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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Read the untranslated law here: https://www.retsinformation.dk/Forms/R0710.aspx?id=117195

Overview (table of contents) Annex 1

Annex 2

Annex 3

Annex 4

Annex 5

Annex 6

Annex 7

Annex 8

Annex 9

Annex 10

Annex 11

Annex 12

Annex 13

Annex 14 The full text of the Decree amending the Decree on basic subjects and centrally drafted electives in vocational education

§ 1

In executive order No. 882 of 6. July 2007 on basic subjects and centrally drafted electives in vocational education and training shall be amended as follows:

1. Annex 2 shall be replaced by Appendix 1 to this notice.

2. Annex 3 shall be replaced by Annex 2 to this order.

3. Annex 6 shall be replaced by Annex 3 to this order.

4. Annex 7 shall be replaced by Annex 4 to this notice.

5. Annex 8 is replaced by Annex 5 to this notice.

6. Annex 9, Annex 9.1, 9.2 and 9.3 of annex Annex is replaced by Annex 6 to this Ordinance.

7. Annex 12 shall be replaced by Annex 7 to this order.

8. Annex 13 shall be replaced by Annex 8 to this Ordinance.

9. Annex 14 is replaced by the text in annex 9 to this order.

10. Annex 16 shall be replaced by Annex 10 to this order.

11. Annex 19 is replaced by the annex 11 of this Ordinance.

12. Annex 22 is replaced by the text in annex 12 to this order.

13. Annex 23 shall be replaced by Annex 13 to this order.

14. Annex 27 is replaced by Annex 14 to this order.

§ 2

(1). The notice shall enter into force on the 1. July 2008.

(2). The school in the local education plan sets out transitional provisions for students who have begun teaching a basic subjects in accordance with the existing rules.
The Ministry of education, the 8. June 2008 P.M.V. Søren Hansen head/Christina S Annex 1

Biology

Purpose

The aim of the course is that students can achieve biological competence, so that on the basis of professional insight is able to act appropriately in relation to biological issues that they encounter in the field of education. Furthermore, the aim is to strengthen students ' provided for in a competent way to be able to participate in and evaluate biological questions in social debate.

Levels and indicative duration

Outside level: 1.0 week

Level f: 2.0 weeks

Level E: 1.0 week

Level D: 1.0 week

Level C: 2.0 weeks

Outside level

Under objective 1. 4 teaching must include 1-2 areas.

Teaching goal

The goal of teaching is that the student can

1) use its biological knowledge in connection with practical work in relation to the pupil's education area

2) Unraveling the biological thinking and method

3) explain the biological contexts and their impact on the environment and

4) account for one or more of the following areas:






 



a) Central ecological contexts

b) principles of inheritance

c) plant Anatomy and Physiology

d) animal anatomy and Physiology

e) insect Anatomy and Physiology

f) Anatomy and physiology of microorganisms

g) biotechnology







Framework for the choice of content

General

Basis of environmental and production issues that show biology application in both practical and theoretical contexts, more related to the selected training area. Practical work, tests and studies are included in the tuition. The teaching includes the following areas:

a. Central ecological contexts

Energy flow through ecosystems, including photosynthesis, food chains and food webs, ecosystems live and dead elements and their interaction.

Substance cycles in different ecosystems, including P-and N-cycles, nutrient-and energy loss through food chains and the water cycle.

Growth, regulation and genetic changes of populations, including the stability of ecosystems.

Accumulation of foreign substances in food chains.

Human exploitation and the influence of nature.

Analysis of simple ecological problems from various stakeholders ' interests.

The existing environmental legislation in historic and economic perspective.

b. principles of inheritance

General principles for property inheritance in both plants, animals and micro-organisms.

Modern reproduction methods and genetic engineering.

c. plant Anatomy and Physiology

Anatomical concepts, which are necessary for the understanding of the life processes of plants.

Principles of plant growth and the growth factors that are important for regulating the growth.

d. Animal Anatomy and Physiology

Anatomical concepts necessary to understand how an animal acts.

The common bodies functions, and how external things can affect an animal.

e. Insect Anatomy and Physiology

Anatomical concepts necessary for understanding of the insects ' life processes.

Selected insects life cycle within the useful insects and harmful insects.

such micro-organisms Anatomy and Physiology

Anatomical concepts needed to understand how viruses, bacteria and fungi work.

Viruses, bacteria and fungi physiology as well as importance in different contexts.

g. Biotechnology

Biotechnological principles for the production.

The use of biotechnology in pharmaceutical industry, food industry and agriculture.

The link between the Trade Union, the ethical and social aspect of the use of biotechnology.

Documentation

Outside the level drawn up are not term papers.

Students must acquire knowledge about biological topics systematically, and pass on this, for example, that portfolio.

Exam

There are no sample in the subject outside of the level.

Level F

Under objective 1. 7 should teaching include 3-4 of the following number of areas:

Teaching goal

The goal of teaching is that the student can

1) use its biological knowledge in connection with practical work in relation to the pupil's education area

2) Unraveling the biological thinking and method

3) perform simple biological investigations or trials,

4) documenting and disseminating its results and conclusions on biological considerations, studies or experiments,

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

6) explain the biological contexts and their impact on the environment and

7) account for one or more of the following areas:







 



a) Central ecological contexts





 



b) principles of inheritance





 



c) plant Anatomy and Physiology





 



d) animal anatomy and Physiology





 



e) insect Anatomy and Physiology





 



f) Anatomy and physiology of microorganisms





 



g) biotechnology









Framework for the choice of content

General

Basis of environmental and production issues that show biology application in both practical and theoretical contexts, more related to the selected training area. Practical work, tests and studies are included in the tuition. The teaching includes the following areas:

a. Central ecological contexts

Energy flow through ecosystems, including photosynthesis, food chains and food webs, ecosystems live and dead elements and their interaction.

Substance cycles in different ecosystems, including P-and N-cycles, nutrient-and energy loss through food chains and the water cycle.

Growth, regulation and genetic changes of populations, including the stability of ecosystems.

Accumulation of foreign substances in food chains.

Human exploitation and the influence of nature.

Analysis of simple ecological problems from various stakeholders ' interests.

The existing environmental legislation in historic and economic perspective.

b. principles of inheritance

General principles for property inheritance in both plants, animals and micro-organisms.

Modern reproduction methods and genetic engineering.

c. plant Anatomy and Physiology

Anatomical concepts, which are necessary for the understanding of the life processes of plants.

Principles of plant growth and the growth factors that are important for regulating the growth.

d. Animal Anatomy and Physiology

Anatomical concepts necessary to understand how an animal acts.

The common bodies functions, and how external things can affect an animal.

e. Insect Anatomy and Physiology

Anatomical concepts necessary for understanding of the insects ' life processes

Selected insects life cycle within the useful insects and harmful insects.

such micro-organisms Anatomy and Physiology

Anatomical concepts needed to understand how viruses, bacteria and fungi work.

Viruses, bacteria and fungi physiology as well as importance in different contexts.

g. Biotechnology


Biotechnological principles for the production.

The use of biotechnology in pharmaceutical industry, food industry and agriculture.

The link between the Trade Union, the ethical and social aspect of the use of biotechnology.

Documentation

The student prepares a theme task. Where several students prepare a common theme task, it must be made clear which parts of the task is prepared by the individual student. Learners choose themed task, which must be within the teaching objectives.

Final rating

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of the student's competencies in the subject at the end of teaching.

Exam

To be held on the oral test.

To a pupil can be set for the test required, to themed tasks are approved by the teacher.

The test takes as its starting point the theme task and a matter that the student gets by drawing lots. Examination including. voting lasts about 30 minutes. The student shall have the opportunity in the half of the exam to present thematic tasks, the examiner shall make additional and supplemental questions. In addition, examined eleven in the drawn-out issue. During the examination the student must rely on theme task, notes prepared during the preparation and issue of annex. The examiner shall prepare questions in the fields is selected as the syllabus.

Given preparation time of approximately 30 minutes.

The grade is determined on the basis of an overall assessment of the pupil oral performance.

Level E

Under objective 1. 7 should teaching include 4-5 of the following areas:

Teaching goal

The goal of teaching is that the student can

1) use its biological knowledge in connection with practical work in relation to the pupil's education area

2) Unraveling the biological thinking and method

3) perform simple biological investigations or trials,

4) documenting and disseminating its results and conclusions on biological considerations, studies or experiments,

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

6) explain the biological contexts and their impact on the environment and

7) account for one or more of the following areas:







 



a) Central ecological contexts





 



b) principles of inheritance





 



c) plant Anatomy and Physiology





 



d) animal anatomy and Physiology





 



e) insect Anatomy and Physiology





 



f) Anatomy and physiology of microorganisms





 



g) biotechnology









Framework for the choice of content

General

Basis of environmental and production issues that show biology application in both practical and theoretical contexts, more related to the selected training area. Practical work, tests and studies are included in the tuition. The teaching includes the following areas:

a. Central ecological contexts

Energy flow through ecosystems, including photosynthesis, food chains and food webs, ecosystems live and dead elements and their interaction.

Substance cycles in different ecosystems, including P-and N-cycles, nutrient-and energy loss through food chains and the water cycle.

Growth, regulation and genetic changes of populations, including the stability of ecosystems.

Accumulation of foreign substances in food chains.

Human exploitation and the influence of nature.

Analysis of simple ecological problems from various stakeholders ' interests.

The existing environmental legislation in historic and economic perspective.

b. principles of inheritance

General principles for property inheritance in both plants, animals and micro-organisms.

Modern reproduction methods and genetic engineering.

c. plant Anatomy and Physiology

Anatomical concepts, which are necessary for the understanding of the life processes of plants.

Principles of plant growth and the growth factors that are important for regulating the growth.

d. Animal Anatomy and Physiology

Anatomical concepts necessary to understand how an animal acts.

The common bodies functions, and how external things can affect an animal.

e. Insect Anatomy and Physiology

Anatomical concepts necessary for understanding of the insects ' life processes.

Selected insects life cycle within the useful insects and harmful insects.

such micro-organisms Anatomy and Physiology

Anatomical concepts needed to understand how viruses, bacteria and fungi work.

Viruses, bacteria and fungi physiology as well as importance in different contexts.

g. Biotechnology

Biotechnological principles for the production.

The use of biotechnology in pharmaceutical industry, food industry and agriculture.

The link between the Trade Union, the ethical and social aspect of the use of biotechnology.

Documentation

The student shall develop 2 thematic tasks. Where several students prepare a common theme task, it must be made clear which parts of the task is prepared by the individual student. Learners choose themed task, which must be within the teaching objectives. On the level (E) must be at least one task contain practical biological problems from the pupil's educational area. Tasks forms the basis of the exam.

Final rating

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of the student's competencies in the subject at the end of teaching.

Exam

To be held on the oral test.

To a pupil can be set for the test required, to themed tasks are approved by the teacher.

The test takes as its starting point the theme task and a matter that the student gets by drawing lots. The student can choose which task to be taken as a point of departure. Examination including. voting lasts about 30 minutes. The student shall have the opportunity in the half of the exam to present thematic tasks, the examiner shall make additional and supplemental questions. In addition, examined eleven in the drawn-out issue. During the examination the student must rely on theme task, notes prepared during the preparation and issue of annex. The examiner shall prepare questions in the fields is selected as the syllabus.

Given preparation time of approximately 30 minutes.

The grade is determined on the basis of an overall assessment of the pupil oral performance.

Level D

Teaching goal

The goal of teaching is that the student can

1) use its biological knowledge in connection with practical work in relation to the pupil's education area

2) Unraveling the biological thinking and method

3) perform simple biological investigations or trials,

4) documenting and disseminating its results and conclusions on biological considerations, studies or experiments,

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

6) explain the biological contexts and their impact on the environment and

7) account for one or more of the following areas:







 



a) Central ecological contexts





 



b) principles of inheritance





 



c) plant Anatomy and Physiology





 



d) animal anatomy and Physiology





 



e) insect Anatomy and Physiology





 



f) Anatomy and physiology of microorganisms





 



g) biotechnology









Framework for the choice of content

General

Basis of environmental and production issues that show biology application in both practical and theoretical contexts, more related to the selected training area. Practical work, tests and studies are included in the tuition. The teaching includes the following areas:

a. Central ecological contexts

Energy flow through ecosystems, including photosynthesis, food chains and food webs, ecosystems live and dead elements and their interaction.

Substance cycles in different ecosystems, including P-and N-cycles, nutrient-and energy loss through food chains and the water cycle.

Growth, regulation and genetic changes of populations, including the stability of ecosystems.

Accumulation of foreign substances in food chains.

Human exploitation and the influence of nature.

Analysis of simple ecological problems from various stakeholders ' interests.

The existing environmental legislation in historic and economic perspective.

b. principles of inheritance


General principles for property inheritance in both plants, animals and micro-organisms.

Modern reproduction methods and genetic engineering.

c. plant Anatomy and Physiology

Anatomical concepts, which are necessary for the understanding of the life processes of plants.

Principles of plant growth and the growth factors that are important for regulating the growth.

d. Animal Anatomy and Physiology

Anatomical concepts necessary to understand how an animal acts.

The common bodies functions, and how external things can affect an animal.

e. Insect Anatomy and Physiology

Anatomical concepts necessary for understanding of the insects ' life processes.

Selected insects life cycle within the useful insects and harmful insects.

such micro-organisms Anatomy and Physiology

Anatomical concepts needed to understand how viruses, bacteria and fungi work.

Viruses, bacteria and fungi physiology as well as importance in different contexts.

g. Biotechnology

Biotechnological principles for the production.

The use of biotechnology in pharmaceutical industry, food industry and agriculture.

The link between the Trade Union, the ethical and social aspect of the use of biotechnology.

Documentation

The student prepares 3 thematic tasks. Where several students prepare a common theme task, it must be made clear which parts of the task is prepared by the individual student. Learners choose themed task, which must be within the teaching objectives. At least one task must contain practical biological problems from the pupil's educational area. Tasks forms the basis of the exam.

Final rating

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of the student's competencies in the subject at the end of teaching.

Exam

To be held on the oral test

To a pupil can be set for the test required, to themed tasks are approved by the teacher.

The test takes as its starting point the theme task and a matter that the student gets by drawing lots. The student can choose which task to be taken as a point of departure. Examination including. voting lasts about 30 minutes. The student shall have the opportunity in the half of the exam to present thematic tasks, the examiner shall make additional and supplemental questions. In addition, examined eleven in the drawn-out issue. During the examination the student must rely on theme task, notes prepared during the preparation and issue of annex. The examiner shall prepare questions in the fields is selected as the syllabus.

Given preparation time of approximately 30 minutes.

The grade is determined on the basis of an overall assessment of the pupil oral performance.

Level C

Teaching goal

The objective is that the student

1) independently can explain biological thinking and method

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

3) independently able to document and communicate its considerations, findings and conclusions concerning biological experiments, studies or experiments,

4) can remain balanced for different technological development opportunities and achieve elementary, professional assumptions in order to assess and participate in the debate on the current biological issues and their importance for nature, society, the economy and the individual,

5) independently can explain the biological contexts and their impact on the environment and

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







 



a) Central ecological contexts





 



b) principles of inheritance





 



c) plant Anatomy and Physiology





 



d) animal anatomy and Physiology





 



e) insect Anatomy and Physiology





 



f) Anatomy and physiology of microorganisms





 



g) biotechnology





 



h) individual









Framework for the choice of content

Teaching will be based on individual, environmental and production issues that show biology application in both practical and more theoretical contexts. Current biological topics to be included in the teaching. Practical work, experiments, studies and experiments are included in education. Areas a, b, g, and h are mandatory, the 4 other areas are optional fabric.

The teaching includes the following areas:

a. Ecological contexts

Energy flow through ecosystems, including photosynthesis, food chains and food webs, ecosystems live and dead elements and their interaction.

Substance cycles in different ecosystems, including P-and N-cycles, nutrient-and energy loss through food chains and the water cycle.

Growth, regulation and genetic changes of populations, including the stability of ecosystems.

Accumulation of foreign substances in food chains.

Human exploitation and the influence of nature.

Analyses of topical ecological problems from various stakeholders ' interests.

The existing environmental legislation in historic and economic perspective.

b. principles of inheritance

General principles for property inheritance in both plants, animals (humans) and micro-organisms.

Modern reproduction methods and genetic engineering.

c. plant Anatomy and Physiology

Anatomical concepts, which are necessary for the understanding of the life processes of plants.

Principles of plant growth and the growth factors that are important for regulating the growth.

d. Animal Anatomy and Physiology

Anatomical concepts necessary to understand how an animal acts.

