that the student will be able to work on issues relating to the education area of the student body.

The student's independent experimental work must be given prominence in the teaching.

Documentation

Documentation of the physicisical work is part of an essential part of the work of the profession. In the documentation, the student must learn to document, explain, discuss, and analyze experimental data, and to rehearse its ability to disseminate physicisizable information correctly and accurately.

The written work shall include :

-the ongoing documentation of physicisical work and reports drawn up on the basis thereof ;

-the final documentation, in the form of documentation of 2 physicisical matters, which shall form the basis for examination of examination. The selected topics must have such width and depth that it is possible to try both the width and depth of the substance.

The documentation must reflect the student competence of the student body in the form of clarification in the subjects and professional and methodical correctness. The final documentation to be drawn up individually must be approved by the teacher in order for the student to be nominated for testing.

Final Rating-applicable for level C

Expermen-applicable for level C

The test is oral and takes its starting point in one of the final documentation. A deducted lot between the documents. The sample involves experimental work.

Preparation time shall be given to the extent necessary in relation to the preparation of the experimental work of the pupils.

Approbe some. 30 minutes per. Student for the test, including. Voting.

The student shall be assessed in relation to the objectives of the profession and the nature of the sample given in the light of an overall assessment of the performance of the student and the evidence presented, with the emphasis on the verbal achievement.

Appendix 6

First Aid and Item Fire Fighting

For education in the following training courses (s) in first aid training levels, "minimum" and "between", item-level fire fighting and welfare-related first aid are indicative periods of training equivalent to 0,5 week. The school must put together modules and training, so that the student can reach the competence targets of each education.

1. FIRST AID "MINIMUM" AND "BETWEEN" LEVEL OF TRAINING

Objections of the Notify

The aim of training in first aid is for participants to be able to save human lives and minimise the effects of life-threatening accidents, and to be able to provide general first aid in the most common forms of injury and serious illness.

The objectives and content of the Education Council are set out in Danish First Aid Council training plans for the four first-aid modules, which together form the Council's recommended " between the level of training of the Council.

Final Rating

In accordance with the recommendations and guidelines of Danish Fuel Precrime,

When the student has completed the training, the Council's first aid certificate shall be issued to the first aid modules implemented satisfactorily, before the Danish First Aid Council's recommendations and guidelines.

Special notes

The training shall be carried out in accordance with the recommendations and guidelines of Danish First aid advice, including that the instructor is listed on the Danish First Aid Council list of approved instructors.

The individual first aid modules

1.1 TRAINING LEVEL "MINIMUM"

One of the first aid modules of the heart-Lunge-Lung-Remediate and life-saving first aid.

Heart-Lung-Recoding

Objective

The purpose is to assist the participant, the knowledge, skills and the attitudes that enable them to revitaliate a lifeless person by giving the Heart-Lung Recoding.

Objectives

In the case of the completion of the training, the individual participant may :

The fourth main point of the first aid.

Yde Heart-Lung-Recoding to an unconscious person without respification.

Alarms at the right time in the process, depending on whether there is one or more attendants present.

have an understanding of :

Survival chain.

Each step's location in the total order of reanimation.

Content

First aid 4 main points

Survival chain

Heart-Lung-Recoding

Stop the accident and make sure that the physical security of the injured person and omornant is

Verification of consciousness

Shout for help

Free airway

Breaks of breath

Alarming

CPR.

Artificial respiratory

Locked Sideleje

Time

3 hours

Life-saving first aid

Objective

The aim is to provide the knowledge of the participants, the skills and the attitudes that enable them to provide life-saving first aid in the event of accidents.

Objectives

In the case of the completion of the training, the individual participant may :

Handle appropriate to an injury site, including multiple casualty injuries and could take the necessary measures so as not to get hurt themselves.

Yde life-saving first aid for life-threatening injuries resulting in a curfew of airway, reduced / stopped breathing and / or Shock as a result of accidents.

Prebuild Shock, including conducting a calming conversation with the injured.

have an understanding of :

The life-important oxygen-up sport.

Effects and symptoms of main lesions, fractures of the neck, spine and / or pelvis, burns, poisons, corrosions and el accidents and Shock.

Content

Probe with major accidents

First aid 4 main points

Life-saving first aid-ABC and the life-important oxygen-port

Alarming

Shock

Psychic First Aid

Blows

Main lesions

Breach on neck, spinal column and / or pelvis

Fornings

Expenditures and Reads

EleccalAccident

Time

Three hours.

ONE-TWO. EDUCATIONAL LEVEL "BETWEEN"

Determines of the minimum level as well as the first two aid modules of First Aid at the intake and First Aid to the Preventing of Disease. Indebit the education of the student acquiring driver's licence, the school combines modules within the prescribed guide time so that the student can reach the goal of education.

Pre-Aid Pre-Income Help

Objective

The aim is to provide the knowledge of the participants, the skills and the attitudes that enable them to be able to provide basic first aid in the injury and minor injuries.

Objectives

In the case of the completion of the training, the individual participant may :

Handle appropriate on injury and minor injuries.

Yde regular first aid at injury and minor injuries.

Prep Shock, including conducting a calming call with the casualty.

Please make an alarm via 1-1-2.

and could mention :

Effects and symptoms of minor bone fractures, ligaments, sprained, muscle damage, general exposure, frostbite, minor burns, sunstroke, heatstroke, minor injuries and Shock.

The difference between a closed and open fracture, as well as the difference between a cahoff and a sprain.

Content

Regular first aid in injury and minor injuries

Small damage.

Minor fracture

Leddes, sprains and muscle injuries

Aid bandages

Armslynge

Albut exposure influence and frostbite

Heat impact and minor burns

Sunstroke and heatstroke

Shock

Psychic First Aid

Alarming

Time

Three hours.

First Aid for diseases

Objective

The aim is to provide the knowledge of the participants, the skills and the attitudes that enable them to provide general first aid during serious sudden illnesses.

Objectives

In the case of the completion of the training, the individual participant may :

Handle appropriate action on serious sudden illnesses.

The general first aid was found by serious sudden illnesses.

Prep Shock, including taking a calming call with the sick.

Identify the symptoms of the individual grave, suddenly, diseases.

Please make an alarm via 1-1-2.

and could mention :

Effects and symptoms of serious sudden disorders that cause pain in the chest, pain in the abdominal pain, cramps, respiratory distress, altered state of consciousness, infections, and effects and symptoms of diabetic and Shock.

Content

Regular first aid in the sudden disorders of all of a sudden

Pain in the chest

Pain in the bughulen

Breathing problems

Changed consciousness mode

Cramps

Diseases

Diasitic disease

Infections

Tenant

Shock

Psychic First Aid

Alarming

Time

Three hours.

Finion-related first aid

The 7-hour course is made up of the CPR cub-Lung-3-hour reenation in 3 hours and this traffic-related first aid module in four hours.

Objective

The aim is to provide the knowledge of the participants, the skills and the attitudes that enable them to provide life-saving first aid by means of traffic and road-related accidents.

Objectives

In the case of the completion of the training, the individual participant may :

Handle appropriate to an injury site, including multiple casualty injuries and could take the necessary measures so as not to get hurt themselves.

Yde life-saving first aid to life-threatening injuries resulting in a curfew of airway, reduced / stopped breathing and / or Shock as a result of traffic and traffic-related accidents.

Yde lifesaving first aid for main lesions, fractures to the neck, the vertebrae and / or the pelvis, as well as large extremities.

Perform emergency relocation of an injured person, if necessary.

Prebuild Shock, including conducting a calming conversation with the injured.

have an understanding of :

The life-important oxygen-up sport.

Effects and symptoms of head trauma, fractures to the neck, the spine and / or the pelvis.

Content

Conduct traffic and traffic-related accidents

First aid 4 main points

Emergency Move

Life-saving first aid-ABC and the life-important oxygen-port

Alarming

Shock

Psychic First Aid

Blows

Main lesions

Breach on neck, spinal column and / or pelvis

Arms and legs broken

Time

Four hours.

2. FIRST AID "HIGH LEVEL" LEVEL

Exhausting the intermediate level as well as the first aid module Reanimation with defibrillator and the three first-aid modules Routine in life-saving first aid A, B and C. Indebit the education of the student acquiring driver's license, combines the school modules within it. provided guide time so that the student may reach the destination of the training programme.

The individual first aid modules

Reanimation with defibrillation

The first aid module requires the prior execution of either 12 hours of initial assistance, 30 hours of advanced course in first aid or the CPR-Lung-Recoding module.

Objective

The purpose is to assist the participant, the knowledge, skills and the attitudes that enable them to revive a lifeless person by giving Heart-Lung Recoding and using defibrillator.

Objectives

In the case of the completion of the training, the individual participant may :

Causes for cardiac arrest.

Mounting and serving a heart starter.

Yde Heart-Lung-Recoding to an unconscious person with no breath with a heart starter at your disposal.

have an understanding of :

Security rules for the use of defibrillate.

The applications of the heart start.

Situations that may require special attention prior to the application of defib.

Content

Heart-Lab-Recoding with heart-initiation.

Heart rate disturbation

Blood clot in the heart

Rebuild cardiac initior

Safety rules for the use of defibrillate

Indications and contraindications of the use of defibrillate

Rehearse revenues

Time

3 or 4 hours (all after the first aid module is carried out in the extension of a first aid course or as an extension of a previously completed first aid course) (180 or 240 minutes).

Routination in lifesaving first aid A

Objective

The aim is to provide the knowledge of the participants, the skills and the attitudes that enable them to provide life-saving first aid in the event of an accident leading to a barrier to the airway.

Objectives

In the case of the completion of the training, the individual participant may :

Handle appropriate to an injury site, including multiple casualty injuries and could take the necessary measures so as not to get hurt themselves.

Yde life-saving first aid to life-threatening injuries resulting in a roadblock of airway as a result of accidents.

I want you to have a tranquilizer call with the injured party.

Content

Probe with major accidents

First aid 4 main points

Life-saving first aid-ABC and the life-important oxygen-port

Alarming

Psychic First Aid

Practical exercises / training with first aid in the event of an accident involving the blocking of the airway ;

Time

Three hours.

Routination in lifesaving first aid B

Objective

The aim is to provide the knowledge of the participants, the skills and the attitudes that enable them to provide life-saving first aid in the event of accidents involving reduced or halted breathing.

Objectives

In the case of the completion of the training, the individual participant may :

Handle appropriate to an injury site, including multiple casualty injuries and could take the necessary measures so as not to get hurt themselves.

Yde life-saving first aid to life-threatening injuries resulting in a reduced or halted respiratory result caused by accidents.

I want you to have a tranquilizer call with the injured party.

Content

Probe with major accidents

First aid 4 main points

Life-saving first aid-ABC and the life-important oxygen-port

Alarming

Psychic First Aid

Practical exercises / training with first aid in the event of accidents involving reduced or halted breathing ;

Time

Three hours.

Routination in lifesaving first aid C

Objective

The aim is to provide the knowledge of the participants, the skills and the positions that enable them to provide life-saving first aid in the event of an accident involving reduced or halted circulation.

Objectives

In the case of the completion of the training, the individual participant may :

Handle appropriate to an injury site, including multiple casualty injuries and could take the necessary measures so as not to get hurt themselves.

The lifesaving first aid for life-threatening injuries resulting from accidents resulting from accidents resulting from accidents has resulted in a reduction in circulation or reduced circulation.

Prebuild Shock, including conducting a calming conversation with the injured.

Content

Probe with major accidents

First aid 4 main points

Life-saving first aid-ABC and the life-important oxygen-port

Alarming

Shock

Psychic First Aid

Practical exercises / training with first aid in the event of accidents involving reduced or halted circulation ;

Time

Three hours.

3. ITEM IN FIRE FIGHTING

The courses shall be taken in accordance with the rules laid down in each education with selected modules in the first aid training levels ' minimum ' and ' high '.

Objective

The purpose of the profession is that the pupils know how they should relate in the event of fire and by simple remedies and methods can put out a small fire and prevent the spread of firecirculation.

The objectives and content of the education document appear in the Brand and Siksanitary Forums Training Plans for Item Close Fire Fighting.

Content Selection Frames

Tentatively, according to Brand and Siksanitary Forums (BSF) guidelines in the element-fighting fire fight.

Final Rating

According to the Brand and Siksanitary Forums Guidelines.

Special notes

Instructs shall have valid instructor's evidence in accordance with the Fire and Siksanitary Forums Guidelines.

Time

Three hours.

Appendix 7

Information Technology

Objective

The purpose of the profession is to strengthen the preconditions for students to work with information technology tasks and issues that are typical of their education and jobs. The Fame must help ensure that students can operate a computer and to develop the understanding and ability of the students to reflect related issues related to IT related issues. This will strengthen their personal and professional conditions in order to act in an information technology and knowledge-based labour market and society.

Levels and guide training time

Off-level : 1,0 week

Level F : 2,0 weeks

Level E : 2,0 weeks

Level D : 2.0 weeks

Level C : 2,0 weeks

Competency for information technology

The professional content of the professional level of the professional competence shall be based on the following three major technical skills :

Control Competence :

The ability to perform operations on the computer and in the various software genres.

Confession competence :

The ability to select the right tool, depending on the task, and to understand the working methods and processes that it is part of.

Retro-reflective competence :

The ability to assess and outlook the personal, industry-related and social effects of the use of information technology tools and processes.

Level F and out of level

If the profession is carried out outside the level, the class must include only targets 1, 2, 3 and 6.

Objections of the Notify

The subcommittee's goal is to the pupil

1) may serve general functions in information technology tools for text and speech processing, as well as understand the usefulness of the use of these tools ;

2) understand concepts and methods necessary for the use of computers for the task of the notification within the target of the notification ;

3) may use electronic communications and information collection at a basic level ;

4) may account for the general requirements of the working environment in connection with the introduction and use of a computer workplace,

5) may relate to IT usage in general in society, in the industry and in relation to life-long powers of competence, including reflecting on the consequences of the information technology development for each person and

6) can document and broker solutions of IT-related issues.

Content Selection Frames

The specific content is determined by the essential information technology topics of practical and theoretical nature, which are included in the training that the student has chosen.

In the selection process, the width of the information technology area must be ensured in such a way as to strengthen the control and reflection powers of the pupils.

The practical task solution at the computer must have a prominent place in the teaching.

Documentation outside of-level

The student shall prepare documentation on 1 subject (different types of fated material). The student regularly draws up documentation for its work on information technology. The documentation provided is included in the student assessment.

Documentation, Level F

The student regularly draws up documentation for its work on information technology. The documentation must support the pupil's motivation in the profession by the student to see a progression in the structure of qualifications. A separate document shall be drawn up separately. The subjects must be approved beforehand by the teacher. The visits must document the overall learning result of the student and is included in the student assessment.

Level E

Objections of the Notify

The subcommittee's goal is to the pupil

1) may use relevant IT tools and equipment for the solution of industry-related tasks ;

2) designed products for paper and screen-based communications using a computer and may use basic concepts and appropriate methods for this ;

3) the transfer of knowledge obtained in one programme to another ;

4) effectively electronically search, analysis and assessment of electronic information,

5) may relate to relevant data legislation ;

6) may account for the advantages and disadvantages of job-related information technology systems and work processes, and can account for the information technology development in selected sections of society ; and

7) orally and in writing document and dissected solutions to industry-related IT issues.

Content Selection Frames

The specific content is determined by the essential information technology topics of practical and theoretical nature, which are included in the training that the student has chosen.

In the case of the selection, the width must also be ensured in the topics so that the comm's communicative competence is strengthened by means of service, understanding and reflection.

The emphasis should be given equally to the control, understanding and reflection of the retro-reflective skills.

Documentation

A separate document shall be drawn up separately, one of which is included in the oral examination. The subjects must be approved beforehand by the teacher. The visits must document the overall learning result of the pupils. The selected topics must have such a width that the extents can be laced in a wide range.

Level D

Objections of the Notify

The objective of the knowledge is to build the targets from Level E and that the student

1) can demonstrate the rational operation of IT tools and equipment ;

2) the transfer of knowledge obtained in a programme to another and independently may be subject to the application of new programmes ;

3) can use the computer to work with simulations,

4) may account for the basic principles of the general structure and use of the establishment ' s network,

5) independently can apply and assess relevant services on an information network,

6) independently can use and design a site,

7) may account for the importance of IT for the company ' s work process and product, and may produce and assess consequences for individual, enterprise and society ; and

8) independently, plan, document and disseminate information technology issues in writing and orally.

Content Selection Frames

The specific content shall be determined by the essential information technology topics of theoretical and practical nature, which are included in the training chosen by the student.

In the selection of topics, the width of the information technology area within communication and information processing must also be ensured so that the control of the pupils, understanding and retro-reflecting pupils must be strengthened.

Selection and rational operation of IT tools for the self-employed solution of information technology issues must have a prominent place in the teaching.

Documentation

Level C

Objections of the Notify

The subcommittee's goal is to the pupil

1) demonstrate effective service operation of IT tools and equipment ;

2) relate to the company's need for data capture, storage, processing, and dissemination of data,

3) independently can explore the applicability and limitations of applications, as well as integration with other programmes ;

4) can be actively involved in the company's information technology transformation processes in relation to defined issues ;

5) can actively participate in the analysis and assessment of the needs of the undertaking for information technology,

6) may propose the solution proposals to update limited parts of the company's information technology and

7) independently can document and disseminate information technology issues.