The General functions of the bodies and how external things can affect an animal.

e. Insect Anatomy and Physiology

Anatomical concepts necessary for understanding of the insects ' life processes.

Selected insects life cycle within the useful insects and harmful insects.

such micro-organisms Anatomy and Physiology

Anatomical concepts needed to understand how viruses, bacteria and fungi work.

Viruses, bacteria and fungi physiology as well as importance in different contexts.

g. Biotechnology

Biotechnological principles for the production.

The use of biotechnology in pharmaceutical industry, food industry and agriculture.

The link between the Trade Union, the ethical and social aspect of the use of biotechnology.

h. Individual

Knowledge of one or more organ systems functions and regulation. Human Sexology as well as conditions that have an influence on it, so the student can explain and take a position on a given threshold of importance for people and their health.

Documentation

Biological methods of working

The student performs and discusses simple biological experiments, so the student exhibit understanding of:

-the importance of experimentation as a basis for biological theories and

-biological processes important for engineering, production, individual and environment.

In teaching, project work and report writing.

In a 4 weeks be prepared 3 project reports and performed at least a biological experiment with its report. In a 2-week course that builds on level D, prepare a project report and at least a biological experiment with its report.

To a pupil can be set for the test required that documentation and project reports are approved by the teacher.

Final rating

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of the student's competencies in the subject at the end of teaching.

Exam

To be held on the oral test. The student gets a question by drawing lots. The questions have a starting point in project documentation and reports from teaching and prepared by the examiner. Questions refer to topics, themes or the like and may include figures, tables, and other materials. The sample includes a separate submission. The examiner puts additional and supplemental questions. During the test and preparation can be used in notes, materials, documentation, and project reports from the teaching.

Given preparation time of 30 minutes. Examination including. voting lasts about 30 minutes.

To a pupil can be set for the test required that documentation and project reports are approved by the teacher.
Annex 2

Danish

Purpose

The aim of the subject is to strengthen the student's linguistic consciousness and skills, so that the student will be better to formulate it orally and in writing and to listen to and read the various text types with understanding and yield. The aim is also to strengthen pupils ' opportunities to take advantage of the Danish language in education and professional contexts and for recognition, experience, tolerance and community.

Levels and indicative duration

Level f: 2.0 weeks

Level E: 2.0 weeks


Level D: 2.0 weeks

Level C: 2.0 weeks

Level F

Teaching goal

The objective is that the student can

1) use of the written and spoken language is appropriate and with a reasonable degree of accuracy in the vocational, educational and General contexts,

2) use the spoken and written language with awareness of the linguistic standards and conditions in vocational, educational and General contexts,

3) explain and engage in dialogue on their own and others ' products, including writing about writing purpose and target group, choice of language and expression as well as linguistic form and content,

4) read with safety, understanding, empathy and thought,

5) select, retain and explain the essence of a read, seen and heard text,

6) analyze and consider different types of content, form, text message and perspective,

7) apply skills in academic reading and in oral and written communication with relevance for the vocational education and profession,

8) apply appropriate reading strategy in relation to the common types of text and reading purposes in vocational, educational and General contexts,

9) use appropriate voice, listen and write strategies in relation to the topic and purpose of vocational, educational and General contexts,

10) use IT for appropriate communication and information retrieval and

11) apply its communicative understanding useful to collaboration and getting together with others.

Framework for the choice of content

Reading and text work

The teaching includes reading and work with texts, as well as oral and written presentation.

Texts and oral drug of relevance for the education or the training area, the pupil has chosen must have an emphasis in education.

Text work includes various media, as well as vocational communicative, lot of communicative and literary text types. In addition, the work includes text using basic Danish professional methods and tools for analysis, understanding and perspective of texts.

Texts from the latest time weighting in teaching.

Pictures are included among the texts.

Working with reading strategies.

Oral production

Oral production include the pupil's skill in the use of appropriate language and speech in to listen and understand by conversation and oral presentation.

Working with listening and speaking strategies.

Written presentation

Written presentation to cultivate the student's ability to express himself with attention to various types of special shapes and text options. Examples of technical writing and communication in the education, the pupil has chosen, must be included.

Working with language accuracy, grammar and spelling.

Working with write strategies.

Documentation

Eleven documents the ongoing work on the subject.

The written work includes process writing and technical writing. At least one writing task to represent writing across Danish and one or more other subjects.

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

Level E

Teaching goal

The objective is that the student can

1) use of the written and spoken language is appropriate and correctly in vocational, educational and General contexts,

2) apply the written and spoken language with awareness of the linguistic standards and conditions in vocational, educational and General contexts,

3) explain and engage in dialogue on their own and others ' products, including writing about writing purpose and target group, choice of language and expression as well as linguistic form and content,

4) read with safety, quickness, understanding, empathy and thought,

5) select, retain and explain the essence of a read, seen and heard text,

6) analyze, consider and reflect on the different types of content and form, text message and perspective,

7) manage a writing process with defined objectives,

8) apply appropriate reading strategy in relation to the types of text and reading purposes in vocational, educational and General contexts,

9) apply relevant talk-listen and write strategies in relation to the topic and purpose of vocational, educational and General contexts,

10) use IT for appropriate communication and information retrieval and

11) apply its communicative understanding useful to collaboration and getting together with others.

Framework for the choice of content

Reading and text work

The teaching includes reading and work with texts, as well as oral and written presentation.

Texts and oral drug of relevance for the education or the training area, the pupil has chosen must have an emphasis in education.

Text work includes various media, as well as vocational communicative, lot of communicative and literary text types. In addition, the work includes text using basic Danish professional methods and tools for analysis, understanding and perspective of texts.

Texts from the latest time weighting in teaching.

Pictures are included among the texts.

Working with text and forms of communication in relation to the company's internal and external communications.

Working with reading strategies.

Oral production

Oral production include the pupil's skill in using speak the language in an appropriate way and in listening and understanding by conversation and oral presentation.

Working with listening and speaking strategies.

Written presentation

Written presentation to cultivate the student's ability to express himself with attention to various types of special shapes and text options. Examples of technical writing and communication in the education, the pupil has chosen, must be included.

Working with language accuracy, grammar and spelling.

Working with write strategies.

Documentation

Eleven documents continuously its work on the subject.

The written work includes process writing and technical writing. At least one writing task to represent writing across Danish and one or more other subjects.

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

Final rating – applicable for level F and E

Given a final position in nature. Standpunktskarakteren express the student's position in relation to the subject's goals.

Exam – applicable for level F and E

For provisions relating to the exam in the mercantile basic course and in common entrance health, care and education-see section below on the subject.

Given 30 minutes of preparation time. Notes prepared in the preparation time may be used during the exam.

Examination including. voting lasts about 30 minutes. The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.

In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.

The examination includes the following:

a. A text material and related issues, as the student will get by random draw

Tasks with questions based on ekstemporalt material that includes one or more texts within the enlarged text concept. Different text types should be represented.

The student must analyze and decide on the text material.

b. the student's portfolio of written work

The pupil must, on the basis of one or more examples of his own work in writing and explain and engage in dialogue on the written product, including about writing purpose and target group, choice of language and expression as well as linguistic form and content.

The sample should demonstrate the student's knowledge and awareness of the norms, conditions and choices of writing work on the basis of the result of their own writing process.

Learner's portfolio must not be forwarded to the examiner.

Examination on the basic course in the mercantile community input – applicable for level F and E

Exam on the mercantile common input shall be organised as a case on the basis of a caseopgave, see. Guide to caseeksamen in the basic subjects in the mercantile education. Caseopgaven drawn up locally by the exam abstinent school.

The test takes its starting point in one of eleven known casevirksomhed or similar, as well as in one of eleven known casehistorie. Casevirksomheden shall be appointed, and casehistorien shall be drawn up by the Ministry of education. Casevirksomheden published annually at the end of January and beginning of april casehistorien.

On a casearbejdsdag of a duration of eight hours will get eleven handed over 7 unknown caseopgaver, all of which takes as its starting point in the year casevirksomhed or allows perspective to the company. The student must be in the student-led task present his portfolio.

On casearbejdsdagen are all AIDS allowed. However, there must not be provided guidance to the student by the school teachers at casearbejdsdagen and in the subsequent period until exam holding. On casearbejdsdagen and return the student prepares an examination plan, which describes the learner's work with caseopgaverne and the planned presentation. Delivery of exam plan on casearbejdsdagen is a prerequisite for the student may participate in the subsequent examination of caseeksamen.


The exam will be held on one or more days after casearbejdsdagen. The test lasts about 30 minutes including. assessment. The student examined in the caseopgaver, as the examiner shall designate as the basis for the examination.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.

In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.

The school determines incidentally the details about the trial being held in the school's evaluation plan.

Common entrance exam in health, care and education – applicable for level F

To be held on the oral test.

Sample Inc. voting lasts about 30 minutes and includes the following:

The pupil must, on the basis of at least two examples of his own work included in the dialogue on their own written products, including functions, segment of the texts, instruments, language, form of expression, as well as linguistic form and content. The student must also engage in dialogue about the texts of coherence with the professional or cross-curricular work in education. This part of the sample should demonstrate the student's knowledge and awareness of mediation, instruments and own writing process.

Sample forms like a conversation about the selected texts between examiner and student.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.

Common entrance exam in health, care and education – applicable for level E

To be held on the oral test. Given 30 minutes of preparation time. To prepare the student must bring all written and printed devices.

Sample Inc. voting lasts about 30 minutes and includes the following:

1) one part of the sample includes examination of a ekstemporal text, as the student will be assigned by lot. This part of the sample should demonstrate the student's ability to draw the essential aspects of the text's content and form, as well as for placing text in a link based on the basic points, which have been used in education. The examiner selects ekstemporal texts related to the syllabus. Different types of text that has been used in teaching, must be represented.

2) the student shall, on the basis of at least two examples of his own work included in the dialogue on their own written products, including functions, segment of the texts, instruments, language form and content. The student must also engage in dialogue about the texts of coherence with the professional or cross-curricular work in education. This part of the sample should demonstrate the student's knowledge and awareness of mediation, instruments and own writing process.

Ekstemporal texts as well as copy of the selected students for the exam produced texts sent to the censor.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.

In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.

Level D

Teaching goal

The objective is that the student can

1) use of the written and spoken language appropriate, correct, clear and precise in vocational, educational and General contexts,

2) relate to the correct language, spelling and punctuation as well as to the rules and norms of language use in the vocational, educational and General contexts,

3) account for the language's structure, usage, and function in specific vocational, educational and General contexts,

4) identify, relate to and apply knowledge about the role and importance of vocational, educational and General contexts,

5) read with safety, quickness, understanding, empathy and afterthought lyrics of a reasonable degree of linguistic and substantive complexity,

6) collect, select, explain and manipulate text material in printed or electronic form,

7) make a methodical analysis, overview and assessment of different text types and forms of expression,

8) manage a writing process from idea to product and engage in dialogue about their own and others ' writing products

9) formulating its analysis, overview and assessment both orally and in writing,

10) apply appropriate reading strategy in relation to the types of text and reading purposes in vocational, educational and General contexts,

11) use appropriate voice, listen and write strategies in relation to the topic and purpose of vocational, educational and General contexts,

12) use IT for appropriate communication and information retrieval and

13) apply its communicative understanding useful to collaboration and getting together with others.

Framework for the choice of content

Text work

The teaching includes text work, as well as oral and written presentation.

Texts and oral drug of relevance for the education or the training area, the pupil has chosen must have an emphasis in education.

Text work includes various media, as well as reading and analysis of business communication, mass communication and literary text types.

Texts from the latest time weighting in teaching.

Pictures are included among the texts.

Use of basic Danish professional methods and tools for analysis, understanding and perspective of texts included in the text the work.

Work with the language's role and importance in a concrete social, occupational or other context is included in tuition.

Working with reading and reading strategies.

Oral production

Oral production include the pupil's skill in applying speech language's means of expression in an appropriate way and in listening and understanding by conversation and oral presentation.

Working with listening and speaking strategies.

Written presentation

Written presentation to cultivate the student's ability to express himself with attention to various types of special shapes and text options.

Working with language accuracy, grammar and spelling.

Working with write strategies.

Documentation

Eleven documents the ongoing work on the subject.

The written work includes process writing and technical writing. Summary, summary, description, analysis, interpretation, free manufacture as well as examples of technical writing and communication in the education, the pupil has chosen, must be included.

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

Level C

Teaching goal

The objective is that the student can

1) use of the written and spoken language appropriate, correct, clear, precise and varied in industry-academic, educational and General contexts,

2) relate to and reflect the correct language, spelling and punctuation as well as relate to and reflect on rules and norms for language use in both their own as others ' texts in vocational, educational and General contexts,

3) reflect on and explain the use and function of vocational, educational and General contexts, including the interaction between different types of text content, form, function and context,

4) consider, evaluate and apply knowledge of the language as a social and societal phenomenon, including its role and importance in vocational, educational and General contexts,

5) read systematically as well as with security, quickness, understanding, empathy and afterthought lyrics of a high degree of linguistic and substantive complexity,

6) collect, select, explain and manipulate methodical text material in printed or electronic form,

7) make a methodical analysis and perspectives as well as provide a reasoned assessment of different text types and forms of expression,

8) control and reflect diverse writing processes from idea to product and engage in dialogue about their own and others ' writing products

9) formulating methodologically its analysis, overview and assessment both orally and in writing,

10) apply appropriate reading strategy in relation to the types of text and reading purposes in vocational, educational and General contexts,

11) use appropriate voice, listen and write strategies in relation to the topic and purpose of vocational, educational and General contexts,

12) use IT for appropriate communication and information retrieval and

13) apply its communicative understanding useful to collaboration and getting together with others.

Framework for the choice of content

Text work

The teaching includes text work, as well as oral and written presentation.

Texts and oral drug of relevance for the education or the training area, the pupil has chosen must have an emphasis in education.

Text work includes various media, as well as reading and methodical analysis of business communication, mass communication and literary texts.

Texts from the latest time weighting in teaching.

Pictures are included among the texts.


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

They analyzed texts which take in a professional, social, psychological, cultural history or other relevant context. The texts to be the subject of a reasoned assessment.

The request is a media point of view of linguistic, historical or aesthetic art on selected texts. Working with reading and reading strategies.

Oral production

Oral production include the pupil's skill in applying speech language's means of expression in an appropriate manner and to listen on the conversation and oral presentation.

Working with listening and speaking strategies.

Written presentation

Written presentation to cultivate the student's ability to express himself with attention to various types of special shapes and text options. Working with language accuracy, grammar and spelling.

Working with write strategies.

Documentation

Eleven documents the ongoing work on the subject.

The writing process includes written work and tasks with vocational relevance. Summary, summary, description, analysis, interpretation, free manufacture as well as examples of technical writing and communication in the education, the pupil has chosen, must be included.

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

Final rating – applicable for level D and C

Given two final position characters: an oral and a written. The student be assessed in relation to the subject's goals. In the mercantile basic course and in common entrance health, care and education is given one final position character that express the student's position in relation to the subject's goals.

Exam – applicable for level D and C

For provisions relating to the exam in the mercantile basic course and in common entrance health, care and education-see section below on the subject.

There is a written examination and an oral examination.

a. written examination

The test lasts 4 hours.

Tasks drawn up by the Ministry of education. Task set contains a number of tasks, which the student can choose from.

All types of dictionaries without lexical information may be used during the test.

The student be assessed in relation to the subject's goals. The character is given on the basis of an overall assessment of the student's writing performance. Emphasis is placed on the student's comprehension and written expression skills.

b. oral examination

The syllabus includes what has been worked on in the subject. Fiction, factual and images must be represented.

The examiner shall prepare tasks with questions to ekstemporal text related to the syllabus.

The student is given a task by drawing lots.

Given 30 minutes of preparation time. Notes prepared in the preparation time may be used during the exam.

Examination including. voting lasts about 30 minutes and shapes up as a conversation between examiner and student of ekstemporalteksten.

The sample should demonstrate the student's ability to draw the essential aspects of the text's content and form as well as to put the text on the basis of the basic points that have been used in education.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.

In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.

Examination on the basic course in the mercantile community input – applicable for level D and C

Exam on the mercantile common input shall be organised as a case on the basis of a caseopgave, see. Guide to caseeksamen in the basic subjects in the mercantile education. Caseopgaven drawn up locally by the exam abstinent school.

The test takes its starting point in one of eleven known casevirksomhed or similar, as well as in one of eleven known casehistorie. Casevirksomheden shall be appointed, and casehistorien shall be drawn up by the Ministry of education. Casevirksomheden published every year in the end of January and casehistorien in the month of april.