Content Selection Frames

The specific content must be chosen within the framework of the technology that is dominant and relevant to the current training area, so that the student will be able to contribute to the choice of hardware and software systems for the resolution of industry-accustomant tasks.

In selecting the theoretical issues, both the width and depth of the organizational, administrative and technical matter must be taken into account in an industry-elevating perspective.

In addition, the content must be selected so that the student is aware of an appropriate model apparatus within the organization / system development and process / project management. The student must have knowledge of relevant models for IT strategy and policy.

Through the practical work, the learner must learn about the process of data processing, where industry-based methods and technologies for capture, storage and distribution are selected. In particular, data processing and integration of the data collected should be specially focused.

The communication and dissemination powers are broadened at this level to include major industry-wide issues.

Documentation

Final Rating-applies to all levels

A final standpoint percepter is given, which expresses the position of the student against the objectives of the trade.

Experm-applicable for level E, D and C

For provisions relating to the degree in the mercantile basis, see the following sections.

The exam is an oral question and takes its starting point in the latest drawing up separate documentation. The student is presenting its subject and involves relevant IT and professional equipment in the examination. The test is about 30 minutes, including Voting. In the assessment, an overall assessment of the pupils ' choice of tools, use of the tool and the ability of the student's ability to communicate, document and perspectives must be subject to the subject.

The end of the basic flow of the mercantile common entry-E, D, and C-level :

The increduction of the mercantile community entry is organized as a case on the basis of a casetask, cf. guidelines for casefinals in the basic skills training courses. The Casetask will be drawn up locally by the final training session. The test is based on one for the pupil known casework or similar, and in a student known case history. The casean establishment is designated and the casetale is drawn up by the Ministry of Education. The Caseorganization will be published every year at the end of January and the casetale of April.

In the assessment, the skills that the individual test task will be weighted shall be included.

The school shall, by the way, set out the procedures for the evaluation of the school assessment plan.

Appendix 8

Entrepreneurship and innovation

Objective

The purpose of the profession is that the students can start their own business or contribute to development and innovation in companies in the private and public labour market, as well as knowledge of business law in the context of product development.

Levels and guide training time

Level F : 1.0 week

Level E : 1.0 week

Level D : 1.0 week

Level C : 1.0 week

Level F

Objections of the Notify

The subcommittee's goal is to the pupil

1) knowledge of the innovation and entrepreneur and independence of the concept of the Member of the European Union,

2) may account for the establishment conditions, including the day-to-day operations of the company, financing options, and for terms of the company ' s cessation ;

3) may account for various organizational principles of the establishment, including for decision-making processes and forms of cooperation at various levels ;

4) shall gain insight into the Danish business structure and its sliders, including those which are wholly or partly a result of international relations.

Content Selection Frames

Establibe establishment

Organizational Structure

Commercial structure

Establishment of own enterprise

Innovative tools-and processes.

Final Rating

Level E

Objections of the Notify

The objective of the knowledge is to build the targets from the level F and that the student

1) the knowledge of the operation and organisation of the establishment, including forms of cooperation, to enable the student to participate in the life of the company as an assimilate employee ;

2) achieve knowledge of the tasks and problems associated with the industrial operation of a company so that the student may participate in the company ' s life as an assimilate employee and

3) can account for the relationship between the company's main functions and understands the importance of each operation being effective.

Content Selection Frames

-Organization Structure

-Corporate functions

-Business structure

Final Rating

Level D

Objections of the Notify

The objective of the knowledge is to build the targets from Level E and that the student

1) knowledge of the innovation and entrepreneur and independence of the concept of the Member of the European Union,

2) may account for establishment options, for organizational structures of the company, including forms of cooperation, and for terms of the company ' s cessation ;

3) can account for the relationship between its principal functions and understands the importance of functioning properly,

4) may carry out basic administrative work routines for the purchase, storage, production, sale and accounting and staffing conditions ;

5) obtain knowledge of the individual functions of a business and understanding of the interaction between them so that the student may participate in the life of the company as an equal employee and

6) may be included in the innovation and development processes of a business.

Contents of the Notify

-Corporate establishment

-Company organizational structure

-Corporate functions

-Company sales feature

-The company's production function

-Corporate accounting officer

-Budgets

-Business structure

-Establishment of own business

-Innovative tools-and processes

Documentation

The student is presented to a business plan and formulate a plan for the start of your own company.

Final Rating

Level D Experm-applicable

Oral testing is being held.

The student receives a question by drawing on material that has not been used in the teaching, such as articles, deduction of apprenticeship, a case or the like.

The drawing up business plan can be included in the examination. There are 30 minutes of preparatory time.

During the examination, the student must support notes drawn up in the preparation and the question of annexes. The exam is around. 30 minutes per. student inat Voting.

The character shall be determined on the basis of a comprehensive assessment of the presentation of the purity of the student.

Level C

Objections of the Notify

The subcommittee's goal is to the pupil

1) the knowledge of relevant conditions in the labour market and relevant and organisational conditions in the establishment,

2) are familiar with work spacilogical mechanisms in the enterprise and the service concept in relation to customers and partners ;

3) knowledge of the technical and administrative working procedures and the wage systems,

4) gain insight into the company's relationship, including cost lessons, and can read and describe the content of a period of period and a period budget and

5) insight into and limited scope can use method management, production management, and logistical tasks.

Content Selection Frames

-Working market conditions

-Organization

-Technical administration

-Work psychology.

-Corporate economics

-Management of the company

Final Rating

Expermen-applicable for level C

A written test shall be held. The sample lasts 4 hours.

The school draws up a number of tasks which together must try the student broadly in the objectives of the trade.

Appendix 9

Kemi

Objective

The purpose of the trade is to give students insight into chemical principles and methods that provide the basis for technology and technology, as well as providing conditions for working with chemical engineering issues that are in the field of vocational training.

For the same level E shall also apply to contribute to the understanding of the chemistry of the chemistry in the field of technological development and its impact on the human, occupation and society of the chemical.

In addition, for level C, the profession must give the learner experience of the use of the core natural scientific working methods and approaches to the solution of specific business or general professional issues, including the interaction between : theory and practice. Work on the profession shall develop the competence of the pupils in relation to higher education in the field of technology and science and contribute to the general education of pupils.

Levels and guide training time

Level F : 2,0 weeks

Level E : 2,0 weeks

Level D : 2,0 weeks

Level C : 2,0 weeks

Level F

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) use chemical concepts and models to explain occupational problem positions with chemical content,

2) do calculations in the context of the chemical work,

3) work experimentally with the profession based on a natural scientific thinking,

4) work security correctly with chemicals and equipment ;

5) search, select and apply appropriate chemical information from various sources of information, including IT-based sources of information, and

6) document and disseminate results of its work on chemical issues.

Content Selection Frames

The specific content is determined in the light of the considerations which are essential, in the course of education which the student has chosen, which are the essential chemical issues.

In the selection, a wide width of the chemical chemical agent must be labable.

In addition to the profession of elective or optional supplementary education, the content may also include significant chemical phenomena from the working day.

The experimental work must have a prominent place in the teaching.

Documentation

The student is preparing documentation for work on chemistry.

The documentation includes :

Continuous documentation of the chemical work.

Final documentation of 2 chemistry professional topics. The final documentation forms the basis of the oral test.

The selected topics must have such a width that it is possible to try wide in the profession. The final documentation may be drawn up by a maximum of two pupils together. It must be clear which parts of the documentation have been drawn up by the individual student ; the documentation must be approved by the teacher in order for the student to be nominated for examination.

Level E

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) select and use chemical concepts and models to explain chemistry-related issues in professional and social fields ;

2) work experimentally with the profession through, for example, tests, study, experiment, observation or observation,

3) relate to the importance of chemistry in the field of technological development and its impact on the human, occupation and society of the chemical ;

4) work security correctly in the use of chemicals and equipment ;

5) search, select, and apply appropriate chemical information from various sources of information,

6) use appropriate IT tools for, for example, information search and documentation, and

7) document and self-disseminate results of the work on chemistry-related issues.

Content Selection Frames

The specific content shall be determined on the basis of considerations of :

Essential chemistry matter matters for the selected training area.

Essential chemistry issues in the field of technological development and its impact on the human, occupation and society.

The level of professional width and depth of the selection of content are ensured.

In addition, the content of the profession as an elective or optional additional training may also include other major chemical phenomena from everyday life.

The experimental work must have a prominent place in the teaching.

Documentation

The student shall prepare documentation on the use of the concepts and working methods of the work in connection with chemistry.