On a casearbejdsdag of a duration of eight hours will get eleven handed over 7 unknown caseopgaver, all of which takes as its starting point in the year casevirksomhed or allows perspective to the company. The student should formulate a task/problem. On casearbejdsdagen are all AIDS allowed. However, there must not be provided guidance to the student by the school teachers at casearbejdsdagen and in the subsequent period until exam holding. On casearbejdsdagen and return the student prepares an examination plan, which describes the learner's work with caseopgaverne and the planned presentation. Delivery of exam plan on casearbejdsdagen is a prerequisite in order to be able to participate in the subsequent caseeksamen.

The exam will be held on one or more days after casearbejdsdagen. The test takes about 30 minutes per student. Learners are examined in the caseopgaver, as the examiner shall designate as the basis for the examination.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.

In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.

The school determines incidentally the details about the trial being held in the school's evaluation plan.

Common entrance exam in health, care and education – applicable for level D and C

To be held on the oral test. Given 30 minutes of preparation time. To prepare the student must bring all written and printed devices.

Sample Inc. voting lasts about 30 minutes and includes the following:

1) one part of the sample includes examination of a ekstemporal text, as the student will be assigned by lot. This part of the sample should demonstrate the student's ability to draw the essential aspects of the text's content and form, as well as for placing text in a link based on the basic points, which have been used in education. The examiner selects ekstemporal texts related to the syllabus. Different types of text that has been used in teaching, must be represented.

2) the student shall, on the basis of at least two examples of his own work could be included in the dialogue on and explain the texts functions, segment, instruments, linguistic form as well as content and explain the context of the texts with the professional or cross-curricular work in education. This part of the sample should demonstrate the student's knowledge and awareness of mediation, instruments and own writing process.

Ekstemporal texts as well as copy of the selected students for the exam produced texts sent to the censor.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.

In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.
Annex 3

Business Economics

Purpose

The aim of the course is that students acquire knowledge and skills in business economics and its actual use, so that they can carry out tasks in the field of Economics and accounting. The course will contribute to students ' vocational education with the business economic powers contained therein.

Levels and indicative duration

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 objective is that the student can

1) apply the methods and manufacturing business forms in professional contexts and apply these professional in training

2) communicate business information in oral form,

3) outline the company's establishment,

4) make daily records of item cost transactions in a trading company and service company

5) draw up a simple account for a trading company,

6) use appropriate information technology tools and

7) conduct monetary transactions for domestic purchases and sales as well as accounting terminations.

Framework for the choice of content

General

Education includes vocational issues, showing the business economy and at the same time, application in practice gives the student the opportunity to maintain and develop its business and financial skills.

1) company's establishment.

2) Daily records.

3) draw up a simple account for a trading company.

4) Using appropriate information technology to the solution of the tasks.

5) Domestic purchases and sales as well as accounting terminations.

Final rating – applicable for level F

The course ends with a character position. The student be assessed in relation to the subject's goals.

Level E

The objective is that the student can

1) apply the methods and manufacturing business forms in professional contexts and apply these in the context of other subjects in the training,


2) communicate business information in oral and written form,

3) outline the company's mission statement and goals

4) carry out basic registration of credit trading and depreciation,

5) make money transactions for domestic purchases and sales as well as carrying ballots,

6) run a company for commercial companies and service companies,

7) post a result budget and cash flow forecast based on check-in and payout model and

8) using appropriate information technology tools and other devices.

Framework for the choice of content

General

Education includes vocational issues, showing the business economy and at the same time, application in practice gives the student the opportunity to maintain and develop its business and financial skills.

1 the company's mission statement and goals).

2) registration of credit trading and depreciation.

3) Domestic purchases and sales as well as accounting reconciliations.

4) set up a company for commercial companies and service companies.

5) Run result budget and cash flow forecast.

6) Use appropriate information technology to the solution of the tasks.

Documentation

Are developed on an ongoing basis documentation for the work on the subject.

Final rating – applicable for level E

The course ends with a character position. The student be assessed in relation to the subject's goals.

Exam – applicable for level E

For provisions relating to the exam in the mercantile basic course, see the following sections.

The sample includes an oral examination on the basis of a task with a practical problem. The tasks provided by the school. Exam in level E include goals from level F and E.

Set aside 1 hour to the solution of the practical writing task and about 30 minutes including. assessment for the subsequent examination.

Examination on the basic course in the mercantile community input – applicable for level E

Exam on the mercantile common input shall be organised as a case on the basis of a caseopgave, see. Guide to caseeksamen in the basic subjects in the mercantile education. Caseopgaven drawn up locally by the exam abstinent school.

The test takes its starting point in one of eleven known casevirksomhed or similar, as well as in one of eleven known casehistorie. Casevirksomheden shall be appointed, and casehistorien shall be drawn up by the Ministry of education. Casevirksomheden published annually at the end of January and beginning of april casehistorien.

On a casearbejdsdag of a duration of eight hours will get eleven handed over 7 unknown caseopgaver, all of which takes as its starting point in the year casevirksomhed or allows perspective to the company. One of the tasks must be student-driven.

On casearbejdsdagen are all AIDS allowed. However, there must not be granted to the student by the school teachers guide at casearbejdsdagen, and in the subsequent period until exam holding. On casearbejdsdagen and return the student prepares an examination plan, which describes the learner's work with caseopgaverne and the planned presentation. Delivery of exam plan on casearbejdsdagen is a prerequisite for the student may participate in the subsequent examination of caseeksamen.

The exam will be held on one or more days after casearbejdsdagen. The test lasts about 30 minutes including. assessment. The student examined in the caseopgaver, as the examiner shall designate as the basis for the examination.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.

In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.

The school determines incidentally the details about the trial being held in the school's evaluation plan.

Level D

The objective is that the student can

1) account for the company's work-sharing principles,

2) carry out basic registration of wages,

3) make calculations of depreciation on fixed assets

4) set up a company for commercial enterprises, service companies with notes,

5) record and produce reports from a relevant business management system and

6) make analysis of environmental conditions through the use of indicators and environmental indicators.

Framework for the choice of content

General

The teaching includes vocational issues, showing the business economy and at the same time, application in practice gives the student the opportunity to maintain and develop its business and financial skills.

1) corporate work-sharing principles.

2) basic registration of wages.

3) make calculations of depreciation on fixed assets.

4) set up a company for commercial enterprises, service companies with notes.

5) Apply an appropriate financial management system.

6) Make analysis of environmental conditions.

Documentation

Are developed on an ongoing basis documentation for the work on the subject.

Final rating – applicable for level D

The course ends with a character position. The student be assessed in relation to the subject's goals.

Exam – applicable for level D

For provisions relating to the exam in the mercantile basic course, see the following sections.

The sample includes an oral examination on the basis of a task with a practical problem. The tasks provided by the school. Exam in level D include goals from level F, E and D.

Set aside 1 hour to the solution of the practical writing task and about 30 minutes including. assessment for the subsequent examination.

Examination on the basic course in the mercantile community input – applicable for level D

Exam on the mercantile common input shall be organised as a case on the basis of a caseopgave, see. Guide to caseeksamen in the basic subjects in the mercantile education. Caseopgaven drawn up locally by the exam abstinent school.

The test takes its starting point in one of eleven known casevirksomhed or similar, as well as in one of eleven known casehistorie. Casevirksomheden shall be appointed, and casehistorien shall be drawn up by the Ministry of education. Casevirksomheden published annually at the end of January and beginning of april casehistorien.

On a casearbejdsdag of a duration of eight hours will get eleven handed over 7 unknown caseopgaver, all of which takes as its starting point in the year casevirksomhed or allows perspective to the company. One of the tasks must be student-driven.

On casearbejdsdagen are all AIDS allowed. However, there must not be granted to the student by the school teachers guide at casearbejdsdagen, and in the subsequent period until exam holding. On casearbejdsdagen and return the student prepares an examination plan, which describes the learner's work with caseopgaverne and the planned presentation. Delivery of exam plan on casearbejdsdagen is a prerequisite for the student may participate in the subsequent examination of caseeksamen.

The exam will be held on one or more days after casearbejdsdagen. The test lasts about 30 minutes including. assessment. The student examined in the caseopgaver, as the examiner shall designate as the basis for the examination.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.

In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.

The school determines incidentally the details about the trial being held in the school's evaluation plan.

Level C

Education shall develop objectives from level D.

The objective is that the student can

1) carry out basic registration of product and cost transactions in a manufacturing company

2) run a financial statement for a manufacturing company

3) outline the cost variability,

4) post price quotes from a debtor principle in Danish and foreign currency,

5) outline the company's earning capacity,

6) make a price optimization provided by available capacity and to maintain independence,

7) record and produce reports from a relevant business management system and

8) outline the development of and application of the company's human resources and their effectiveness through the use of indices and ratios.

General

The teaching includes vocational issues, showing the business economy and at the same time, application in practice gives the student the opportunity to maintain and develop its business and financial skills.

1) basic registration in manufacturing companies.

2) Run accounts for a manufacturing company.

3) Cost variability.

4) price quotes in Danish and foreign currency.

5) the company's earning capacity.

6) Price Optimization in a company.

7) Apply an appropriate financial management system.

8) Development and use of staff resources.

Documentation

Are developed on an ongoing basis documentation for the work on the subject.

Final rating – applicable for level C

The course ends with a character position. The student be assessed in relation to the subject's goals.

Exam – applicable for level C


For provisions relating to the exam in the mercantile basic course, see the following sections.

The sample includes an oral examination on the basis of a task with a practical problem. The tasks provided by the school. Exam in level C includes objectives from level F, E, D and c.

Set aside 1 hour to the solution of the practical writing task and about 30 minutes including. assessment for the subsequent examination.

Examination on the basic course in the mercantile community input – applicable for level C

Exam on the mercantile common input shall be organised as a case on the basis of a caseopgave, see. Guide to caseeksamen in the basic subjects in the mercantile education. Caseopgaven drawn up locally by the exam abstinent school.

The test takes its starting point in one of eleven known casevirksomhed or similar, as well as in one of eleven known casehistorie. Casevirksomheden shall be appointed, and casehistorien shall be drawn up by the Ministry of education. Casevirksomheden published annually at the end of January and beginning of april casehistorien.

On a casearbejdsdag of a duration of eight hours will get eleven handed over 7 unknown caseopgaver, all of which takes as its starting point in the year casevirksomhed or allows perspective to the company. One of the tasks must be student-driven.

On casearbejdsdagen are all AIDS allowed. However, there must not be granted to the student by the school teachers guide at casearbejdsdagen, and in the subsequent period until exam holding. On casearbejdsdagen and return the student prepares an examination plan, which describes the learner's work with caseopgaverne and the planned presentation. Delivery of exam plan on casearbejdsdagen is a prerequisite for the student may participate in the subsequent examination of caseeksamen.

The exam will be held on one or more days after casearbejdsdagen. The test lasts about 30 minutes including. assessment. The student examined in the caseopgaver, as the examiner shall designate as the basis for the examination.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.

In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.

The school determines incidentally the details about the trial being held in the school's evaluation plan.
Annex 4

Foreign languages

Purpose

The aim of the subject is to strengthen pupils ' communicative competence, and so international student can read, write, speak, listen to and understand the foreign language in job-related, societal and General contexts.

The profession forces elevens prerequisites to be able to perform tasks in which foreign languages are part of the service, and to act as employee and citizen of an internationalized economy and society. The profession forces thus conditions for mobility at an international labour market.

Levels and indicative duration

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 are for pupils with conditions similar to public school graduation test.

Level F with a duration of 4.0 weeks is for students with no or almost no preconditions in the subject.

Level F

Teaching goal

The objective is that the student can

1) use the foreign language is appropriate in common situations from business and daily life,

2) use a single language in common situations from business and daily life,

3) using simple, appropriate speaking, writing, listening and reading strategies,

4) use both verbal as nonverbal strategies,

5) demonstrate understanding of spoken language in common situations from business and daily life

6) read and demonstrate comprehension of simple texts in foreign language,

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

8) talk in simple language on General, social and professional relationships in the foreign language,

9) recognize and talk about the differences and similarities between own and others ' culture,

10) start to use linguistic attention in common situations from business and daily lives and

11) use IT for communication, information retrieval, language training and text production.

Framework for the choice of content

Text reading

The teaching takes as its starting point in any kind of text. Text selection includes both fiction and factual.

The teaching includes the following content areas:

-Vocational and professional relationship.

-Society and culture.

-General and personal circumstances.

Individual topic

The student works with an individual topic, as determined in consultation between the teacher and student. The topic is selected within the subject's content areas. If the topic has already been dealt with in the teaching, there must be a substantive immersion or extension of it.

Linguistic knowledge and awareness

Teaching will be based on the language's use in practice and include language, manners, standards and practices in the language field.

Documentation

The student prepares documentation for the individual subject. Documentation must be approved by the teacher and serves as the basis for a presentation of the topic for the exam.

Eleven documenting ongoing his professional work.

Level E

Teaching goal

The objective is that the student can

1) use the foreign language appropriate for vocational, societal and General contexts,

2) use a single, but reasonably coherent language in vocational and societal and General contexts,

3) apply appropriate speaking, writing, listening and reading strategies,

4) use both verbal as nonverbal strategies,

5) demonstrate understanding of simple and more coherent texts and contexts in the foreign language,

6) read and demonstrate comprehension of simple and more coherent texts in foreign language,

7) write in a simple but reasonably coherent language about vocational, social and general conditions in the foreign language,

8) explain in detail and in a single, but reasonably coherent language to talk about vocational, social and general conditions in the foreign language,

9) recognize and account for the differences and similarities between own and others ' culture,

10) apply initial linguistic attention and knowledge dissemination in vocational, societal and General contexts and

11) use IT for communication, information retrieval, language training and text production.

Framework for the choice of content

Text reading

The teaching takes as its starting point in any kind of text. Text selection includes both fiction and factual.

The teaching includes the following content areas:

-Vocational and professional relationship

-Society and culture

-General and personal circumstances.

Individual topic

The student works with an individual topic, as determined in consultation between the teacher and student. The topic is selected within the subject's content areas. If the topic has already been dealt with in the teaching, there must be a substantive immersion or extension of it.

Linguistic knowledge and awareness

Teaching will be based on the language's use in practice and include language, manners, standards and practices in the language field.

Documentation

The student prepares documentation for the individual subject. Documentation must be approved by the teacher and serves as the basis for a presentation of the topic for the exam.

Eleven documenting ongoing his professional work.

Level D

Teaching goal

The objective is that the student can

1) use the foreign language appropriate for vocational, societal and General contexts,

2) use a reasonably varied, consistent language in vocational, societal and General contexts,

3) apply appropriate speaking, writing, listening and reading strategies,

4) use both verbal as nonverbal strategies,

5) demonstrate understanding of coherent and linguistically varied texts and contexts in the foreign language,

6) read and demonstrate comprehension of coherent and linguistically varied texts in foreign language,

7) write in a reasonably varied, consistent language about vocational, social and general conditions in the foreign language,

8) explain in detail and in a reasonably varied coherent language to talk about and analyze, comment on and relate/compare texts and topics with the business professional, civic and general content in the foreign language,

9) recognize, describe, and analyze and comment on the differences and similarities between own and others ' culture,

10) apply linguistic attention and knowledge dissemination in vocational, societal and General contexts and

11) use IT for communication, information retrieval, language training and text production.

Framework for the choice of content

Text reading

The teaching takes as its starting point in any kind of text. Text selection includes both fiction and factual.

The teaching includes the following content areas:

-Vocational and professional relationship.

-Society and culture.

-General and personal circumstances.

Individual topic


The student works with an individual topic, as determined in consultation between the teacher and student. The topic is selected within the subject's content areas. If the topic has already been dealt with in the teaching, there must be a substantive immersion or extension of it.

Linguistic knowledge and awareness

Teaching will be based on the language's use in practice and include language, manners, standards and practices in the language field.

Documentation

The student prepares documentation for the individual subject. Documentation must be approved by the teacher and serves as the basis for a presentation of the topic for the exam.

Eleven documenting ongoing his professional work.

Level C

Teaching goal

The objective is that the student can

1) use the foreign language is appropriate and with a certain degree of linguistic and grammatical correctness in vocational, societal and general context,

2) use a reasonably flowing, varied and coherent language in professional, societal and General contexts,

3) apply appropriate speaking, writing, listening and reading strategies,

4) use both verbal as nonverbal strategies,

5) demonstrate understanding of coherent and linguistically and styles varied texts and contexts in the foreign language,

6) read and demonstrate comprehension of coherent and linguistically and styles varied texts in foreign language,

7) write in a reasonably flowing, varied and coherent language, as well as with a certain degree of linguistic and grammatical correctness of vocational, social and general conditions in the foreign language,

8) explain in detail and in a reasonably flowing, varied and coherent language, as well as with a certain degree of linguistic and grammatical correctness, talk about and analyze, comment, rate and relate/compare texts and topics with the business professional, civic and general content in the foreign language,

9) recognize, describe, and analyze and comment on in professional contexts and apply knowledge about the differences and similarities between own and others ' culture,

10) apply knowledge of language structure and grammar to receive relevant dissemination in vocational, societal and General contexts and

11) use IT for communication, information retrieval, language training and text production.

Framework for the choice of content

Text reading

Teaching will be based on language and styles varied texts. Text selection includes both fiction and factual.

The teaching includes the following content areas:

-Vocational and professional relationship.

-Society and culture.

-General and personal circumstances.

Individual topic

The student works with an individual topic, as determined in consultation between the teacher and student. The subject takes its starting point in one or more of the treated topics or texts in teaching. There must be a substantive immersion, expansion or perspective of it in teaching treated fabric.

Linguistic knowledge and awareness

Teaching will be based on the student's work with a range of different genres, as well as the language's use in practice. Also includes teaching manners, standards and practices in the language field.

Documentation

The student prepares documentation for the individual subject. Documentation must be approved by the teacher and serves as the basis for a presentation of the topic for the exam.

Eleven documenting ongoing his professional work.

Final rating – applicable to all levels

Given one final position character that express the student's position in relation to the subject's goals.

Exam – applicable to all levels

For provisions relating to the exam in the mercantile basic course, see the following sections.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance. In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance. The test takes its starting point in part in one or more locally produced term papers and follows the specified rules and guidelines for task solution, partly in the pupil's documentation in connection with the student's individual topic. Student's documentation in connection with the individual subject must not be forwarded to the examiner.

The pupil be assigned prep time before the exam. The school shall determine, on the basis of the school's choice of academic form, the duration of the preparation time. The test lasts about 30 minutes, Inc. assessment.

The school may impose an exam form, which means that the allocation of exam questions can be done in any way other than through the drawing of lots. In addition, the school may establish an exam form, which means that a locally prepared task can be included in more than 3 exam questions.

The school determines incidentally the details about the trial being held in the school's evaluation plan.

Examination on the basic course in the mercantile community input – applicable to all levels

Exam on the mercantile common input shall be organised as a case on the basis of a caseopgave, see. Guide to caseeksamen in the basic subjects in the mercantile education. Caseopgaven drawn up locally by the exam abstinent school.

The test takes its starting point in one of eleven known casevirksomhed or similar, as well as in one of eleven known casehistorie. Casevirksomheden appointed and casehistorien prepared by the Ministry of education. Casevirksomheden published every year in the end of January and casehistorien in the beginning of april.

On a casearbejdsdag of a duration of eight hours will get eleven handed over 7 unknown caseopgaver, all of which takes as its starting point in the year casevirksomhed or allows perspective to the company. The student must be in the student-led task present his individual project. On casearbejdsdagen are all AIDS allowed. However, there must not be provided guidance to the student by the school teachers at casearbejdsdagen and in the subsequent period until exam holding. On casearbejdsdagen and return the student prepares an examination plan, which describes the learner's work with caseopgaverne and the planned presentation. Delivery of exam plan on casearbejdsdagen is a prerequisite in order to be able to participate in the subsequent caseeksamen.

The exam will be held on one or more days after casearbejdsdagen. The test lasts about 30 minutes including. assessment. The student examined in the caseopgaver, as the examiner shall designate as the basis for the examination.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.

In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.

The school determines incidentally the details about the trial being held in the school's evaluation plan.
Annex 5

Physics

Purpose

The aim of the course is to give students an insight into the physical principles and methods, which form the basis of engineering and technology, as well as provide preconditions for being able to work with physics topics that exist within a training area.

For level E also applies to the profession to contribute to students ' understanding of the importance of Physics for the development of technology and its impact on people, business and society.

For level D also applies to the profession must give students the opportunity to acquire an initial study competence through work with selected core substance, as well as through the choice of work methods and forms of work promoting independence.

For level C applies in addition that the subject must give the student experience with the use of the subject's central scientific working methods and ways of thinking by solving specific vocational or general professional issues including the interaction between theory and practice. Work with the profession to develop the student's skills in relation to higher education within the scientific, technological and technical area as well as contribute to the student's general education.

Levels and indicative duration

Level f: 2.0 weeks

Level E: 2.0 weeks

Level d: 2.0 weeks

Level C: 2.0 weeks

Level F

Teaching goal

The objective is that the student can

1) using physical concepts and models to explain the professional issues with physics curricular content,

2) perform calculations in conjunction with the physics professional work,

3) work experimentally with the subject from a scientific way of thinking

4) work correctly through the use of safety equipment,

5) search, select and apply relevant physics professional information from different sources of information, including computer-based information sources and

6) documenting and disseminating the results of its work with physics topics.

Framework for the choice of content

The actual content is determined on the basis of considerations of the essential physics topics included in the training that the student has chosen.

The selection must be ensured in the physics professional fabric width.


Implemented the subject as an elective or optional supplementary education, the contents also include essential physics professional phenomena from everyday life.

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

Documentation

The student prepares documentation for his work in physics.

The documentation includes

-continuous documentation of the physics professional work and

-final documentation of 2 Physics topics. The final documentation is the basis for the oral test. The selected items must have such width that is given the opportunity to try out wide in the subject. The final documentation can be prepared by a maximum of 2 students in the community. It must be made clear which parts of the documentation prepared by the individual student. the documentation must be approved by the teacher to the learner can be set for the exam.

Level E

Teaching goal

The objective is that the student can

1) select and apply physical concepts and models to explain physics professional issues within the corporate and social areas,

2) using mathematical expressions and calculations in conjunction with the physics professional work,

3) work experimentally with the profession through URf.eks. trials, study, experiment, observation or observation

4) relate to the importance of Physics for the development of technology and its impact on people, business and society,

5) work correctly through the use of safety equipment,

6) search, select and apply relevant physics professional information from different sources of information,

7) apply relevant ICT tools to URf.eks. information retrieval, calculations and documentation and

8) document and disseminate the results of the work independently with physics topics.

Framework for the choice of content

The actual content is determined on the basis of consideration of

-Essential physics topics of importance for the selected training area.

-Essential physics professional issues of importance to the technological development and for its impact on people, business and society.

Ensure technical breadth and depth in the selection of content.

Implemented the subject as an elective or optional supplementary education, the contents can also include other essential physics professional phenomena from everyday life.

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

Documentation

The student prepares documentation for use of the subject's concepts and working methods.

The documentation includes

-continuous documentation of the physics professional work and

-final documentation of 2 Physics topics. The final documentation is the basis for the oral test. The selected items must have such width and depth, to be given the opportunity to try out wide and deep in the subject. The final documentation can be prepared by a maximum of 2 students in the community. It must be made clear which parts of the documentation prepared by the individual student. the documentation must be approved by the teacher to the learner can be set for the exam.

Level D

Teaching goal

The objective is that the student

1) can select and apply more complex physical concepts and models to explain the professional issues and phenomena, physics

2) with security can use mathematical expressions and calculations in conjunction with the physics professional work,

3) independently to plan, implement and evaluate experimental work,

4) methodically correctly can work experimentally with the profession through URf.eks. trials, study, experiment, observation or observation, and extract essential conclusions,

5) can relate critically to the physics significance of technological development and its impact on people, business and society,

6) independently can justify and work properly with used equipment, security

7) independently can search, evaluate, select and apply relevant physics professional information from different sources of information,

8) can select and apply appropriate it tools to URf.eks. simulation, information retrieval and processing, data processing and presentation

9) independently and in collaboration with others to document and disseminate the results of its work with physics topics.

Framework for the choice of content

The actual content is determined on the basis of consideration of

-Essential physics topics of importance for the selected training area.

-Essential physics professional issues of importance to the technological development and for its impact on people, business and society.

-Essential physics topics with importance of higher education.

In the selection to ensure breadth and depth in the physics professional substance.

Implemented as an elective or optional elective course teaching, the contents also include essential physics professional phenomena from everyday life.

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

It offers students educational and forms of work, which aims to give students a starting student competence where the self-employed work with the substance are weighted.

Documentation

The student prepares documentation for use of the subject's concepts and working methods in his work in physics. Emphasis is placed on professional and methodological correctness.

The documentation includes

-continuous documentation of the physics professional work and

-final documentation of 2 Physics topics. The final documentation is the basis for the oral test. The selected items must have such width and depth, to be given the opportunity to try out wide and deep in the subject. The final documentation can be prepared by a maximum of 2 students in the community. It must be made clear which parts of the documentation prepared by the individual student. the documentation must be approved by the teacher to the learner can be set for the exam.

Final rating – applicable to levels F, E and D

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of the student's skills in the subject.

Exam – applicable to levels F, E and D

The test is the oral and takes its starting point in the for the two subjects drew up and approved documentation. The student will present the 2 topics and involve relevant physics and business professional equipment in the sample. Devoted approximately 30 minutes per student for the test, including. assessment.

The student be assessed in relation to the subject's goals, and the nature of the test is given on the basis of an overall assessment of student's performance, and the supporting documentation, however, with emphasis on the oral performance.

Level C

Teaching goal

The objective is that the student can

1) use models that qualitatively or quantitatively can explain various natural phenomena,

2.) Physics contribution to put into perspective the understanding of natural phenomena as well as technology and social development,

3) describe and perform qualitative and quantitative physical experiments, including post and falsify simple hypotheses,

4) use equipment safely, in the context of experimental work and justify conduct in relation thereto,

5) present experimental data appropriate and deal with them in order to uncover simple mathematical contexts,

6) relate critical to physics professional and vocational issues as reflected in the media, including identifying the elements in manufacturing science and reasoning,

7) select, apply and assess relevant it tools to URf.eks. simulation, information retrieval and processing, data processing and presentation

8) demonstrate the physics professional work through registering and post-process the data and observations as well as describe experiments and

9) communicate and relate/compare the achieved physical knowledge.

Framework for the choice of content

The subject's goals are met through work with core fabric and with additional fabric. Nuclear substance gives the professional content, which is a necessary, but not sufficient, condition for the student can achieve the goals.

Nuclear substance and the supplementary substance constitutes each ca. 50% of the indicative duration.

Core fabric

Energy

1) description of energy and energy conversion, including power and efficiency

2) examples of forms of energy and a quantitative treatment of turnover between at least two forms of energy

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

Waves

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

Mechanics

1) fundamental principles about power, movement and mechanical work.

Additional fabric

The supplementary drug elaborates and perspektiverer nuclear substance and includes general professional and vocational areas. The fabric shall be selected in such a way that the student will have the opportunity to work with topics related to the pupil's educational area.

Pupils ' independent experimental work must have a prominent place in the classroom.

Documentation

Documentation for the physics professional work will be included as an essential part of the work on the subject. Through the documentation to the student learning to document, explain, discuss, and analyze experimental data, as well as improve its ability to communicate technical information correctly and accurately physics.


The written work includes

-continuous documentation of the physics professional work as well as the reports prepared on the basis of this

-final documentation in the form of documentation of 2 Physics topics, which will form the basis for examination. The selected items must have such width and depth, to be given the opportunity to try both broad and deep in the fabric.

Documentation should reflect the student's competence in the form of immersion in study topics and technical and methodological correctness. The final documentation drawn up individually, must be approved by the teacher to the learner can be set for the trial.

Final rating – applicable for level C

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of the student's skills in the subject.

Exam – applicable for level C

The test is the oral and takes its starting point in one of the final documentation. That raffled between dokumentationerne. The test involves experimental work.

Given preparation time to the extent that it may prove necessary in relation to the student's preparation of the experimental work.

Devoted approximately 30 minutes per student for the test, including. assessment.

The student be assessed in relation to the subject's goals, and the nature of the test is given on the basis of an overall assessment of student's performance, and the supporting documentation, however, with emphasis on the oral performance.
Annex 6

First aid and basic fire fighting

For training in the following trained occupations in/modules in first aid educational levels "minimum" and "between", basic fire fighting and traffic-related first aid is that indicative allocated duration equal to 0.5 week. The school must compile modules and training there, so the student can achieve the objectives of the individual competence training.

1. FIRST AID "MINIMUM" and "MEDIUM" LEVEL of EDUCATION

Teaching goal

The purpose of training in first aid is that the participants are able to save lives and minimize consequences of life-threatening accidents as well as to provide regular first aid at the most common types of injury and serious illness.

Teaching goals and contents shown by Danish first aid Council training plans for the four first-aid modules that together constitute the Council recommended "medium" level of education.

Final rating

According to the Danish first aid Council recommendations and guidelines.

When the student has completed the teaching Council's first aid certificate is issued for the first-aid modules that are implemented in a satisfactory manner according to Danish first aid Council recommendations and guidelines.

Special remarks

The training is carried out in accordance with the Danish first aid Council recommendations and guidelines, including that the instructor is included in the Danish first aid Council's list of approved instructors.

The individual first-aid modules

1.1 the EDUCATIONAL LEVEL of "MINIMUM"

Formed by the two first-aid modules heart-lung-Rescue and Lifesaving first aid.

Heart-Lung-Rescue

Purpose

The aim is to provide the attendee with the knowledge, skills and attitudes that enable them to be able to make a revival of a dead person by giving Heart-Lung-rescue.

Goal

At the end of the training each participant must be able to:

Apply first aid 4 main points.

Provide Heart-Lung-Rescue of an unconscious person without breathing.

Alert on the situational right time in the cycle, depending on whether there are one or more aides present.

Have an understanding of:

Survival chain.

Each step placement in the overall sequence of basic resuscitation.

Content

First aid 4 main points

Survival chain

Heart-Lung-Rescue

Stop the accident and make on their own, the express and around ståendes physical security

Control of consciousness

Cry for help

Free respiratory tract

Control of respiration

Alerting

Heart massage

Artificial respiration

Locked page rent

Time

3 hours

Life-saving first aid

Purpose

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

Goal

At the end of the training each participant must be able to:

Act appropriately at an injury site, including dealing with multiple injuries and could take the necessary precautions not to get hurt.

Provide life-saving first aid to life-threatening injuries that result in blocking of the respiratory tract, renal/stopped breathing and/or Shock as a result of accidents.

Prevent Shock, including lead a reassuring conversation with the injured.

Have an understanding of:

The vital oxygen transport.

Effects and symptoms of head injuries, fractures of the neck, spine and/or pelvic, Burns, poisoning, burns and electrical accidents as well as Shock.

Content

Characteristics of major accidents

First aid 4 main points

Life-saving first aid – ABC and the vital oxygen transport

Alerting

Shock

Psychological first aid

Bleeding

The main lesions

Fractures of the neck, spine and/or pelvic

Burns

Poisoning and chemical burns

Electrical accidents

Time

3 hours.

1.2. EDUCATION LEVEL "MEDIUM"

Formed by the minimum level as well as the two first-aid modules first aid by injury and first aid in case of illness. Involves the student's education, the acquisition of a driving licence, combining school modules within the prescribed time, so the student can reach guidance training goals.

First aid by injury

Purpose

The aim is to provide the attendee with the knowledge, skills and attitudes that enable them to be able to provide regular first aid by injury and minor imperfections.

Goal

At the end of the training each participant must be able to:

Act appropriate by injury and minor imperfections.

Provide regular first aid by injury and minor imperfections.

Prevent Shock, including lead a reassuring conversation with the injured.

Make an alerting via 1-1-2.

as well as be able to mention:

Effects and symptoms of minor fractures, ledskred, sprains, muscle injuries, General cold exposure, frostbite, minor burns, sunstroke and heat exhaustion, minor imperfections and Shock.

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

Content

Common first aid by injury and minor imperfections

Minor imperfections

Minor fractures

Ledskred, sprains and muscle injuries

Aid dressings

Arm Sling

General cold exposure and frostbite

The influence of heat and minor burns

Sunstroke and heat exhaustion

Shock

Psychological first aid

Alerting

Time

3 hours.

First aid for illnesses

Purpose

The aim is to provide the attendee with the knowledge, skills and attitudes that enable them to be able to provide regular first aid at serious sudden illnesses.

Goal

At the end of the training each participant must be able to:

Act appropriate by severe sudden illnesses.

Provide regular first aid at serious sudden illnesses.

Prevent Shock, including lead a reassuring conversation with the patient.

Identify the symptoms of the individual severe sudden illnesses.

Make an alerting via 1-1-2.

as well as be able to mention:

Effects and symptoms of serious diseases that cause sudden chest pain, pain in the abdomen, convulsions, difficulty in breathing, altered state of consciousness or infections as well as the effects and symptoms of diabetes and Shock.