The documentation includes :

Continuous documentation of the chemical work.

Final documentation of 2 chemistry professional topics. The final documentation forms the basis of the oral test.

The selected topics must have such width and depth that it is possible to try wide and deep. The final documentation may be drawn up by a maximum of two pupils together. It must be clear which parts of the documentation have been drawn up by the individual student ; the documentation must be approved by the teacher in order for the student to be nominated for examination.

Level D

Objections of the Notify

The subcommittee's goal is to the pupil

1) may select and apply more complex chemical concepts and models to explain chemical problem positions and phenomena ;

2) methodically correct work may be carried out in an experimental tent through, for example, experimentation, study, experiment, observation or observation and draw substantial conclusions from it ;

3) autonously, plan, execute and evaluate experimental work,

4) can take critical account of the importance of chemistry in the field of technological development and its impact on the human, occupation and society ;

5) independently, justify and operate safety correctly with chemicals and equipment ;

6) independently can search, evaluate, select, and apply appropriate chemical information from various sources of information,

7) can select and apply appropriate IT tools for example, simulation, information search, and processing, data processing, presentation, and

8) independently, and in cooperation with others, can document and disseminate results of its work on chemistry issues.

Content Selection Frames

The specific content shall be determined on the basis of considerations of :

Essential chemistry matter matters for the selected training area.

Essential chemistry issues in the field of technological development and its impact on the human, occupation and society.

Essential chemistry-related matters of continuing education.

For the selection, the level and depth of the chemical agent must be latitude and depth.

In addition to the profession of elective or optional supplementary education, the content may also include significant chemical phenomena from the working day.

The experimental work must have a prominent place in the teaching.

The student's teaching and working forms are being offered, which are aimed at giving the student a beginnings competence where the independent work on the substance is weighted.

Documentation

The student shall prepare documentation on the use of the concepts and working methods of work in its work in connection with chemistry. The emphasis is placed on professional and methodical correctness.

The documentation includes :

Continuous documentation of the chemical work.

Final documentation of 2 chemistry professional topics. The final documentation forms the basis of the oral test.

Final assessment-applicable for levels F, E and D

The Experts-applicable for levels F, E, and D level

The test is oral and takes its starting point on the two subjects prepared and approved. The student presents the two topics and involve relevant chemistry and occupational equipment in the sample.

Approbe some. 30 minutes per. Student for the test, including. Voting.

Level C

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) use the chemical specialist language, including chemical formula,

2) describe the structure and chemical reactions of the substances ;

3) perform calculations in connection with the chemical work,

4) Plan, implement and evaluate experimental work using laboratory equipment or other relevant equipment,

5) work with chemicals in a responsible manner for experimental work and reasons for conduct in relation to this, including assessing security and risk interest ;

(6) Identify and relate to chemical issues from the production of industry,

7) obtain and critical use of chemical information from a variety of sources ;

8) select, apply and evaluate relevant IT tools for example, simulation, information search, and processing, data processing and presentation,

9) document the chemical work by registering and examining and investigating data and observations, and describing experiments and presenting findings in writing and oral information ;

10) the dissectors and perspectives of the chemical knowledge obtained.

Content Selection Frames

The substance and the additive are each of them. 50% of the guidance training period.

Kernestof :

The structure of drugs, including the period of the initial and selected organic and inorganic substances-building, naming and state-of-nature.

Chemical reactions , including simple redoxreactions, acid-based reactions and the pH of the pH.

Volume calculations in the case of molar mass, substance, volume and substance concentration.

Experimental Work , including separation, titration, analysis, chemicals and security.

Supplemental fabric

The student's independent experimental work must be given prominence in the teaching.

Documentation

The documentation of the chemical work shall be an essential part of the work of the profession. The documentation must learn to document, explain, discuss, and analyze experimental data and to practice its ability to disseminate chemistry professional information correctly and accurately.

Documentation includes

the ongoing documentation in the form of journals or similar to the chemical work and the reports drawn up on the basis of this ; and

the final documentation, in the form of documentation of 2 chemistry professional topics, which shall form the basis for examination of examination. The selected topics must have such width and depth that it is possible to try both the width and depth of the substance.

Final Rating-applicable for level C

Expermen-applicable for level C

The test is oral and takes its starting point in one of the final documentation. A deducted lot between the documents. The sample involves experimental work.

Preparation time is given to the extent that it may be necessary in the preparation of the experimental work of the pupils.

Approbe some. 30 minutes per. Student for the test, including. Voting.

Appendix 10

Math

Objective

The purpose of the profession is that the students will be able to identify mathematical issues in both professional and general context, to use mathematics in practice and to be able to communicate on this subject. Where the business is included as a compulsory part of vocational training, it shall contribute to the vocational training of students in such a way as to enable them to make calculations within the relevant commercial area.

Levels and guide training time

Level F : 2,0 weeks

Level E : 2,0 weeks

Level D : 2,0 weeks

Level C : 2,0 weeks

Level F

Objections of the Notify

The objective of the subcommittee is that the pupil achieves the following skills :

1) Symbol and formality. The student can work with numbers and use simple formula expressions.

2) Tanke-and representations competence. The student can recognize mathematical issues and their representations in terms of business and general contexts, and use mathematical manufacturing forms of these.

3) Modeling and problem-handling competence. The student can make mathematicisation and resolve mathematical problems when dealing with simple business and general task types.

4) Communication Competence. The student can document mathematical solution methods.

5) Helpability for assistance. The student may use appropriate remedies.

Content Selection Frames

a. General

In addition, we are working on mathematics as a model for solving practical problems and the associated possibilities and limitations.

The mathematical competencies are achieved through work with numbers and symbols, a trade union subject, and at least one of the geometry, functions and statistics of the topics.

b. Numbers and symbol processing

Regular arithmetics with numbers and formula expressions.

Percentage.

Use of aritherib remedies.

The inclusion of elementary fractions shall be included in the professional contexts of which they act, and to the extent that it is deemed necessary for the other areas.

c. Commercial subject

The topic chosen must address business professional issues. Work with two or more minor professional topics can be worked out rather than a larger one.

d. Geometry

Simple plangeometric shapes (circle, triangle and square).

Pythagoras ' readout.

Sinus and cosine in court-angled triangles.

e. Functions and graphs

Coordinate system.

Confession and use of graphical forward posts in general.

Balanced and inverse proportionally, associated with the associated functions and graphical description.

The solution of the equations of the first degree.

f. Statistics

Manufacture and interpretation of statistical descriptions.

Presentation of statistical material in the form of tables, charts and graphs.

Calculation of averages, median and quartersets.

Documentation

The student produces two thematic tasks on the basis of two of the practical issues that have been worked on in the teaching. The thematic task must include the solution of the practical problem, as well as documentation. The two thematic tasks together must cover the issues that have been worked on in the teaching, including the professional subject. The Temamission shall be approved by the teacher, when it is estimated that it has the quality to form the basis of the oral examination.

If the school chooses to complete in writing, then the one thematic task of preparing the student in the written examination will be replaced. In such cases where the student produces only one thematic task, this must trade in a commercial sphere of application.

Final Rating-applicable for level F

Experm-applicable for level F

The exam shall be made up of an oral or written test. The school decides whether or not there will be any oral or written test.

a. Mundable test

In the oral test, the theme tasks of the student shall be submitted and a summary of what has been worked on in the instruction to the censor in advance of the test.

The exam is based on one of the two thematic tasks. The assignment is assigned to the pupil by drawing. Examination and voter products are approximately 30 minutes.

The student must be able to explain the mathematical issues that are covered by the thematic task, the practical issue of the thematic task, and the application of the mathematics that take place in the task. During the examination, the student must support the thematic task. The student is judged on the competence of the profession, and the nature of the sample is given on the basis of an overall evaluation of the student's oral performance and the evidence presented, with the emphasis on the verbal achievement.

b. Written test

In the written test, the task set and a summary of what has been worked on in the training shall be sent to the censor prior to the test of the test.

The sample lasts two hours. The coil shall draw up the task set, which will have to be tested broadly in the issues that have been worked on in the teaching, including the professional subject.

The set contains tasks that show the application of the mathematics in the relevant business area. At least half of the set shall consist of such applications-oriented tasks.

In the assessment, the emphasis must be placed on the fact that the procedure used is apparent from the reply. The student is judged in relation to the competence of the profession and the nature of the sample is given on the basis of a holistic evaluation of the purity of the purity of the overall task set.

Level E

Objections of the Notify

The objective of the knowledge is to build the targets from the level F and that the student achieves the following skills.

1) Symbol and formality. The student can work with numbers, and reshape and use simple formula and symbol expressions.