Content

Common first aid at serious sudden illnesses

Pain in the chest

Pain in the abdominal cavity

Difficulty in breathing

Altered state of consciousness

Cramps

Diseases

Diabetes

Infections

Overlays

Shock

Psychological first aid

Alerting

Time

3 hours.

Traffic-related first aid

The 7-hour course is composed of first aid module Heart-Lung-rescue at 3 hours and this traffic-related first aid module of 4 hours.

Purpose

The aim is to provide the attendee with the knowledge, skills and attitudes that enable them to be able to provide life-saving first aid at traffic and traffic-related accidents.

Goal

At the end of the training each participant must be able to:

Act appropriately at an injury site, including dealing with multiple injuries and could take the necessary precautions not to get hurt.

Provide life-saving first aid to life-threatening injuries that result in blocking of the respiratory tract, renal/stopped breathing and/or Shock as a result of traffic and traffic-related accidents.

Provide life-saving first aid for head injuries, fractures of the neck, spine and/or pelvis as well as large extremities.

Make nødflytning of an injury, if it is considered necessary.


Prevent Shock, including lead a reassuring conversation with the injured.

Have an understanding of:

The vital oxygen transport.

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

Content

Characteristics of traffic and traffic-related accidents

First aid 4 main points

Nødflytning

Life-saving first aid-ABC and the vital oxygen transport

Alerting

Shock

Psychological first aid

Bleeding

The main lesions

Fractures of the neck, spine and/or pelvic

Fractures of the arms and legs

Time

4 hours.

2. FIRST AID "HIGH" LEVEL of EDUCATION

Consists of between level and first aid module Revival with AED and the three first-aid modules Routine ring in lifesaving first aid (A), (B) and (C) does the pupil's education acquisition of licence, combining school modules within the prescribed time, so the student can reach guidance training goals.

The individual first-aid modules

Revival with defibrillator

First aid module requires the prior implementation of either 12-hour basic course in first aid, 30 hours of training in first aid or extended first aid module Heart-Lung-rescue.

Purpose

The aim is to provide the attendee with the knowledge, skills and attitudes that enable them to be able to make a revival of a dead person by giving Heart-Lung-Rescue and using the defibrillator.

Goal

At the end of the training each participant must be able to:

Causes of cardiac arrest.

Mount and operate an AED

Provide Heart-Lung-Rescue of an unconscious person with no breathing with a defibrillator available.

Have an understanding of:

Safety rules for the use of the defibrillator.

Indications for use of the defibrillator.

Situations that may require special attention in the use of the defibrillator.

Content

Heart-Lung-Rescue with defibrillator

Heart rhythm disorder

Blood clot in the heart

Building of AED

Safety rules for the use of the defibrillator

Indications and contraindications for the use of the defibrillator

Operation of the defibrillator

Time

3 or 4 hours (depending on whether first aid module implemented in continuation of a first aid course or as an extension of a previously completed first aid course) (180 or 240 minutes).

Routine in lifesaving first aid (A)

Purpose

The aim is to provide the attendee with the knowledge, skills and attitudes that enable them to be able to provide life-saving first aid in the event of accidents, resulting in blocking of the respiratory tract.

Goal

At the end of the training each participant must be able to:

Act appropriately at an injury site, including dealing with multiple injuries and could take the necessary precautions not to get hurt.

Provide life-saving first aid to life-threatening injuries that result in blocking of the respiratory tract as a result of accidents.

Lead a reassuring conversation with the injured.

Content

Characteristics of major accidents

First aid 4 main points

Life-saving first aid – ABC and the vital oxygen transport

Alerting

Psychological first aid

Practical exercises/training in first aid in the event of accidents resulting in blocking of the respiratory tract

Time

3 hours.

Routine in lifesaving first aid B

Purpose

The aim is to provide the attendee with the knowledge, skills and attitudes that enable them to be able to provide life-saving first aid in the event of accidents, resulting in reduced or stopped breathing.

Goal

At the end of the training each participant must be able to:

Act appropriately at an injury site, including dealing with multiple injuries and could take the necessary precautions not to get hurt.

Provide life-saving first aid to life-threatening injuries that result in reduced or stopped breathing as a result of accidents.

Lead a reassuring conversation with the injured.

Content

Characteristics of major accidents

First aid 4 main points

Life-saving first aid – ABC and the vital oxygen transport

Alerting

Psychological first aid

Practical exercises/training in first aid in the event of accidents resulting in reduced or stopped breathing

Time

3 hours.

Routine in lifesaving first aid (C)

Purpose

The aim is to provide the attendee with the knowledge, skills and attitudes that enable them to be able to provide life-saving first aid in the event of accidents, resulting in reduced or halted circulation.

Goal

At the end of the training each participant must be able to:

Act appropriately at an injury site, including dealing with multiple injuries and could take the necessary precautions not to get hurt.

Provide life-saving first aid to life-threatening injuries that result in reduced or halted circulation as a result of accidents.

Prevent Shock, including lead a reassuring conversation with the injured.

Content

Characteristics of major accidents

First aid 4 main points

Life-saving first aid – ABC and the vital oxygen transport

Alerting

Shock

Psychological first aid

Practical exercises/training in first aid in the event of accidents resulting in reduced or halted circulation

Time

3 hours.

3. BASIC FIRE FIGHTING

The course is included in accordance with the rules of the individual courses together with chosen modules within first aid training levels "minimum" and "high".

Purpose

The aim of the course is that students know how they should behave in the event of fire and by simple devices and methods can turn off a minor fire and prevent the fire from spreading.

Teaching goals and contents shown by Fire and Security Technical Forums curricula of elementary fire fighting.

Framework for the choice of content

Taught in accordance with Fire and Security Technical Forum (BSF) guidelines in basic fire fighting.

Final rating

According to the Fire and Security Technical Forums guidelines.

Special remarks

Instructors must have valid instructor certification under Fire and Security Technical Forums guidelines.

Time

3 hours.
Annex 7

Information technology

Purpose

The aim of the subject is to strengthen students ' prerequisites for working with information technology tasks and problems, which are typical for their education and job. Subject to overall contribute to that students can operate a computer and to develop pupils ' understanding and ability for reflection in relation to it-related issues. With this strengthened their personal and professional prerequisites in order to agere in an information technology and knowledge-based labour market and society.

Levels and indicative duration

Outside level: 1.0 week

Level f: 2.0 weeks

Level E: 2.0 weeks

Level D: 2.0 weeks

Level C: 2.0 weeks

Competences for information technology

The professional content in the subject's levels are based on the following three general professional competencies:

The control competence:

The ability to perform functions on your computer and in the different software genres.

Understanding competence:

Ability to independently choose the right tool depending on the task, as well as to understand the work practices and processes, as it is included in.

The competence of reflection:

The ability to assess and put into perspective the personal, industry related and societal effects of the use of information technology tools and processes.

Level F level and beyond

If the subject is carried out outside the level, must include only teaching objectives 1, 2, 3 and 6.

Teaching goal

The objective is that the student

1) can operate the General functions of information technology tools for text-and elementary as well as understand the usefulness of the use of these tools,

2) understand the concepts and methods that are necessary for the application of computers to the puzzle-solving in teaching objectives,

3) may use electronic communication and information gathering at the basic level,

4) can account for the General requirements for the working environment in the context of Interior design and application of a computer workstation,

5) can relate to IT use generally in society, in business and in relation to lifelong competence development-including reflecting on what impact the information technology development have for the individual and

6) can demonstrate and communicate the solutions of it-related issues.

Framework for the choice of content

The actual content is determined by the essential information technology topics of practical and theoretical nature, which forms part of the training, the student has chosen.

The selection must be ensured in the information technology area, fabric width so that the pupil control, understanding and reflection of competence will be strengthened.

The practical task solution by computer must have a prominent place in the classroom.

Documentation, outside level


The student prepares documentation for 1 item (various kinds of fagrettet material). The pupil shall establish ongoing documentation of his work with information technology. The delivered documentation included in assessment of the pupil.

Documentation, level F

The pupil shall establish ongoing documentation of his work with information technology. Documentation to support learner's motivation in the subject, the student can see a progression in building skills. To be separately compiled 2 documentation. Topics must be approved in advance by the teacher. The replies to document the student's total learning outcomes and form part of the assessment of the pupil.

Level E

Teaching goal

The objective is that the student

1) can apply the relevant it tools and equipment for solving industry-related tasks,

2) can design products for paper-and screen-based communication using. a computer and can apply the basic concepts and appropriate methods for this,

3) can transfer knowledge gained in a program to another,

4) effectively can make automated search, analysis and assessment of electronic information,

5) can relate to relevant data legislation,

6) can explain the advantages and disadvantages of job-related information technology systems and work processes and can account for the information technology development in selected sectors of the community and

7) orally and in writing is able to document and communicate solutions to industry-related it issues.

Framework for the choice of content

The actual content is determined by the essential information technology topics of practical and theoretical nature, which forms part of the training, the student has chosen.

In the selection must also be ensured breadth of topics, so that the learner's communicative competence be reinforced through operation, understanding and reflection.

In teaching should focus equally on control, understanding and reflection-competence.

Documentation

The pupil shall establish ongoing documentation of his work with information technology. Documentation to support learner's motivation in the subject, the student can see a progression in building skills.

To be separately compiled 2 books, one of which is part of the oral exam. Topics must be approved in advance by the teacher. The replies to document the student's overall learning outcomes. The selected items must have such width that can be examined broadly in the subject.

Level D

Teaching goal

The goal is to develop the objectives of the level (E), and to the student

1) can demonstrate the rational control of it tools and equipment,

2) can transfer knowledge gained in a program to another and independently can acquaint themselves with the use of new programs,

3) can use your computer to work with simulations,

4) can explain the basic principles of the general building and use of the company network,

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

6) independently can apply and design a Web site

7) can account for the importance it has for your company's workflow and product and can make and assess the implications for individuals, business and society and

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

Framework for the choice of content

The actual content is determined by the essential information technology topics of theoretical and practical nature, which forms part of the training, the student has chosen.

In the selection of topics must also be ensured in the information technology fabric width area in communications and information processing, so that the pupil control, understanding and reflection skills strengthened.

Selection and rational control of it tools for the independent solution of information technology issues must have a prominent place in the classroom.

Documentation

The pupil shall establish ongoing documentation of his work with information technology. Documentation to support learner's motivation in the subject, the student can see a progression in building skills.

To be separately compiled 2 books, one of which is part of the oral exam. Topics must be approved in advance by the teacher. The replies to document the student's overall learning outcomes. The selected items must have such width that can be examined broadly in the subject.

Level C

Teaching goal

The objective is that the student

1) can demonstrate effective control of it tools and equipment,

2) can relate to your business requirements for data collection, storage, processing and dissemination of data,

3) independently can explore the programs ' usefulness and limitations, as well as integration with other applications

4) can contribute actively in the company's information technology change processes in relation to defined problems

5) can contribute actively through analysis and assessment of your business requirements for information technology,

6) may put forward suggestions for updating the defined parts of the company's information technology and

7) independently able to document and disseminate information technology issues.

Framework for the choice of content

The specific content to be selected within the framework of the technology that are prevalent and relevant for the current educational area, so that the student will be able to help in the choice of hardware and software systems for solving industry-relevant tasks.

In the selection of the theoretical subjects must ensure both breadth and depth in the organisational, administrative and technical fabrics seen in an industry-relevant perspective.

The content must also be selected so that the student is familiar with a relevant model appliance in the areas of organization-/systemudvikling and process-/projektstyring. Including the student must have knowledge of relevant models for it strategy and policy.

Through practical work should the learner learn about data processing process, where chosen industry close methods and technologies for the collection, storage and distribution of data. There should specifically focus on data processing and the integration of the collected data.

Communication and dissemination competence be extended at this level to include major industry close issues.

Documentation

The pupil shall establish ongoing documentation of his work with information technology. Documentation to support learner's motivation in the subject, the student can see a progression in building skills.

To be separately compiled 2 books, one of which is part of the oral exam. Topics must be approved in advance by the teacher. The replies to document the student's overall learning outcomes. The selected items must have such width that can be examined broadly in the subject.

Final rating – applicable to all levels

Given a final position on the character that express the student's position in relation to the subject's goals.

Exam-applicable for level E, D and C

For provisions relating to the exam in the mercantile basic course, see the following sections.

The exam is oral and takes its starting point in the recently prepared separate documentation. The student will present his topic and include appropriate it and business professional equipment in the exam. The test lasts about 30 minutes including. assessment. In assessment should include a comprehensive assessment of the student's choice of tools, use of the tool and the student's ability to communicate, document and put into perspective his subject.

Examination on the basic course in the mercantile common entrance-applicable for level E, D and C:

Exam on the mercantile common input shall be organised as a case on the basis of a caseopgave, see. Guide to caseeksamen in the basic subjects in the mercantile education. Caseopgaven drawn up locally by the exam abstinent school. The test takes its starting point in one of eleven known casevirksomhed or similar, as well as in one of eleven known casehistorie. Casevirksomheden shall be appointed, and casehistorien shall be drawn up by the Ministry of education. Casevirksomheden published annually at the end of January and beginning of april casehistorien.

On a casearbejdsdag of a duration of eight hours will get eleven handed over 7 unknown caseopgaver, all of which takes as its starting point in the year casevirksomhed or allows perspective to the company. The most recently produced the approved documentation is included as a starting point for caseopgavens student-led task.

On casearbejdsdagen are all AIDS allowed. However, there must not be granted to the student by the school teachers guide at casearbejdsdagen, and in the subsequent period until exam holding. On casearbejdsdagen and return the student prepares an examination plan, which describes the learner's work with caseopgaverne and the planned presentation. Delivery of exam plan on casearbejdsdagen is a prerequisite for the student may participate in the subsequent examination of caseeksamen.

The exam will be held on one or more days after casearbejdsdagen. The test lasts about 30 minutes including. assessment. The student examined in the caseopgaver, as the examiner shall designate as the basis for the examination.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.


In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.

The school determines incidentally the details about the trial being held in the school's evaluation plan.
Annex 8

Entrepreneurship and innovation

Purpose

The aim of the course is that students can start their own businesses or contribute to the development and innovation of enterprises in the private and public labour market as well as gain knowledge of commercial law in connection with product development.

Levels and indicative duration

Level F: 1.0 week

Level E: 1.0 week

Level D: 1.0 week

Level c: 1.0 week

Level F

Teaching goal

The objective is that the student

1) becomes aware of innovation and entrepreneurship and the concept of independence,

2) can account for the start-up conditions, including for the company's day-to-day operations, funding opportunities, and for conditions at the company's termination,

3) can account for different organisational principles of the company, including for decision-making processes and forms of cooperation at various levels and

4) gain insight in the Danish industrial structure and its dislocations, including such as wholly or partly follows from international affairs.

Framework for the choice of content

The company's establishment

The company's organisational structure

Business structure

Establishment of own business

Innovation tools and processes.

Final rating

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of student's performance in the subject.

Level E

Teaching goal

The goal is to develop the objectives from level F, and that the student

1) obtains knowledge of the undertaking's activities and organization, including forms of cooperation, so that the student can participate in corporate life as equivalent employee,

2) obtains knowledge of the tasks and problems associated with the industrial operation of a company, so the student can participate in corporate life as equivalent employee and

3) can account for the relationship between the company's main features and understand the importance of each function works properly.

Framework for the choice of content

-Organizational structure

-Corporate functions

-Business structure

Final rating

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of student's performance in the subject.

Level D

Teaching goal

The goal is to develop the objectives of the level (E), and to the student

1) becomes aware of innovation and entrepreneurship and the concept of independence,

2) may explain the deployment options for the company's organizational structure, including forms of cooperation, and for the conditions at the company's termination,

3) can account for the relationship between the company's main features and understand the importance of that features functioning,

4) can perform basic administrative work routines in connection with procurement, inventory, production, sales and accounting and personnel matters,

5) obtains knowledge of the individual functions in a business and understanding of the interplay between them, so the student can participate in corporate life as equivalent employee and

6) can be included in the innovation and development processes in a company.

Teaching content

-The company's establishment

-The company's organisational structure

-Corporate functions

-The company's sales function

-Corporate production function

-The company's accounting function

-Budgets

-Business structure

-Establishment of own business

-Innovation tools and processes

Documentation

The student is presented with a business plan and draw up a plan for starting your own business.

Final rating

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of student's performance in the subject.

Exam – applicable for level D

To be held on the oral test.

The student gets a question by drawing lots with material not used in education, for example, articles, excerpts of text book drug, a case or similar.

The developed business plan can be involved in the examination. Given 30 minutes of preparation time.