2) Tanke-and representations competence. The student can understand and use basic mathematical concepts, mindsets and methods, as well as explaining the importance of various representations of mathematical issues, including representations in the professional context.

3) Modeling and problem-handling competence. The student can make mathematicisation and resolve mathematical problems when dealing with both simple and cohesive business and general task types.

4) Communication Competence. The student can explain the solvent methods used and accounted for the mathematical mathematics used.

5) Helpability for assistance. The student may use appropriate remedies.

Content Selection Frames

a. General

The teaching includes occupational issues that demonstrate the application of mathematics in practice, while at the same time giving the student an opportunity to maintain and develop its mathematical skills. In addition, we are working on mathematics as a model for solving practical problems and the associated possibilities and limitations.

The mathematical competencies are achieved through work with a professional subject and at least two of the functions, geometry and statistics. The topics must complement the content of level F.

b. Commercial subject

The selected topic must be able to be applied in the context of professional issues. Work with two or more minor professional topics can be worked out rather than a larger one.

c. Functions

The term of function, including the concept of function, as a means of describing contexts and changes.

Linear functions and inverted proportionality with associated graphical description and resolution of equations, including two infamous equations, two equations.

d. Geometry

Simple plangeometric shapes (circle, triangle and square).

Simple spatial shapes (cylinder and prism).

Pythagoras ' readout.

Sinus and cosine in court-angled triangles.

e. Statistics

Manufacture and interpretation of statistical descriptions.

Presentation of statistical material in the form of tables, charts and graphs.

Calculation of averages, median and quartersets.

Frequency and frequency functions.

Documentation

The student is preparing two thematic tasks. At least one of the two thematic tasks must address practical issues from the education area of the student body. The theme task contains the setup and resolution of the practical issues and the description of the mathematics used. The two thematic tasks together shall cover two of the three content of the functions, geometry and statistic. The Temamission shall be approved by the teacher, when it is estimated that it has the quality to form the basis of the oral examination.

Final Rating-applicable for Level E

Level E Expermebut-applicable

Exams are oral. The theme tasks of the student and a summary of what has been worked on in the teaching shall be submitted to the censor in advance of the test.

The exam is based on one of the two thematic tasks. The assignment is assigned to the pupil by drawing. Examination and voter products are approximately 30 minutes.

The student is judged in relation to the competence of the profession and the nature of the report on the basis of an overall evaluation of the student's oral performance and the dossier presented, but with the emphasis on the verbal achievement.

Level D

Objections of the Notify

The objective of the knowledge is to build the objectives from level E and that the student achieves the following skills :

1) Symbol and formality. The student can autonously work with numbers-symbol and formula expressions.

2) Tanke-and representations competence. The student can understand, apply and make clear to mathematical definitions, concepts, reasoning and methods in the context of self-employed formulation and resolution of practical issues.

3) Modeling and problem-handling competence. The student can work with mathematical modeling, including the setting up and the definition of application-oriented mathematical problems of professional or general nature and the interpretation of the resulting result.

4) Processing competence. The student can identify, investigate and resolve a mathematical problem complex.

5) Communication Competence. The student may communicate orally and in writing on the mathematics and its use in the exchange of exchange-al language and mathematical symbol.

6) Helps for assistance. The student may use appropriate remedies, including IT.

Content Selection Frames

a. General

This training includes issues that show the application of mathematics in practice, while at the same time the student provides an opportunity to maintain and develop its mathematical skills. The mathematical competencies are achieved through work with numbers and symbols, a project flow, and at least one of the geometry and functions and graphs :

b. Numbers and symbol processing

Regular calculations with numbers and token expressions.

Roar.

Percent, power, and root.

Use of aritherib remedies.

c. Geometry

Simple plangeometric shapes (circle, triangle and square).

Spatial figurines.

Pythagoras ' readout.

Sinus, cosine and tangent in court-wineted triangles.

Sinus and cosinus relationships.

d. Functions and graphs

Coordinate system.

The term.

Inverse and inverse proportionally, with a corresponding graphical description and resolution of equations and inequalities, including two infamous two equations.

Growth%.

The selected topic must be able to be applied in the context of public or occupational issues.

Documentation

In the context of a project flow, the student draws up a project report dealing with a problem with an alment or business expert content. If the topic you have selected has already been processed, a deepening of it must take place in the process. The project is based on a proposal drawn up by the teacher. The project report must primarily contain problem formulation, analysis and conclusion. The project report shall be approved by the teacher, when it is estimated that it has scope and quality to form a background to part of the oral examination.

Level C

Objections of the Notify

The objective of the subcommittee is that the pupil achieves the following skills :

1) Symbol and formality. The student can independently work with numbers and unknown symbol and formula expressions.

2) Tanke-and representations competence. The student can understand and apply mathematical concepts, ways of thinking and methods in the context of self-employed formulation and resolution of practical issues, as well as the choice and to make clear to different representations of the same mathematical substance.

3) Modeling and problem-handling competence. The student may work independently with mathematical modeling, including setting, delimitation, analysis and the solution of application-oriented mathematical issues of professional, general or civic professional issues and assessment of : Validity of the result.

4) Processing competence. The student may formulate, analyze, and resolve a mathematical problem complex.

5) Rowsonnet competence. The student may carry out and relate to the reasoning of their own and others in connection with the development of the other competences.

6) Communications competence. The student may carry out written documentation and express himself orally about the mathematical nature of the altering application of an exact mathematical symbol and the everyday language of the business.

7) Helps for competence. The student may use appropriate remedies, including IT.

Content Selection Frames

a. General

The teaching includes issues that show the application of mathematics in practice, while at the same time giving the student an opportunity to maintain and develop its mathematical skills.

The mathematical competencies are achieved by working on the subject of figures and talons, and at least three functions, geometry, trigonometry, renthesis and annuity account, and probability arithmetic.

b. Numbers and talkings

Accounting rules, including parentheses and the hierarchy of the rules.

A little potent, potent, potent.

Use of calculator and information technology remedies.

c. Functions

Coordinate system, including the single-logarithmic coordinate system.

Linear functions, second gradsings, exponential growth features, and logarithm function with the 10th grade 10 as well as associated graphical depictions.

Solution of equations and simple inequalities.

d. Geometry

The plank geometric figure (circle, square and triangle), and points, lines and angles.

Spatial figures, including space scopes and surface areas.

e. Trigonometry

The encircular circle and the radiate concept.

Sinus, cosine and their respective graphs.

Trigonometric ground equations.

Trigonometric formulae for the triangles and the sinus and cosine relations.

f. Rentes and annuity account

Interest, including and depreciating a capital, calculation of interest-rate, number of terminates and average percentage.

Annuity, including savings and debt annuity, calculation of annuity service, interest rates and number of benefits.

Amortization plan.

g. statistics and probability arithwill

Empirical observation set, including graphical descriptions and statistical descriptors.

Probability field and stiocastic experiment.

Disk-based variable, probability function, middle value, variance, and standard deviation.

Binomial distribution.

Standard distribution, including the normal distribution paper. Graphic description of Watchset, including frequency functions and summary functions.

Mean and fracture.

Documentation

The student is working on a written basis, with a problem formulation that has a mathematical content of general, professional or professional nature. The student draws up a project report on the selected subject on the basis of its own studies and teaching. The reporting shall strengthen the ability of the student to formulate a mathematical problem, analyze the problem, formulate solution models, resolve the problem, and document and assess the solution. The report forms part of the basis of the oral test. The project report shall be approved by the teacher, when it is estimated that it has scope and quality to form a background to part of the oral examination. In approving the report, emphasis must be placed on the mathematical content and level and that the report generally contributes to the objectives of the trade. In addition, the ability of the pupils to formulate exchanges of mathematics and professional language is also forming part of the system.

Final assessment-applicable for levels D and C

Experts-applicable to levels D and C

Exams are oral and include the report of the report and a question to which the student receives the drawing. Graduation issues, the project report of the student and a summary of what has been used in the teaching shall be submitted to the censor in advance of the test. The question will be given 30 minutes of preparation time.

During the examination, the student must support the project report, the issue provided with, if appropriate, by the project. Annexes and notes drawn up in preparation.

Extremination and quotas shall be approximately 30 minutes and includes the following :

Extremination based on the projection report. The student must be able to make significant pages in the process of treated project and demonstrate knowledge and insight into those areas of mathematics that have been processed in the report.

Extremination on a question. The exporter shall draw up an appropriate number of questions that together cover the areas covered by the training.

The student selects the order of the project report and the lodtoid question.

The student is judged on the competence of the profession, and the nature of the sample is given on the basis of an overall evaluation of the student's oral performance and the evidence presented, with the emphasis on the verbal achievement.

Appendix 11

Natural

Objective

The profession must provide the pupils ' insight into the science of technology, technology and health that relates to a vocational training area.

For the same level E shall also apply to contribute to the understanding of the impact of natural assets in the field of technological development and the impact of the human, business and society of the natural environment.

For the level D, the profession shall allow the pupils to give the pupils the opportunity to provide a starting-field competence through the choice of working methods and the working methods of self-employed workers.

In addition, for level C, the profession must give the learner experience of the use of the core natural scientific working methods and approaches to the solution of specific business or public-disciplinary issues. Work on the profession shall develop the competence of the pupils in relation to higher education and contribute to the general education of pupils.

Levels and guide training time

Level F : 2,0 weeks

Level E : 2,0 weeks

Level D : 2,0 weeks

Level C : 2,0 weeks

Level F

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) use natural professional concepts and models to explain occupational problems with natural content ;

2) do calculations in the context of the work of the natural professional ;

3) work experimentally with the profession based on a natural professional thinking,

4) work security correctly with equipment and chemicals,

5) search, select and apply appropriate natural information from various sources of information, including from IT-based sources of information, and

6) document and disseminate the results of its work on the nature of nature.

Content Selection Frames

Natural science consists of elements of physics, chemistry, mathematics, and biology, if possible. The mathematical elements are included as an integral part of the description and calculations.

The specific content shall be determined on the basis of considerations of the essential nature of the nature of the fields of education chosen by the student.

When the content is fixed, the content of the content shall be ensured so that the teaching includes all the elements of the trade.

The experimental work must have a prominent place in the teaching.

Documentation

The student regularly draws up documentation for its work in nature.

Level E

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) the selection and use of natural trade concepts and models to explain key issues relating to the business and social fields of business and social services ;

2) the use of mathematical expressions and calculations in the context of the work of the natural professional ;

3) work experimental with the profession through, for example, experimentation, study, experiment, observation or observation,

4) the importance of natural development to technological development and its impact on the human, occupation and society of the natural environment,

5) work in safety and equipment with equipment and chemicals ;

6) search, select and apply appropriate natural information from various sources of information,

7) apply appropriate IT tools, such as information searches, calculations, and documentation ; and

8) document and independently disseminate results of the work on natural trade matters.

Content Selection Frames

Natural science consists of elements of physics, chemistry, mathematics, and biology, if possible. The mathematical elements are included as an integral part of the description and calculations.

The specific content shall be determined among other considerations on the basis of considerations :

the essential nature of nature, which is part of the training area chosen by the student and

the simple nature of professional issues which, in the area of the selected educational area, affect jobs, people and communities.

When the content is fixed, the content of the content shall be ensured so that the teaching includes all the elements of the trade.

The experimental work must have a prominent place in the teaching.

Documentation

The student regularly draws up documentation for its work in nature.

Level D

Objections of the Notify

The subcommittee's goal is to the pupil

1) may select and apply more complex concepts and models to explain the nature of nature and phenomena to natural business.

2) with security may use mathematical expressions and calculations in the context of the work of the natural professional ;

3) methodically correct, such as tests, study, experimentation, observation or observation, and draw conclusions from this, and draw conclusions from them,

4) independently can plan, execute and evaluate experimental work,

5) may be critical of the impact of natural assets in the field of technological development and its impact on the human, occupation and society of the natural environment,

6) independently can justify and operate safety correctly with equipment and chemicals,

7) independently can search, assess, select, and apply appropriate natural information from various sources of information,

8) can select and apply appropriate IT tools for example, simulation, information search, and processing, data processing, presentation, and

9) independently, and in cooperation with others, can document and disseminate results of the work on the natural environment.

Content Selection Frames

Natural science consists of elements of physics, chemistry, mathematics, and biology, if possible. The mathematical elements are included as an integral part of the description and calculations.

The specific content shall be determined on the basis of considerations,

the essential nature of nature, which is part of the training area chosen by the student and

the more complex nature of nature's problems there. in the area of the selected educational area, trade, human and society have an impact.

When the content is fixed, the content of the content shall be ensured so that the teaching includes all the elements of the trade.

The experimental work must have a prominent place in the teaching.

The student's teaching and working forms are being offered, which are aimed at giving the student a beginnings competence where the independent work on the substance is weighted.

Documentation

The student regularly draws up documentation for its work in nature.

Level C

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) use natural trade models and in selected areas themselves to set up and evaluate such models ;

2) the use of mathematics as a means of forming models capable of describing natural scientific phenomena and issues ;

3) understand the interaction between theory and experimental work and attesting a self-employed and undergoing conduct in connection with this ;

4) Plan, implement and evaluate experimental work using laboratory equipment or other relevant equipment ;

5) interact with chemicals and equipment in connection with experimental work and reasons for conduct in relation to this, including assessment of safety and risk interest ;

6) take a critical view of the professional and occupational problem positions expressed in the media, including the identification of natural scientifics and mathematical elements in the manufacture and argument ;

7) select, apply and evaluate relevant IT tools for example, simulation, information search, and processing, data processing, and presentation

8) document the nature of the work of natural labour through the registration and processing of data and observations and descriptions of experiments ;

9) disseminate and perspectives the achieved nature of knowledge.

Content Selection Frames

The substance and the additive are each of them. 50% of the guidance training period.

The core matter

The structure of drugs, the structure, naming and condition of the selected organic and inorganic substances.

Chemical reactions, including acid-based reactions and the pH of the pH.

Energy, including the description of energy and energy turnover, as well as examples of energy forms.

Waves, including basic properties as wavelength and frequency.

Statistics, including the use of graphical methods.

Functions and growth models including the operation connections between two variable, linear and exponential growth.

Supplemental fabric

The additional substance is deepening, perspectives and complementary to the core, possibly through the inclusion of other matter areas. This item is selected in such a way that the student will be able to work on issues relating to the education area of the student body.

The student's independent experimental work must be given prominence in the teaching.

Documentation

The evidence of the nature of the work of the natural profession forms part of the work of the profession. The documentation must learn to document, explain, discuss, and analyze experimental data, and to rehearse its ability to disseminate nature professional information correctly and accurately.

The documentation shall include the ongoing documentation of the professional work, including reports drawn up on the basis of this.

The documentation must reflect the student competence of the student body in the form of clarification in the subjects and professional and methodical correctness.

Final assessment-applicable for levels F, E, D and C

The Experts-applicable for levels F, E, D, and C levels

The test is verbal, and it is set aside. about. 30 minutes per. Student for the test, including. Voting. The student is involved in the relevant nature and professional equipment of the sample ;

The test basis shall be chosen between :

1) the test shall be based on the basis of the student ' s report on two subjects. The student has the documentation. The selected topics must reflect the width of the professional. The documentation must be approved by the teacher in order for the student to be nominated for examination.

2) The test is based on a natural topic or case. The subject or case is made by the teacher at the earliest five working days before the test. The student shall prepare a detailed outline of the examinations to the examination.

The test basis shall be fixed by the school

The student is judged in relation to the objectives of the profession and the nature of the sample is given on the basis of a holistic evaluation of the performance of the student. The student body of the student may be included in the assessment base.

Appendix 12

Sales and Service

Objective

The purpose of the profession is that students gain insight and skills in marketing relationships so that the pupils can perform tasks in the field of sales, trade and marketing. The profession contributes to the vocational training of students with the marketing competencies of the marketing sector.

Levels and guide training time

Level F : 1.0 week

Level E : 1.0 week

Level D : 1.0 week

Level C : 1.0 week

Level F

Objections of the Notify

The subcommittee's goal is to the pupil

1) may apply marketing issues in business contexts and in the context of other subjects in training ;

2) may communicate on the basis of the marketing context in an oral form ;

3) may use relevant information technology tools and remedies ;

4) may use marketing methods and manufacturing methods ;

5) can account for consumer relations,

6) may account for personal sales and customer service and

7) the basic knowledge of the provisions of the purchasing above which is designed to protect consumers in consumer purchases.

Content Selection Frames

General

Education comprises professional issues that demonstrate the application of the marketing links in practice, while at the same time allows the student to maintain and develop its marketing skills.

Mundying communication on the company's marketing relationships.

Apering appropriate information technology for the task of solving tasks.

Marketing methods and manufacturing methods.

Consumer relations.

Personal sales, customer service.

Knowledge of provisions in the meat locker.

Level E

The Fame has to develop the targets for Level F.

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) communicate on the basis of the oral and written form by means of a marketing relationship.

2) the company's near and remote environment ;

3) account for the development of the sales and services sector,

4) account for your idea base, idea, objectives, and knowledge of your policies ;

5) the segmentation of the market and selection of target groups ; and

6) Competidion ratio.

Content Selection Frames

General

Education comprises professional issues that demonstrate the application of the marketing links in practice, while at the same time allows the student to maintain and develop its marketing skills.