During the examination the student must rely on notes prepared during the preparation and issue of annex. The exam is approximately 30 minutes per pupil Inc. assessment.

The grade is determined on the basis of an overall assessment of the student's presentation.

Level C

Teaching goal

The objective is that the student

1) becomes aware of the relevant circumstances on the labour market and relevant and organizational matters of the company,

2) gain knowledge of the social psychological mechanisms within the enterprise and service concept in relation to clients and partners,

3) get aware of technical and administrative workflows and wage systems,

4) gain insight into the company's circumstances, including the cost-learn and can read and describe the contents of an interim and a period of budgetary and

5) gain insight into and, to a limited extent, can apply the method management, production management and logistical tasks.

Framework for the choice of content

-Industrial relations

-Organization

-Technical Management

-Psychology of work

-Business Economics

-Management of the company

Final rating

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of student's performance in the subject.

Exam – applicable for level C

Written examination will be held. The test lasts 4 hours.

The school produces a number of tasks, which together should try the pupil widely in subject's goals.
Annex 9

Chemistry

Purpose

The subject's purpose is to give the students insight into the chemical principles and methods, which form the basis of engineering and technology, as well as provide preconditions for being able to work with chemistry topics that exist within a training area.

For level E also applies to the profession to contribute to students ' understanding of the importance of technological development and its impact on people, business and society.

For level D also applies to the profession must give students the opportunity to acquire an initial study competence through work with selected core substance, as well as through the choice of work methods and forms of work promoting independence.

For level C applies in addition that the subject must give the student experience with the use of the subject's central scientific working methods and ways of thinking by solving specific vocational or general professional issues including the interaction between theory and practice. Work with the profession to develop the student's skills in relation to higher education in engineering and natural sciences as well as contribute to the student's general education.

Levels and indicative duration

Level f: 2.0 weeks

Level E: 2.0 weeks

Level d: 2.0 weeks

Level C: 2.0 weeks

Level F

Teaching goal

The objective is that the student can

1) use chemical concepts and models to explain the professional issues with chemistry technical content,

2) perform calculations in conjunction with the chemistry professional work,

3) work experimentally with the subject from a scientific way of thinking

4) work properly with chemicals and equipment, security

5) search, select and apply appropriate chemistry professional information from various sources of information, including computer-based information sources and

6) documenting and disseminating the results of its work on chemistry topics.

Framework for the choice of content

The actual content is determined on the basis of considerations of the essential chemistry topics included in the training that the student has chosen.

The selection must be ensured in the chemistry professional fabric width.

Implemented the subject as an elective or optional supplementary education, the contents also include essential chemistry professional phenomena from everyday life.

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

Documentation

The student prepares documentation for the work with chemistry.

The documentation includes:

Continuous documentation of the chemistry professional work.

Final documentation of 2 chemistry topics. The final documentation is the basis for the oral test.

The selected items must have such width that is given the opportunity to try out wide in the subject. The final documentation can be prepared by a maximum of 2 students in the community. It must be made clear which parts of the documentation prepared by the individual student. the documentation must be approved by the teacher to the learner can be set for the exam.

Level E

Teaching goal

The objective is that the student can


1) select and apply chemical concepts and models to explain the chemistry professional issues within the economic and social areas,

2) work experimentally with the profession through URf.eks. trials, study, experiment, observation or observation

3) relate to the importance of technological development and its impact on people, business and society,

4) work correctly through the use of chemicals and safety equipment,

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

6) apply the relevant it tools to URf.eks. information retrieval and documentation and

7) documenting and disseminating the results of the work independently with chemistry topics.

Framework for the choice of content

The actual content is determined on the basis of considerations of:

Essential chemistry topics of importance for the selected training area.

Essential chemistry professional issues of importance for the development of technology and its impact on people, business and society.

Ensure technical breadth and depth in the selection of content.

Implemented the subject as an elective or optional supplementary education, the contents can also include other essential chemistry professional phenomena from everyday life.

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

Documentation

The student prepares documentation for use of the subject's concepts and working methods in the work with chemistry.

The documentation includes:

Continuous documentation of the chemistry professional work.

Final documentation of 2 chemistry topics. The final documentation is the basis for the oral test.

The selected items must have such width and depth, to be given the opportunity to try out wide and deep in the subject. The final documentation can be prepared by a maximum of 2 students in the community. It must be made clear which parts of the documentation prepared by the individual student. the documentation must be approved by the teacher to the learner can be set for the exam.

Level D

Teaching goal

The objective is that the student

1) can select and apply more complex chemical concepts and models to explain the chemistry professional issues and phenomena

2) methodically correctly can work experimentally with the profession through URf.eks. trials, study, experiment, observation or observation and extract essential conclusions,

3) independently to plan, implement and evaluate experimental work,

4) can relate critically to treats the importance of technological development and its impact on people, business and society,

5) independently can justify and work properly with chemicals and equipment, security

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

7) can select and apply appropriate it tools to URf.eks. simulation, information retrieval and processing, data processing and presentation and

8) independently and in collaboration with others to document and disseminate the results of its work on chemistry topics.

Framework for the choice of content

The actual content is determined on the basis of considerations of:

Essential chemistry topics of importance for the selected training area.

Essential chemistry professional issues of importance for the development of technology and its impact on people, business and society.

Essential chemistry topics with importance of higher education.

In the selection to ensure breadth and depth in the chemistry professional substance.

Implemented the subject as an elective or optional supplementary education, the contents also include essential chemistry professional phenomena from everyday life.

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

It offers the student teaching and forms of work that aims to give the student a starting student competence where the self-employed work with the substance are weighted.

Documentation

The student prepares documentation for use of the subject's concepts and working methods in its work with chemistry. Emphasis is placed on professional and methodological correctness.

The documentation includes:

Continuous documentation of the chemistry professional work.

Final documentation of 2 chemistry topics. The final documentation is the basis for the oral test.

The selected items must have such width and depth, to be given the opportunity to try out wide and deep in the subject. The final documentation can be prepared by a maximum of 2 students in the community. It must be made clear which parts of the documentation prepared by the individual student. the documentation must be approved by the teacher to the learner can be set for the exam.

Final rating – applicable to levels F, E and D

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of the student's skills in the subject.

Exam – applicable to levels F, E and D

The test is the oral and takes its starting point in the for the two subjects drew up and approved documentation. The student will present the 2 topics and involve relevant chemistry and business professional equipment in the sample.

Devoted approximately 30 minutes per student for the test, including. assessment.

The student be assessed in relation to the subject's goals, and the nature of the test is given on the basis of an overall assessment of student's performance, and the supporting documentation, however, with emphasis on the oral performance.

Level C

Teaching goal

The objective is that the student can

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

2) describe the structure and chemical reactions, substances

3) perform calculations in connection with the chemistry professional work,

4) plan, implement and evaluate experimental work involving the use of laboratory equipment or other appropriate equipment,

5) work with chemicals safely in connection with experimental work and justify conduct in relation thereto, including assessing safety and risk factors,

6) identify and relate to chemical problems by industry production,

7) gather and critically apply chemical information from different sources,

8) select, apply and assess relevant it tools to URf.eks. simulation, information retrieval and processing, data processing and presentation

9) documenting the chemistry professional work through registering and post-process the data and observations as well as describe experiments and presenting findings as well as orally and in writing

10) communicate and relate/compare the achieved chemical knowledge.

Framework for the choice of content

The subject's goals are met through work with core fabric and with additional fabric. Nuclear substance gives the professional content, which is a necessary, but not sufficient, condition for the student can achieve the goals.

Nuclear substance and the supplementary substance constitutes each ca. 50% of the indicative duration.

Nuclear substance:

Substances building, including period of system elements as well as selected organic and inorganic substances, naming and building forms.

Chemical reactions, including simple redox reactions, acid-base reactions and pH-concept.

Quantity calculations in relation to the molar mass, amount of substance, volume and stofmængde concentration.

Experimental work, including separation, titration, pathways analysis, chemicals and safety.

Additional fabric

The supplementary drug elaborates and perspektiverer nuclear substance and includes general professional and vocational areas. The fabric shall be selected in such a way that the student will have the opportunity to work with topics related to the pupil's educational area.

Pupils ' independent experimental work must have a prominent place in the classroom.

Documentation

Documentation of the chemistry professional work is an essential part of the work on the subject. Through the documentation to the student learning to document, explain, discuss, and analyze the experimental data as well as hone his ability to convey technical information correctly and accurately chemistry.

The documentation includes

ongoing documentation in the form of journals or the like over the chemistry professional work as well as the reports drawn up on the basis of this and

final documentation in the form of documentation of 2 chemistry topics, which will form the basis for examination. The selected items must have such width and depth, to be given the opportunity to try both broad and deep in the fabric.

Documentation should reflect the student's competence in the form of immersion in study topics and technical and methodological correctness. The final documentation drawn up individually, must be approved by the teacher to the learner can be set for the trial.

Final rating – applicable for level C

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of the student's skills in the subject.

Exam – applicable for level C

The test is the oral and takes its starting point in one of the final documentation. That raffled between dokumentationerne. The test involves experimental work.

Given preparation time to the extent that it may be necessary in relation to the student's preparation of the experimental work.


Devoted approximately 30 minutes per student for the test, including. assessment.

The student be assessed in relation to the subject's goals, and the nature of the test is given on the basis of an overall assessment of student's performance, and the supporting documentation, however, with emphasis on the oral performance.
Annex 10

Mathematics

Purpose

The aim of the course is that students will be able to identify mathematical issues in both vocational and general context, to apply mathematics in practice and to be able to communicate about this. Where the subject will be included as a compulsory part of the training, it contributes to students ' vocational qualification, so that they will be able to perform calculations within the relevant business area.

Levels and indicative duration

Level f: 2.0 weeks

Level E: 2.0 weeks

Level d: 2.0 weeks

Level C: 2.0 weeks

Level F

Teaching goal

The objective is that the student achieves the following competences:

1) Symbol and formalisme competence. The student can work with numbers and apply the simple formula expression.

2) mindset and representation powers. The student can recognize mathematical problems and their representations in the occupational and General contexts and apply mathematical manufacturing forms of these.

3) modeling and problem treatment competence. The student can make matematisering and solve math problems in the treatment of simple commercial and general task types.

4) Communication competence. The student can demonstrate mathematical solution methods.

5) assistive technology competence. The student can apply appropriate assistive devices.

Framework for the choice of content

a. in General

The teaching includes vocational issues that show mathematics application in practice and at the same time gives the student the opportunity to maintain and develop their mathematical skills.

In addition, working with mathematics as a model for resolving practical issues and related opportunities and constraints.

The mathematical competences is achieved by working with numbers and symbol processing, a vocational subject, and at least one of the subjects geometry, features and statistics.

b. number and symbol processing

Ordinary arithmetic operations with numbers and expressions.

Percent expense.

Application of processing technical AIDS.

Bill with elementary fractions are involved in professional contexts, they appear in, and, to the extent deemed necessary for the other areas.

c. vocational subject

The chosen topic must address professional issues. That can be worked with two or more smaller vocational topics instead of a larger.

d. Geometry

Plangeometriske simple shapes (circle, triangle and square).

The Pythagorean theorem.

Sine and cosine in the right-angled triangles.

e. Functions and graphs

The coordinate system.

Understanding and application of graphic representations in General.

Straightforward and reverse proportionality with associated functions and graphic description.

Solution of equations of first degree.

f. Statistics

The production and interpretation of statistical descriptions.

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

Calculation of average, median and kvartilsæt.

Documentation

The pupil shall prepare two thematic tasks, starting with two of the practical issues that are worked with in the classroom. Theme task must contain the solution of practical problems, as well as documentation for this reason. The two thematic tasks to be combined to cover the topics that are worked with in teaching, including the vocational subject. Theme the task is approved by the teacher when it is considered that it has the quality to form the basis for the oral examination.

If the school chooses to complete the written exam, replaced the one theme task of tasks that prepare the pupil on the written exam. In such cases, where the pupil only prepare one thematic task, it must deal with a business scope.

Final award-apply to level F

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of the student's skills in the subject.

Exam – applicable for level F

The exam consists of an oral or a written examination. The school decides whether held oral or written examination.

a. oral examination

At the oral examination shall be sent the pupil's theme as well as a summary of what has worked in teaching, to censor in advance of the test.

The exam will be based on one of the two drew up thematic tasks. The task will be assigned to the student by the drawing of lots. Exam and assessment lasts about 30 minutes.

The student must be able to explain the math topics covered by the thematic task, the practical problem, theme, as well as for the application deals with the task of mathematics that takes place in the task. During the examination the student must rely on theme task. The student be assessed in relation to the subject's competences, and the nature of the test is given on the basis of an overall assessment of the pupil oral performance, and the supporting documentation, however, with emphasis on the oral performance.

b. written test

By written examination be forwarded task set as well as an overview of what has worked in teaching, to censor in advance of the test.

The test lasts two hours. The school prepares the task set to be try wide in the issues that are worked with in teaching, including the vocational subject.

This set includes tasks that show mathematics application within the appropriate vocational area. At least half of the set shall consist of such application-oriented tasks.

When assessing the emphasis should be on the fact that the mode of approach shown by their response. The student be assessed in relation to the subject's competences, and the nature of the test is given on the basis of an overall assessment of the pupil's answer to the total set of tasks.

Level E

Teaching goal

The goal is to develop the objectives from level F, and that the student achieves the following competencies.

1) Symbol and formalisme competence. The student can work with numbers and convert and apply the simple formula and symbol expression.

2) mindset and representation powers. The student can understand and apply basic mathematical concepts, mindset and methods, and explain the meaning of various representations of mathematical problems, including representations in the professional context.

3) modeling and problem treatment competence. The student can make matematisering and solve math problems by treating both simple as cohesive professional and general task types.

4) Communication competence. The student can explain used problem-solving methods and account for the applied mathematics.

5) assistive technology competence. The student can apply appropriate assistive devices.

Framework for the choice of content

a. in General

The teaching includes vocational issues that show mathematics application in practice and at the same time gives the student the opportunity to maintain and develop their mathematical skills. In addition, working with mathematics as a model for resolving practical issues and related opportunities and constraints.

The mathematical competences is achieved by working with a vocational subject and at least two of the subjects features, geometry, and statistics. Topics to supplement the content at level (F).

b. Vocational technical topic

The chosen topic should be applicable in connection with vocational issues. That can be worked with two or more smaller vocational topics instead of a larger.

c. Functions

The concept of function, including the concept of function as a means to describe the contexts and changes.

Linear functions and inverse proportionality with associated graphic description and solution of equations, including solving two equations with two unknowns.

d. Geometry

Plangeometriske simple shapes (circle, triangle and square).

Simple spatial shapes (cylinder and Prism).

The Pythagorean theorem.

Sine and cosine in the right-angled triangles.

e. Statistics

The production and interpretation of statistical descriptions.

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

Calculation of average, median and kvartilsæt.

Frequency and frequency functions.

Documentation

The pupil shall prepare two thematic tasks. At least one of the two thematic tasks must address practical issues from the pupil's educational area. Theme task includes setting and solving the practical problems as well as the description of the applied mathematics. The two thematic tasks must combine to cover two of the three substantive areas of features, geometry, and statistics. Theme the task is approved by the teacher when it is considered that it has the quality to form the basis for the oral examination.

Final rating – applicable for level E

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of the student's skills in the subject.

Exam – applicable for level E


The exam is oral. The pupil's theme as well as a summary of what has worked in teaching, is forwarded to the examiner prior to the test.

The exam will be based on one of the two drew up thematic tasks. The task will be assigned to the student by the drawing of lots. Exam and assessment lasts about 30 minutes.

The student must be able to explain the math topics covered by the thematic task, the practical problem, theme, as well as for the application deals with the task of mathematics that takes place in the task. During the examination the student must rely on theme task.

The student be assessed in relation to the subject's competences, and the character is given on the basis of an overall assessment of the pupil oral performance, and the supporting documentation, however, with emphasis on the oral performance.

Level D

Teaching goal

The goal is to develop the objectives from level E, and that the student achieves the following competences:

1) Symbol and formalisme competence. The student can independently work with numbers-symbol-and formal expression.

2) mindset and representation powers. The student can understand, apply and explain mathematical definitions concepts, mindset and methods in connection with the original formulation and solution of practical problems.

3) modeling and problem treatment competence. The student can work with mathematical modelling, including the establishment and demarcation of application-oriented mathematical issues of occupational or general nature and interpretation of the obtained results.

4) Problem treatment competence. The student can identify, investigate and solve a mathematical problem complex.

5) Communication competence. The student can communicate orally and in writing about mathematics and its application by alternating the use of everyday language and the mathematical symbology.

6) assistive technology competence. The student can apply appropriate assistive devices including it.

Framework for the choice of content

a. in General

The teaching includes issues that show mathematics applied in practice, and at the same time gives the student the opportunity to maintain and develop their mathematical skills. The mathematical competences is achieved by working with numbers and symbol processing, a project as well as at least one of the subjects of geometry and functions and graphs:

b. Number and symbol processing

Ordinary arithmetic operations with numbers and symbol expression.

Fractions.

Percent, potency and mess.

Application of processing technical AIDS.

c. Geometry

Plangeometriske simple shapes (circle, triangle and square).

Spatial shapes.

The Pythagorean theorem.

Sine, cosine and tangent in right-angled triangles.

Sine and cosine relations.

d. Functions and graphs

The coordinate system.

The function concept.

Straightforward and reverse proportionality with associated graphic description and solution of equations and inequalities, including solving two equations with two unknowns.

Percentage growth.

The chosen topic should be able to apply in the context of General or vocational issues.

Documentation

In the context of a project shall prepare the pupil a project report, which deals with a problem with a general or vocational academic content. If the chosen topic has already been dealt with, there must be an elaboration of it in the process. The project takes as its starting point in a presentation prepared by the teacher. The project report should mainly include problem formulation, analysis and conclusion. The project report is approved by the teacher when it is considered that it has scope and quality to form the basis for a portion of the oral examination.

Level C

Teaching goal

The objective is that the student achieves the following competences:

1) Symbol and formalisme competence. The student can independently work with numbers and unknown symbol-and formal expression.

2) mindset and representation powers. The student can understand and apply math concepts, mindset and methods in connection with the original formulation and solution of practical problems, as well as select and explain different representations of the same mathematical fabric.

3) modeling and problem treatment competence. The student can work independently with mathematical modelling, including deployment, definition, analysis and solution of application-oriented mathematical problems of vocational, education or socio-professional art as well as conducting assessment of the result's validity.

4) Problem treatment competence. The student can independently formulate, analyze and solve a mathematical problem complex.

5) Ræsonnements jurisdiction. The student can carry out and relate to their own and others ' reasoning in connection with expansion of the other competencies.

6) Communication competence. The student can make written documentation as well as express themselves orally about the relation of mathematical nature by alternating the use of a precise mathematical symbology and everyday language.

7) assistive technology competence. The student can apply appropriate assistive devices including it.

Framework for the choice of content

a. in General

The teaching includes issues that show the use of mathematics in practice and at the same time gives the student the opportunity to maintain and develop their mathematical skills.

The mathematical competences is achieved by working with the topic number and numerical as well as at least three of the areas, functions, geometry, trigonometry, compound-and annuity account and statistics and probability.

b. Number and numerical

Count rules, including parentheses and accounting of species hierarchy.

Arithmetic with powers and roots.

Use of calculator and information technology devices.

c. Functions

Coordinate system, including single logarithmic coordinate system.

Linear functions, andengradsfunktioner, exponential growth functions and logarithm function with base 10 and the associated graphic images.

Solution of equations and simple inequalities.

d. Geometry

Plangeometriske shapes (circle, square and triangle) and paragraphs, lines and angles.

Spatial shapes, including volume and surface area.

e. Trigonometry

Unit circle and radianbegrebet.

Sine, cosine and their respective graphs.

Basic trigonometric equations.

Trigonometric formulas for right-angled triangles as well as sine and cosine relations.

such Compound-and annuity expense

Rentesregning, including forward-and backward writing of a capital, the calculation of interest rates, number of periods and the average percentage.

Annuity account, including savings and debt annuity, calculation of annuity performance, interest rates and number of payments.

Sinking plan.

g. Statistics and probability

Empirical observationssæt, including graphic descriptions and statistical descriptors.

Probability and stochastic field experiment.

Discrete random variable, probability function, mean, variance and standard deviation.

Binomial distribution.

Normal distribution, including Gaussian distribution paper. Graphical description of observationssæt, including frequency features and summary functions.

Averages and a percentile.

Documentation

Student work from a writing paper with a problem formulation that has a mathematical content of General, vocational or technical nature in society. The pupil shall prepare a project report on the chosen topic, on the basis of own studies and teaching. Reporting to enhance the student's ability to formulate a mathematical problem, analyze the problem, post solutions, solve the problem, as well as documenting and assessing the solution. The report is part of the basis for the oral test. The project report is approved by the teacher when it is considered that it has scope and quality to form the basis for a portion of the oral examination. At the time of acceptance of the report, the emphasis should be on the mathematical content and level, and that the report generally helps to fulfill the subject's goals. In addition, included the student's ability to articulate it with alternating use of the mathematics professional language and everyday language.

Final rating – applicable for levels D and C

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of the student's skills in the subject.

Exam – applicable for levels D and C

The exam is oral and include the project report and a question to which the pupil can expand by drawing lots. Exam questions, the student's project report as well as an overview of what has worked in teaching, is forwarded to the examiner prior to the test. Given a 30-minute preparation time to the issue.

During the examination the student must rely on the project report it submitted questions with EVS. annexes and notes prepared during the preparation.

Examination and assessment takes about 30 minutes and includes the following:

Examination on the basis of the project report. The student must be able to draw significant pages in the treated project topic and demonstrate knowledge of and insight in the areas of mathematics that are dealt with in the report.

Examination of a question. The examiner shall prepare an appropriate number of questions, which together cover the areas dealt with in the classroom.

The student chooses the order of the project report and the lodtrukne question.


The student be assessed in relation to the subject's competences, and the nature of the test is given on the basis of an overall assessment of the pupil oral performance, and the supporting documentation, however, with emphasis on the oral performance.
Annex 11

Science

Purpose

The course should give the students insight into the nature of professional basis for engineering, technology and health, which is related to a training area.

For level E also applies to the profession to contribute to students ' understanding of science the importance of technological development and its impact on people, business and society.

For level D also applies to the profession must give students the opportunity to acquire an initial study competence through the choice of work methods and forms of work promoting independence.

For level C applies in addition that the subject must give the student experience with the use of the subject's central scientific working methods and ways of thinking by solving specific vocational or general professional issues. Work with the profession to develop the student's skills in relation to higher education as well as contribute to the student's general education.

Levels and indicative duration

Level f: 2.0 weeks

Level E: 2.0 weeks

Level d: 2.0 weeks

Level C: 2.0 weeks

Level F

Teaching goal

The objective is that the student can

1) use natural professional concepts and models to explain the professional issues with natural technical content,

2) perform calculations in the context of the nature of professional work,

3) work experimentally with the subject from a natural professional mindset,

4) work properly with safety equipment and chemicals,

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

6) documenting and disseminating the results of its work on nature topics.

Framework for the choice of content

Science consists of elements from physics, chemistry, mathematics and possibly biology. The mathematical elements form an integral part of the teaching in connection with description and calculations.

The actual content is determined on the basis of considerations of the essential nature of topics included in the training area, as the student has chosen.

By setting the width of the content must be ensured, so that education encompasses all subject's elements.

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

Documentation

The pupil shall establish ongoing documentation of his work with science.

Level E

Teaching goal

The objective is that the student can

1) select and apply natural professional concepts and models to explain key issues within the corporate and social areas,

2) using mathematical expressions and calculations in the context of the nature of professional work,

3) work experimentally with the profession through URf.eks. trials, study, experiment, observation or observation

4) relate to science importance of technological development and its impact on people, business and society,

5) work properly with safety equipment and chemicals,

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

7) apply relevant ICT tools to URf.eks. information retrieval, calculations and documentation and

8) document and disseminate the results of the work independently with natural professional topics.

Framework for the choice of content

Science consists of elements from physics, chemistry, mathematics and possibly biology. The mathematical elements form an integral part of the teaching in connection with description and calculations.

The actual content is determined on the basis of consideration of, among other things:

What are the essential nature of topics included in the training area, which the pupil has chosen and

What are the simple natural professional issues within the chosen area of education affects the business, people and communities.

By setting the width of the content must be ensured, so that education encompasses all subject's elements.

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

Documentation

The pupil shall establish ongoing documentation of his work with science.

Level D

Teaching goal

The objective is that the student

1) can select and apply more complex concepts and models to explain the professional issues and phenomena of nature,

2) with security can use mathematical expressions and calculations in the context of the nature of professional work,

3) methodically correctly can work experimentally with the profession through URf.eks. trials, study, experiment, observation or observation, and extract essential conclusions,

4) independently to plan, implement and evaluate experimental work,

5) can relate critically to science importance of technological development and its impact on people, business and society,

6) independently can justify and work properly with safety equipment and chemicals,

7) independently can search, evaluate, select and apply appropriate natural professional information from various sources of information,

8) can select and apply appropriate it tools to URf.eks. simulation, information retrieval and processing, data processing and presentation and

9) independently and in collaboration with others to document and disseminate the results of the work on nature topics.

Framework for the choice of content

Science consists of elements from physics, chemistry, mathematics and possibly biology. The mathematical elements form an integral part of the teaching in connection with description and calculations.

The actual content is determined on the basis of the considerations above,

What are the essential nature of topics included in the training area, which the pupil has chosen and

What are the more complex nature of professional issues within the selected training area, affecting business, man and society.

By setting the width of the content must be ensured, so that education encompasses all subject's elements.

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

It offers the student teaching and forms of work that aims to give the student a starting student competence where the self-employed work with the substance are weighted.

Documentation

The pupil shall establish ongoing documentation of his work with science.

Level C

Teaching goal

The objective is that the student can

1) use natural professional models and on selected areas even run and evaluate such models

2) use mathematics as a tool to provide models that can describe the natural scientific phenomena and issues

3) understand the interplay between theory and experimental work and achieve an independent and exploratory behavior in connection therewith;

4) plan, implement and evaluate experimental work involving the use of laboratory equipment or other appropriate equipment

5) treat the chemicals and equipment safely in connection with experimental work and justify conduct in relation thereto, including assessing safety and risk factors

6) relate critical to natural professional and vocational issues, as reflected in the media, including the identification of the natural scientific and mathematical elements in manufacturing and argumentation

7) select, apply and assess relevant it tools to URf.eks. simulation, information retrieval and processing, data processing and presentation

8) document the nature of professional work through registering and post-process the data and observations as well as describe experiments

9) communicate and relate/compare the achieved natural professional knowledge.

Framework for the choice of content

The subject's goals are met through work with core fabric and with additional fabric. Nuclear substance gives the professional content, which is a necessary, but not sufficient, condition for the student can achieve the goals.

Nuclear substance and the supplementary substance constitutes each ca. 50% of the indicative duration.

Core fabric

Structure of substances, including selected organic and inorganic substances, naming and building forms.

Chemical reactions, including acid-base reactions and pH-concept.

Energy, including description of energy and energy conversion as well as examples of forms of energy.

Waves, including basic properties such as wavelength and frequency.

Statistics, including the use of graphical methods.

Features and growth models, including functional relationships between two variables, linear and exponential growth.

Additional fabric

The supplementary drug deepens, perspektiverer and complements the core substance, possibly through involvement of other substance areas. The fabric shall be selected in such a way that the student will have the opportunity to work with topics related to the pupil's educational area.

Pupils ' independent experimental work must have a prominent place in the classroom.

Documentation

Documentation of the nature of professional work is an essential part of the work on the subject. Through the documentation to the student learning to document, explain, discuss, and analyze experimental data, as well as improve its ability to communicate the nature of professional information correctly and accurately.


The documentation includes ongoing documentation of the nature of professional work, including reports established on the basis thereof.

Documentation should reflect the student's competence in the form of immersion in study topics and technical and methodological correctness.

Final rating – applicable to levels F, E, D and C

When the student has completed the teaching, given a progress assessment nature. The student be assessed in relation to the subject's goals, and the character is given on the basis of an overall assessment of the student's skills in the subject.

Exam – applicable to levels F, E, D and C

The test is the oral, and devoted. approx. 30 minutes per student for the test, including. assessment. Eleven involve relevant nature and business professional equipment in the sample

As the test basis is chosen between:

1) Sample takes its starting point in the student prepared documentation for the two topics. The student will present the documentation. The selected topics should reflect the subject's width. Documentation must be approved by the teacher to the learner can be set for the exam.

2) Sample takes its starting point in a natural professional topic or a case. The subject matter or the case made by the teacher not earlier than five working days before the meeting is held. The student prepares a detailed outline as paper for examination.

Trial basis to be determined by the school.

The student be assessed in relation to the subject's goals, and the nature of the test is given on the basis of an overall assessment of the student's performance. The student produced documentation may be included in the assessment base.
Annex 12

Sale and service

Purpose

The aim of the course is that students acquire knowledge and skills in marketing contexts so that students can perform tasks in sales, trade and marketing. The course will contribute to students ' vocational training with the marketing powers contained therein.

Levels and indicative duration

Level F: 1.0 week

Level E: 1.0 week

Level D: 1.0 week

Level c: 1.0 week

Level F

Teaching goal

The objective is that the student

1) can apply marketing issues in business contexts as well as in the context of other subjects in the training,

2) can communicate about marketing contexts in oral form,

3) can apply the appropriate information technology tools and devices,

4) can use marketing methods and manufacturing methods,

5) can explain the consumer relationship,

6) can account for personal sales and customer service and

7) obtains basic knowledge of the provisions of the sale of goods Act, which aims to protect the consumer in the consumer sales.

Framework for the choice of content

General

Education includes vocational issues, showing the marketing application in practice and at the same time be hanged together gives the student the opportunity to maintain and develop its marketing skills.

Oral communication about the company's marketing contexts.

Use of appropriate information technology to the solution of the tasks.

Marketing methods and manufacturing methods.

Consumer relationship.

Personal sales and customer service.

Knowledge of the provisions of the sale of goods Act.

Level E

The profession should develop goals for level F.

Teaching goal

The objective is that the student can

1) communicate about marketing contexts in spoken and written form,

2) account for the company's near and remote environment

3) outline the development of sales and service sectors,

4) explain the company's mission statement, idea, goal and have knowledge of the company's policies,

5) outline the segmentation of the market and selection of target groups and

6) account for competition.

Framework for the choice of content

General

Education includes vocational issues, showing the marketing application in practice and at the same time be hanged together gives the student the opportunity to maintain and develop its marketing skills.

The company's near and remote environment.

Development of sales and services.

The company's idea, goals and policies.

Segmentation and selection and target groups.

Competition conditions.

Final rating – applicable to levels F and E

The course ends with a character position. The student be assessed in relation to the subject's goals.

Level D

The profession should develop goals from level E.

Teaching goal

The objective is that the student

1) can account for a market analysis, where both primary and secondary data are used,

2) can account for the marketing of both physical products and services in relation to a selected target group and organise the company's efforts toward this target group parameter,

3) obtains basic knowledge of electronic commerce,

4) can account for the provisions of the marketing practices Act, dørsalgsloven, contract law and buy the Act's section on e-commerce and

5) obtains basic knowledge of shrinkage and loss.

Framework for the choice of content

General

Education includes vocational issues, showing the marketing application in practice and at the same time be hanged together gives the student the opportunity to maintain and develop its marketing skills.

Market analysis with primary and secondary data.

Marketing of natural products and services.

Knowledge of electronic commerce.

Provisions of the marketing practices Act, dørsalgsloven, contract law and buy the Act's section on e-commerce.

Knowledge of shrinkage and loss.

Documentation

The teaching includes preparation of a descriptive project or similar, containing key issues from the profession. The project documented in a report, the scope must be maximum 15 A4 pages, all incl. The student can choose other forms of documentation, e.g. synopsis, role play etc. Regardless of the choice of documentation form must always be the subject of a written debriefing of at least 2 A4 pages, customizable project form. This document will form the basis for the exam. In the project or similar must the student work independently with marketing issues.

Students who go to the case study exam, should not produce a documentation.

Final rating – applicable for level D

The course ends with a character position. The student is assessed in accordance with the subject's goals.

Exam – applicable for level D

For provisions relating to the exam in the mercantile basic course see following section.

The sample includes an oral examination of a student on the basis of a written project report or similar. No preparation time for the test.

The student's performance is assessed with a character that is an expression of an overall assessment of the project and the oral performance.

Examination time is approx. 30 min. per pupil Inc. assessment.

Level C

Teaching goals:

The goal of teaching is that the pupil

1) obtains basic knowledge of producer market,

2) gain insight into the concept of branding,

3) can use market analysis in practical and theoretical contexts,

4) can use knowledge about target groups and segmentation and

5) can apply marketing in industry-relevant contexts.

Framework for the choice of content

General

Education includes vocational issues, showing the marketing application in practice and at the same time be hanged together gives the student the opportunity to maintain and develop its marketing skills.