The close-and-distance environment of the company.

The development of the sales and services sector.

The idea, goals and policies of the company.

Segmentation and selection and target groups.

Competition conditions.

Final assessment-applicable for levels F and E

The Fame is terminated with a standpoint percepter. The student is assessed in relation to the subject ' s objectives.

Level D

The Fame has to develop the targets from Level E.

Objections of the Notify

The subcommittee's goal is to the pupil

1) may account for a market analysis, where both primary and secondary data is used,

2) may account for the placing on the market of both physical products and services in relation to a selected target group and organize the firm ' s parameter action against this target group ;

3) basic knowledge of electronic commerce shall be provided ;

4) may account for the provisions of the placing on the market, the door selling law, the Agreement on the Agreement and the part of the purchasing section on e-commerce, and

5) obtain basic knowledge of the losses and losses.

Content Selection Frames

General

Education comprises professional issues that demonstrate the application of the marketing links in practice, while at the same time allows the student to maintain and develop its marketing skills.

Market analysis with primary and secondary data.

The marketing of physical products and services.

Knowledge of electronic commerce.

Provisions in the placing on the market, the door selling law, the Agreement on the Agreement and the part of the purchasing of the trade in the area of e-commerce.

Kendacy for losses and losses.

Documentation

This instruction includes the drawing up of a descriptive project or similar that contains key issues from the profession. The project shall be documented in a report whose scope is to be a maximum of 15 A4 pages, including all inclines. The student may select other documentation types, e.g. synopsis, role-playing el.lign. Regardless of the choice of documentation form, a written debriefing must always be written to a minimum of 2 A4 pages adapted to the design of the project. This document must form the basis for the examination. In the project or similar, the pupil must work independently with marketing issues.

Study that goes to the case study must not produce any documentation.

Final Rating-applicable for Level D

The Fame is terminated with a standpoint percepter. The student is judged according to the subject ' s objectives.

Level D Experm-applicable

For provisions relating to the degree in the mercantile basis, see the following sections.

The test shall include an oral examination of a pupil on the basis of a written projection report or similar. No preparation time is given for the test.

The performance of the student is assessed by a character that represents an overall assessment of the project and the verbal achievement.

Expermeation time is approximately Thirty minutes. per student inat Voting.

Level C

Objections of the subcommittee :

The goal of teaching is that the student

1) obtain basic knowledge of the producer market ;

2) gaining insight into the concept of branding,

3) may use market analysis in practical and theoretical contexts ;

4) may use knowledge of target groups and segmentation ; and

5) may be used in the marketing of inter-sector contexts.

Content Selection Frames

General

Education comprises professional issues that demonstrate the application of the marketing links in practice, while at the same time allows the student to maintain and develop its marketing skills.

Basic knowledge of the producer market.

Insight in the concept of branding.

Flying market analysis.

Amending segmentation and target groups.

Marketing in the industry's intermittent contexts.

Documentation

This training includes the preparation of an analyzing project or similar in which the mock-down models are applied to a specific issue. The scope of the report must be a maximum of 20 A4 pages, including all including The student may select other documentation types, e.g. synopsis, role-playing el.lign. Regardless of the choice of project form, there must always be a written debriefing of at least 2 A4 pages that will be adapted to the design of the project. In the project or similar, the pupil must work independently with marketing issues.

Study that goes to the case study must not produce any documentation.

Final Rating-applicable for level C

The Fame is terminated with a standpoint percepter. The student is judged according to the subject ' s objectives.

Expermen-applicable for level C

For provisions relating to the degree in the mercantile basis, see the following sections.

The test shall include an oral examination of a student during the participation of a censor on the basis of a written project report or similar. No preparation time is given for the test. The performance of the student is assessed by a character that represents an overall assessment of the project and the verbal achievement.

Expermeation time is approximately Thirty minutes. per student inat Voting.

The end of the basic progress of the mercantile common entry-D and C levels in force

In the assessment, the skills that the individual test task will be weighted shall be included.

The school shall, by the way, set out the procedures for the evaluation of the school assessment plan.

Appendix 13

Samfound

Objective

The purpose of the profession is that students gain insight and skills in the structure of society, the social economy and the decision-making processes that are at the end of the day. The body contributes to the democratic and cultural education of students with the social skills that are part of it. The Fame is to develop students ' knowledge of international organizations and the world community.

Levels and guide training time

Level F : 1.5 weeks

Level E : 1.5 weeks

Level D : 1.5 weeks

Level C : 1.5 weeks

Level F

Objections of the Notify

The subcommittee's goal is to the pupil

1) knowledge of the importance of social, economic and political powers for the current social development is being heard.

2) knowledge of the interactions between society ' s development and development in enterprises, including environmental aspects, shall be informed ;

3) is informed of the structure of the labour market,

4) the knowledge of undertakings and organisations and their inter-regulatory system in the professional system,

5) knowledge of different social systems and their societal significance,

6) are aware of the regional and cooperation patterns of conflict and cooperation ;

7) shall be able to seek information on social matters in writing and electronic media.

Content Selection Frames

In the social studies class at this level, the overall objective is to outlook social, cultural, economic and policy decisions affecting the current social development, including technological developments and environmental developments, aspects.

Policy :

The concept of democracy and education must include issues relating to the separation of power and the constitution, the structure and role of the sovereign power and the role of the decision-making process in the political system. The instruction must be aimed at making students aware of the division of roles between the state, the region and the municipality, as well as the political function of the media. In addition, teaching must include topics such as social strata, financial resources and value-orientation.

Finance :

The students have to deal with the simple economy circuits. In addition, the teaching of the items should be subject to illus of the relationship between state revenue and expenditure.

Working market conditions :

The teaching must include topics relating to the various organisations in the labour market, including the main organisations, the structure of trade unions and employers ' associations. The instruction shall be aimed at the knowledge of students gaining knowledge of the collective bargaining system and the fundamental conflicts of interest between the social partners and the professional system, including the Conciliation State.

Documentation

The student shall draw up documentation of the work on the profession. The students must be able to include elements of at least one of the main areas of the profession.

Level E

Objections of the subcommittee :

The goal of teaching is that the student

1) the knowledge of main lines of national and international economic and economic and international relations, including international relations and conflict resolution, shall be informed ;

2) knowledge of the growing internationalisation role for Denmark including the involvement of EU cooperation shall be informed,

3) knowledge of basic contexts between production, consumption and resource use in global perspective,

4) is aware of the importance of globalisation for Danish undertakings,

5) shall be informed of the international division of labour and the importance thereof for the Danish labour market ; and

6) shall be able to seek information on social matters in writing and electronic media.

Content Selection Frames

The teaching must contain elements that can be related to both national and international issues. In addition, the teaching of organisations and the ability to influence and interest in influencing political decision-making must also be provided.

Policy :

The teaching deals with fundamental political interests and interests in Danish and international perspective : students are working on the impact of globalisation on Danish politics and economics. Interest organisations and grassroots movements are raised as a subject in the context of the subject of political interests and conflict of interest.

Finance :

The teaching deals with basic supply and demand, natural resources, production factors, technology and the extended economic cycle. The deliverable is given a fundamental insight into international trade relations and markets. Denmark's GDP and balance of payments are issues at this level.

Working market conditions :

This is a lesson to the Danish labour market competition in the international market. The free movement of labour and outsourcing are topics at the level. Working market conditions

Documentation

The student shall draw up documentation of the work on the profession. The students must be able to include elements of at least 2 of the main areas of the profession.

Final assessment-applicable for levels F and E

The Fame is terminated with a standpoint percepter. The student is judged according to the subject ' s objectives.

Level D

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) account for central socio-economic conditions, including the significance of the development of the social systems ;

2) account for key political conditions in the Danish People's Party, including the parties, the voters and the interest groups ;

3) account for the structure of the labour market, including to account for the organizational nature of companies and employees,

4) cover and illustrate social conditions and obtain the exercise of working independently, including formulating and providing solutions to societal problems ; and

5) seeking information on social matters in writing and electronic media.

Content Selection Frames

The cooperation studies class at this level will have the overall objective of giving the pupils a predominating theoretical approach to the matter. The student must develop competencies to collect, process and assess information that can be used for the lighting of social conditions. The students must develop a independence that promotes the ability to formulate solutions to social issues.

Policy :

The teaching must contain issues which clarify the state points of the individual political parties as well as ideological starting points. In addition, the instruction must contain elements that demonstrate the influence of interest organisations on the policy pursued. Education also includes issues such as policy-making, political conduct and basic political structures.

Finance :

The teaching must include issues that highlight target conflicts, price mechanisms, competitiveness and balancing problems. In addition, teaching must include elements that give the student a knowledge of general socio-economic theories and the issues of welfare.

Working market conditions :

The teaching must contain issues which clarify the employment conditions and the various forms of remuneration.

Documentation

The student shall draw up documentation of the work on the profession. The students must be able to incorporate elements from all three main areas of the profession. Study that goes to the case study must not produce any documentation.

Final Rating-applicable for Level D

The Fame is terminated with a standpoint percepter. The student is judged according to the subject ' s objectives.

Level D Experm-applicable

For provisions relating to the degree in the mercantile basis, see the following sections.

An oral test will be held.

The sample includes a review of the student's documentation and a degree of examination which the student receives by drawing. The character shall be determined on the basis of a holistic assessment of the verbal achievement.

The student has 30 minutes of preparation time. Preparations from the preparation period may be used during the test, and the student ' s documentation.

Extremination and quotas shall be approximately 30 minutes, including voting and shall include the following :

1) A diploma question. The Eksaminator shall prepare a number of questions, starting with material used in the teaching. The questions can be attached to a student who has no known text, table or the like.

2) Collections on the student's documentation.

Level C

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) uncover political decision-making and political conduct, including basic political structures, political ideologies and lots,

2) uncover the correlation between socio-economic issues and policy management ;

3) account for societal problems that are triggered by technological developments,

4) uncover the requirements of own and other people's societal views and actions ;

5) uncover the link between global development and national policy action,

6) set out how differences in living conditions, cultural background and religion are reflected in political action and

7) may formulate, process and communicate societal questions by using the terminology of the social union.

Content Selection Frames

The teaching must include elements which allow the student understanding of the relationship between the general theory and the actual social conditions.

Policy :

The teaching must contain issues that illustrate the development of central political ideologies, and central political / economic theory is presented. National and international cultural identity as a prerequisite for the description of own and others ' opinion is a topic. The Danish welfare model and the distribution of resources, as well as the collective responsibility for the weakest in society.

Finance :

The teaching must contain issues that highlight the political management of the economy, as well as Denmark's location in the global economy. This lesson contains topics that highlight issues related to global financial allocation and balancing problems.

Documentation

The student shall draw up documentation of the work on the profession. The Eleven will question its subject and formulate a problem in cooperation with the teacher.

Final Rating-applicable for level C

The Fame is terminated with a standpoint percepter. The student is judged according to the subject ' s objectives.

Expermen-applicable for level C

For provisions relating to the degree in the mercantile basis, see the following sections.

An oral test will be held.

The sample includes a review of the student's documentation, as well as a task of material for which the student receives the drawing. The character shall be determined on the basis of a holistic assessment of the verbal achievement.

The student has 30 minutes of preparation time. Preparations from the preparation period may be used during the test, and the student ' s documentation.

Extremination and quotas shall be approximately 30 minutes and includes the following :

1) A task. The Eksaminator shall draw up a number of tasks with material that has not been used in the teaching, but which are within the territory of the subcommittee.

2) Collections on the student's documentation.

The end of the basic progress of the mercantile common entry-D and C levels in force

In the assessment, the skills that the individual test task will be weighted shall be included.

The school shall, by the way, set out the procedures for the evaluation of the school assessment plan.

Grapedagogical basic education

Oral testing is being held. The sample is based on the pupils ' project. The student is presenting the test for examiner and censor. The presentation of the project may be filled with a maximum of 1/3 of the time for the examination. The remaining time is being used for dialogue on projects, as well as testing the knowledge of the student's knowledge of society issues. The Pass Time Voting products are approximately 30 minutes. The character shall be determined on the basis of a comprehensive evaluation of the verbal achievement.

The school shall, by the way, set out the procedures for the evaluation of the school assessment plan.

Appendix 14

Corporate-oriented sophomeses

Objective

The purpose of the profession is to strengthen the communicative, linguistic and cultural skills of pupils, so that the student can read, write, speak and listen to and understand Danish in the context of education, employment, business and society.

The Fame strengthens the elevency of the pupils in order to be able to carry out vocational training and work in which Danish forms part, and in order to function as a player in industry and as a citizen of society. As a result, it strengthens the mobility of student mobility in relation to the Danish labour market.

Levels and guide training time

Level F : 4,0 weeks

Level F : 2,0 weeks

Level E : 2,0 weeks

Level D : 2.0 weeks

Level F, with a duration of 4.0 weeks, is for pupils with poor conditions in relation to the level.

Level F

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) the language appropriate in general situations of training, employment, business and society is appropriate ;

2) applying a single language in general situations of training, employment, business and society ;

3) apply simple, appropriate speech, write, listen-and read strategies ;

4) apply both verbal and non-verbal strategies,

5) understand the language of common situations in education, employment, business and society ;

6) read and understand simple texts in relation to the education of the student,

7) write simple information from education, employment, business and society ;

8) talk in a single language of education, employment, business and society ;

9) apply linguistic attention to regular situations in education, employment, business and society ;

10) use knowledge of their own and others ' culture in education, employment, business and society ; and

11) use IT for communications, information searches, language training and text production.

Level E

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) the language appropriate and a reasonable degree of correctness in the context of training, work, business and society in matters relating to education,

2) apply a single but proportionate and coherent language in the context of training, employment, business and society ;

3) use appropriate speech, write, listener, and read strategies ;

4) apply both verbal and non-verbal strategies,

5) understand simple and more coherent conversations ;

6) Read and understand simple and more coherent texts in relation to the education of the student,

7) write with a reasonable degree of correctness as well as in a single but proportionable, coherent language on matters relating to education, employment, business and society ;

8) talk in a single but proportionate and coherent language relating to matters relating to education, employment, business and society ;

9) the use of linguistic corpses relating to education, employment, business and society in the context of training,

10) use knowledge of their own and others ' culture in the context of education, employment, business and society ; and

11) use IT for communications, information searches, language training and text production.

Level D

Objections of the Notify

The subcommittee's objective is for the student to be able to

1) the language appropriate and a certain degree of correctness in the context of training, work, business and society in relation to education ;

2) a reasonable varied, coherent language in contexts relating to education, employment, business and society ;

3) use appropriate speech, write, listener, and read strategies ;

4) apply both verbal and non-verbal strategies,

5) understand cohesive and linguistic varied conversations ;

6) Read and understand cohesive and linguistic varied texts in relation to the education of the student,

7) write with a degree of correctness and a reasonable varied and coherent language on matters relating to education, employment, business and society ;

8) in a reasonable, balanced and coherent language, account for, commenting and discussing texts and topics relating to education, employment, business and society ;

9) the use of linguistic corpses relating to education, employment, business and society in the context of training,

10) use knowledge of their own and others ' culture in the context of education, employment, business and society ; and

11) use IT for communications, information searches, language training and text production.

Content Selection Frames

Language usage

The teaching of professional other languages is based on the use of Danish for professional and professional purposes in both formal and informal matters in the fields of education, employment, business and society.

Content

In the teaching of professional other languages, work with the following content areas is as follows :

the professional and professional training,

enterprises and industries,

culture and society ;

The teaching is based on texts and topics that support the performance of the student's training goals for which the student is under way.

Documentation

The student is regularly documenting the work of his professional work in the profession.

Casework

One or more companies, industries, or similar form the starting point for the pupils ' work on casework.

Final Rating

The school can choose to finish the business with a standpoint percepter. The student is judged according to the subject ' s objectives. The school can also choose to finish the profession with a degree. It must be indicated in the assessment plan of the school, how the profession will end.

Experm

If the school chooses to end the profession with exams, the following degree of examination is recommended :

The test shall be carried out locally by the high-level examination. The test is based on 6-8 unknown casetasks that all deal with a business, industry, or similar related to the education of the student ;

In a casework day of eight hours, the student has been handed out the unknown casements. In the casework day, the student produces an examination plan that describes the pupils ' work with the casework and the planned presentation. The examination of the examination schedule of the casework day is a prerequisite for participating in the subsequent caseexamination.

All relevant remedial funds are available to the student during the preparation. The student must work on the presentation of the casework to the period from casework to examination work. The student may not receive guidance from the school professional teachers, either during or after the caseworker day. The student must work on caseworker work with other students, but must draw up its own documentation, which is included in the overall assessment of the student at the exam.

The exam shall be held one or more days after the casework day. The test is about 30 minutes per. student inat Voting. The exam is individual. The student examines shall be examinated in the casework which the censor shall designate as the basis for examination.

In the assessment, the skills that the individual test task will be weighted shall be included.

Decree Amending The Decree On Basic Subjects And Centrally Drafted Electives In Vocational Education

Original Language Title: Bekendtgørelse om ændring af bekendtgørelse om grundfag og centralt udarbejdede valgfag i erhvervsuddannelserne

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