Basic knowledge of manufacturer market.

Insight into the concept of branding.

Use market analysis.

Use segmentation and target groups.

Marketing in industry-relevant contexts.

Documentation

The teaching includes the preparation of a study project or similar, where they examined models applied to a concrete problem. The report's scope must be maximum 20 A4 pages, all incl. The student can choose other forms of documentation, e.g. synopsis, role play etc. Regardless of the choice of project form shall always be the subject of a written debriefing of at least 2 A4 pages, customizable project form. In the project or similar must the student work independently with marketing issues.

Students who go to the case study exam, should not produce a documentation.

Final rating – applicable for level C

The course ends with a character position. The student is assessed in accordance with the subject's goals.

Exam – applicable for level C

For provisions relating to the exam in the mercantile basic course see following section.

The sample includes an oral examination by a student with the assistance of a censor on the basis of a written project report or similar. No preparation time for the test. The student's performance is assessed with a character that is an expression of an overall assessment of the project and the oral performance.

Examination time is approx. 30 min. per pupil Inc. assessment.

Examination on the basic course in the mercantile community input – applicable for levels D and C

Exam on the mercantile common input shall be organised as a case on the basis of a caseopgave, see. Guide to caseeksamen in the basic subjects in the mercantile education. Caseopgaven drawn up locally by the exam abstinent school.


The test takes its starting point in one of eleven known casevirksomhed or similar, as well as in one of eleven known casehistorie. Casevirksomheden shall be appointed, and casehistorien shall be drawn up by the Ministry of education. Casevirksomheden published annually at the end of January and beginning of april casehistorien.

On a casearbejdsdag of a duration of eight hours will get eleven handed over 7 unknown caseopgaver, all of which takes as its starting point in the year casevirksomhed or allows perspective to the company. One of the tasks must be student-driven.

On casearbejdsdagen are all AIDS allowed. However, there must not be granted to the student by the school teachers guide at casearbejdsdagen, and in the subsequent period until exam holding. On casearbejdsdagen and return the student prepares an examination plan, which describes the learner's work with caseopgaverne and the planned presentation. Delivery of exam plan on casearbejdsdagen is a prerequisite for the student may participate in the subsequent examination of caseeksamen.

The exam will be held on one or more days after casearbejdsdagen. The test lasts about 30 minutes including. assessment. The student examined in the caseopgaver, as the examiner shall designate as the basis for the examination.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.

In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.

The school determines incidentally the details about the trial being held in the school's evaluation plan.
Annex 13

Social studies

Purpose

The aim of the course is that students acquire knowledge and skills in the society's structure, the economy and the decision-making processes, which are steered. The course will contribute to students ' democratic and cultural formation of the societal competences contained therein. The profession must expand students ' knowledge of international organizations and the world community.

Levels and indicative duration

Level f: 1.5 weeks

Level E: 1.5 weeks

Level d: 1.5 weeks

Level c: 1.5 weeks

Level F

Teaching goal

The objective is that the student

1) becomes aware of the importance of social, economic and political forces have for the current social development,

2) gain knowledge of the interaction between society's development and the development of businesses, including the environmental aspects,

3) get aware of the structure of the labour market,

4) becomes aware of businesses and organisations and their mutual adjustment in the industrial system,

5) become aware of different social systems and their social significance,

6) becomes aware of conflict and cooperation patterns of regional and national and

7) can seek out information on social conditions in written and electronic media.

Framework for the choice of content

In educational teaching at this level is the overarching goal to put into perspective of social, cultural, economic and political decisions that affect the current social development, including the technological development and the environmental aspects.

Policy:

Concept of democracy exploded and teaching should include topics about the separation of powers and the Constitution, State power structure and role of the decision-making processes in the political system. Education shall be directed to the fact that students gain knowledge of the roles of the State, region and municipality, as well as the media's political function. In addition to teaching include topics such as social strata, economic resources and value orientation.

Economy:

Students should deal with the simple economic cycles. In addition, teaching should include topics that sheds light on the relationship between State revenue and spending.

Labour relations:

Teaching should include topics about the various organizations on the labour market, including the main organizations, the structure of trade unions and employers ' associations. Education shall be directed to the fact that students gain knowledge of the Convention system and the fundamental conflicts of interest between the two sides, as well as on the industrial system and including forligsmands institution.

Documentation

The student prepares a documentation of the work on the subject. Students should be able to incorporate elements from at least one of the main areas in the subject.

Level E

Teaching goals:

The goal of teaching is that the pupil

1) becomes aware of the main lines in national and international economics and politics, including international relations and conflict resolution,

2) becomes aware of the growing importance of the internationalization of Denmark including involvement of EU cooperation,

3) get aware of basic correlations between production, consumption and use of resources in global perspective,

4) becomes aware of the importance of globalisation for Danish companies,

5) becomes aware of the international division of labour and its importance for the Danish labour market and

6) can seek out information on social conditions in written and electronic media.

Framework for the choice of content

Teaching should contain elements that can be related to both national and international issues. In addition, teaching illuminate organisations and movements and interest in opportunities to influence the political decision-making process.

Policy:

Teaching deals with fundamental political interests and conflicts of interest in Danish and international perspective. Students work with globalisation impact on Danish politics and economics. Interest organisations and grassroots movements is taken up as a topic in connection with the topic of political interests and conflicts of interest.

Economy:

Teaching deals with fundamental supply and demand, production factors, natural resources, technology and the extended economic cycle. Students are given a basic insight into international trading relationships and markets. Denmark's GDP and balance of payments are subjects at this level.

Labour relations:

Teaching deals with the Danish labour market competition on the international market. Free movement of workers and outsourcing are topics on the level. Labour market conditions

Documentation

The student prepares a documentation of the work on the subject. Students should be able to incorporate elements from at least two of the main areas in the subject.

Final rating – applicable to levels F and E

The course ends with a character position. The student is assessed in accordance with the subject's goals.

Level D

Teaching goal

The objective is that the student can

1) account for key socio-economic conditions, including the importance of developments in the social systems,

2) account for key political conditions in the Danish democracy, including political parties, voters and special interest organisations,

3) account for labour market integration, including can account for businesses and employees ' organisational conditions,

4) identify and highlight social conditions and achieve exercise in working independently, including formulating and indicate solutions to societal problems and

5) seek out information on social conditions in written and electronic media.

Framework for the choice of content

Educational teaching at this level has the overall aim to give pupils a predominantly theoretical approach to drug area. Learners must develop skills to collect, process and evaluate information which can be used for illumination of the society. Students must develop an independence that promotes ability to articulate solutions to societal issues.

Policy:

Teaching should contain items to illuminate the individual political parties ' stances as well as ideological starting points. In addition, teaching contain elements demonstrating interest organisations ' influence on politics. Teaching also includes topics such as political decision-making, political behaviour and basic political structures.

Economy:

Teaching should contain items that illuminate the conflicting aims, price mechanisms, competitiveness and balance issues. In addition, teaching contain elements that give the pupil a knowledge of general socio-economic theories and the welfare of society's problems.

Labour relations:

Teaching should include topics that sheds light on the conditions of employment and the various forms of remuneration.

Documentation

The student prepares a documentation of the work on the subject. Students should be able to incorporate elements from all 3 main areas in the subject. Students who go to the case study exam, should not produce a documentation.

Final rating – applicable for level D

The course ends with a character position. The student is assessed in accordance with the subject's goals.

Exam – applicable for level D

For provisions relating to the exam in the mercantile basic course see following section.

There will be held an oral examination.

The sample includes a review of the student's documentation and an exam questions, which the student gets by drawing lots. The grade is determined on the basis of an overall assessment of the oral performance.


The student has a 30-minute preparation time. Notes from the preparation time may be used during the test, as well as the of the student prepared documentation.

Examination and assessment lasts about 30 minutes including. assessment and includes the following:

1) An exam questions. The examiner should draw up a number of questions based on the material that has been used in teaching. The questions may be attached to one of eleven unknown text, table or similar.

2) conversation about the pupil's documentation.

Level C

Teaching goal

The objective is that the student can

1) uncover political decision-making and political behavior, including fundamental political structures, political ideologies and parties,

2) uncover link between socio-economic problems and political management,

3) account for societal issues arising from technological developments,

4) identify preconditions for their own and others ' social views and actions,

5) uncovering the link between global development and national policy action,

6) explain how differences in living conditions, cultural background and religion is reflected in political action and

7) can articulate, processing and disseminating social issues using social subject's terminology.

Framework for the choice of content

Teaching should contain elements that brings the student understanding of the correlation between the general theory and the actual social conditions.

Policy:

Teaching should include topics that sheds light on the evolution of the core political ideologies, and key political/economic theorists are presented. National and international cultural identity as a prerequisite for description of own and others ' opinion is a topic. The Danish welfare model and the reallocation of resources, as well as collective responsibility for the weakest in society.

Economy:

Teaching should include topics that sheds light on the political control of the economy, as well as Denmark's position in the global economy. The teaching includes items that illuminate issues in relation to the global financial allocation and balance issues.

Documentation

The student prepares a documentation of the work on the subject. Eleven delimits its topic and formulates a problem in cooperation with the teacher.

Final rating – applicable for level C

The course ends with a character position. The student is assessed in accordance with the subject's goals.

Exam – applicable for level C

For provisions relating to the exam in the mercantile basic course see following section.

There will be held an oral examination.

The sample includes a review of the student's documentation, as well as a problem with the material that the student gets by drawing lots. The grade is determined on the basis of an overall assessment of the oral performance.

The student has a 30-minute preparation time. Notes from the preparation time may be used during the test, as well as the of the student prepared documentation.

Examination and assessment takes about 30 minutes and includes the following:

1) A task. The examiner should prepare a number of tasks with the material, which has not been used in teaching, but located within the training areas.

2) conversation about the pupil's documentation.

Examination on the basic course in the mercantile common entrance-applicable for levels D and C

Exam on the mercantile common input shall be organised as a case on the basis of a caseopgave, see. Guide to caseeksamen in the basic subjects in the mercantile education. Caseopgaven drawn up locally by the exam abstinent school.

The test takes its starting point in one of eleven known casevirksomhed or similar, as well as in one of eleven known casehistorie. Casevirksomheden shall be appointed, and casehistorien shall be drawn up by the Ministry of education. Casevirksomheden published annually at the end of January and beginning of april casehistorien.

On a casearbejdsdag of a duration of eight hours will get eleven handed over 7 unknown caseopgaver, all of which takes as its starting point in the year casevirksomhed or allows perspective to the company. One of the tasks must be student-driven.

On casearbejdsdagen are all AIDS allowed. However, there must not be granted to the student by the school teachers guide at casearbejdsdagen, and in the subsequent period until exam holding. On casearbejdsdagen and return the student prepares an examination plan, which describes the learner's work with caseopgaverne and the planned presentation. Delivery of exam plan on casearbejdsdagen is a prerequisite for the student may participate in the subsequent examination of caseeksamen.

The exam will be held on one or more days after casearbejdsdagen. The test lasts about 30 minutes including. assessment. The student examined in the caseopgaver, as the examiner shall designate as the basis for the examination.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.

In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.

The school determines incidentally the details about the trial being held in the school's evaluation plan.

Exam for the pedagogical basic education

To be held on the oral test. The sample will be based on the student's project. The student will present the project of examiner and examiner. Presentation of the project have a maximum fill 1/3 of the time allotted for the exam. The remaining time is used for dialogue about projects, as well as testing of pupils ' knowledge about social science questions. Sample Inc. voting lasts about 30 minutes. The grade is determined on the basis of an overall assessment of the oral performance.

The school determines incidentally the details about the trial being held in the school's evaluation plan.
Annex 14

Vocational education second-language Danish

Purpose

The aim of the subject is to strengthen pupils ' communicative, linguistic and cultural competences, so that the student can read, write, speak and listen to and understand Danish in contexts that relate to education, work, business and society.

The profession strengthens the student's conditions in order to be able to implement a training and carry out tasks, which the Danish part of the service, and to act as a player in the industry and as a citizen of society. Thus the pupil mobility strengthens the profession in relation to the Danish labour market.

Levels and indicative duration

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 are for students with poor conditions in relation to the level.

Level F

Teaching goal

The objective is that the student can

1) use appropriate language in common situations in education, work, business and society,

2) use a single language in common situations in education, work, business and society,

3) using simple, appropriate speaking, writing, listening and reading strategies,

4) use both verbal as nonverbal strategies,

5) understand spoken language in common situations in education, work, business and society,

6) read and understand simple texts in relation to the pupil's education,

7) write simple information from education, work, business and society,

8) talk in simple language on education, work, business and society,

9) apply linguistic attention in common situations in education, work, business and society,

10) apply knowledge of own and others ' culture in education, work, business and society and

11) use it for communication, information retrieval, language training and text production.

Level E

Teaching goal

The objective is that the student can

1) apply language appropriate and with a reasonable degree of accuracy in contexts that relate to education, work, business and society,

2) use a single, but reasonably coherent language in contexts that relate to education, work, business and society,

3) apply appropriate speaking, writing, listening and reading strategies,

4) use both verbal as nonverbal strategies,

5) understand simple and more coherent conversations,

6) read and understand simple and more coherent texts in relation to the pupil's education,

7) type with a reasonable degree of accuracy, as well as in a simple but reasonably coherent language on matters relating to education, work, business and society,

8) speak in a single, but reasonably coherent language on matters relating to education, work, business and society,

9) apply linguistic attention in contexts that relate to education, work, business and society,

10) apply knowledge of own and others ' culture in contexts that relate to education, work, business and society and

11) use it for communication, information retrieval, language training and text production.

Level D

Teaching goal

The objective is that the student can

1) apply language appropriate and with a certain degree of correctness in contexts that relate to education, work, business and society,

2) use a reasonably varied, consistent language in contexts that relate to education, work, business and society,


3) apply appropriate speaking, writing, listening and reading strategies,

4) use both verbal as nonverbal strategies,

5) comprehend coherent and linguistically varied conversations,

6) read and comprehend coherent and linguistically varied texts in relation to the pupil's education,

7) write with a certain degree of correctness as well as in a reasonably varied and coherent language on matters relating to education, work, business and society,

8) in a reasonably correct, varied and coherent language account for, comment on and discuss texts and topics relating to education, work, business and society,

9) apply linguistic attention in contexts that relate to education, work, business and society,

10) apply knowledge of own and others ' culture in contexts that relate to education, work, business and society and

11) use it for communication, information retrieval, language training and text production.

Framework for the choice of content

Language use

Teaching in vocational education second-language Danish takes its starting point in the use of Danish for professional and professional purposes in both formal and informal contexts in education, work, business and society.

Content

In the teaching of vocational education second-language Danish worked on the following content areas:

trades and vocational training

companies and industries

culture and society

Teaching will be based on texts and topics that support the student's achievement of the objectives of vocational training, which is in the process of the student.

Documentation

Eleven documenting ongoing its Danish professional work in the subject.

Casearbejde

One or more companies, branches or similar forms the starting point for the student's work with caseopgaver.

Final rating

The school can choose to finish the course with a progress assessment nature. The student is assessed in accordance with the subject's goals. The school can also choose to finish the course with an exam. It must be reflected in the school's evaluation plan, how the course is completed.

Exam

If the school chooses to finish the course with exam, we recommend the following exam form:

The sample drawn up locally by the exam abstinent school. The test takes its starting point in the 6-8 unknown caseopgaver, which all deal with a company, industry or the like, which are related to the student's education

On a casearbejdsdag of a duration of eight hours will get eleven handed over the unknown caseopgaver. On casearbejdsdagen and return the student prepares an examination plan, which describes the learner's work with caseopgaverne and the planned presentation. Delivery of exam plan on casearbejdsdagen is a prerequisite in order to be able to participate in the subsequent caseeksamen.

All relevant devices are available to the student during the preparation. The pupil must, during the period from casearbejdsdag to exam conducting work on the presentation of caseopgaverne. The student shall not receive instructions from the school's training sessions, either during or after casearbejdsdagen. The student must be on casearbejdsdagen work together with other pupils, but is required to prepare its own documentation, which is part of the overall assessment of the pupil by the exam.

The exam will be held on one or more days after casearbejdsdagen. The test takes about 30 minutes per pupil Inc. assessment. The exam is individual. The student examined in the caseopgaver, as the examiner shall designate as the basis for the examination.

The student be assessed in relation to the subject's goals, and the character is determined on the basis of an overall assessment of the student's competence in the subject, documented through pupils ' exam performance.

In assessment included the skills that each examination paper weights.

As a basis for the assessment of student's skills in the subject used the oral, written and possibly. practical documentation included in the pupil's exam performance.