Chapter 1 Measure and duration of education

Chapter 2 The content of the education

Chapter 3 The organisation of the training

Chapter 4 Access to Line Items

Chapter 5 Submission and meeting dependable

Chapter 6 Samples and other assessment

Chapter 7 Voluntary training

Chapter 8 Merit, Exemption and Exemption

Chapter 9 Other Rules

Chapter 10 Training institution ' s study scheme

Chapter 11 Storage egers

Chapter 12 Entry into force and transitional rules

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

Publication of training for professional training as a teacher in elementary school

In accordance with Article 4 (4), 2, section 5, paragraph 1. 2, section 7 (4). 3, section 8, paragraph. 1 and 2, section 9, nr. 1 and 3-4, section 12, section 13 (3). 2, and section 14 (4). Two, in Law No 579 of 9. June 2006 on training for professional education as a teacher in elementary school and after negotiating with the relevant principal collections, and section 22, section 23, paragraph 23. 3, section 24, and section 27, section 30 of law no. 207 by 31. March 2008 on vocational training and professional training shall be fixed as follows :

Chapter 1

Measure and duration of education

§ 1. The student must, in the light of the professions; it should act as primary school teacher through training

§ 2. The creation lasts 4 years corresponding to 240 points in the European Credit Transfer System (ECTS point). The duration of the training shall indicate the number of student years to be taken as a result of the organization of training. A student year's work is being done as a full-time student's work for a year and is equivalent to 60 ECTS points.

Paragraph 2. The training shall be completed no later than six years after the study test. It shall not include delay in training due to the absence of pregnancy, birth and adoption, cf. maternity leave. In each case or by rules laid down in the study scheme, the Education institution may approve the extension of the training for more than six years as a result of leave for military service, leave due to illness, or where special circumstances are available.

Paragraph 3. The education gives the right to the term professionundergraduate as a teacher in grade school. The term of English is Bachelor of Education.

Chapter 2

The content of the education

Objective and key knowledge and skill areas for the individual subjects and indicative hours

§ 3. Objectives and central knowledge and skill areas for the training subject to the training, cf. Teacher of Education Act 2, nr. 1-3 and 5, and section 3, appears in the following annexes to the notice :

Paragraph 2. The educational institution shall lay down in the study scheme the detailed content of the training profession, cf. Chapter 10.

§ 4. The educational institution shall determine the hour for the training period, cf. paragraph 2 and 4, and for guidance, cf. paragraph 3 and 4, in the individual subjects. Student independent study activity in the form of preparation for teaching, written work, testing and voluntary training shall not be included in hours after 1. Act.

Paragraph 2. With the exception of the profession practised by the hour for teaching in each subject, the number of units of 45 minutes each subject shall be subject to the time of preparation for the underhand and where several students are taught at the same time. The educational institution may, in the definition of hourly figures for teaching in each subject, take the following guidance as the following guiding figures :

Paragraph 3. With the exception of the profession practised by the hour for guidance in each subject, the number of teacher working hours is defined by 45 minutes in which the substitute is available per hour. Students. The institution of the Education Foundation may, in determining the hours for guidance in each subject, take the following guidance in the following indicative figures :

Paragraph 4. In the case of trainees, the educational institution of the study system must be in addition to those referred to in paragraph 1. 1 the figures shall also specify a total hourly figure for student's trainees. The institution of the Education Foundation may, in the definition of hourly figures, take the following basis into the following figures :

Practik

§ 5. The student must have an internship in all the selected line classes and in all four courses of study.

Paragraph 2. The aim of the practice is to establish a link between theory and practice for the students acquiring theoretical practical skills in preparing, carrying out and evaluating the teaching process. The educational institution must organise the training programme in such a way that, through all the periods of practice, an educational progression is carried out in relation to the objectives and the objectives of the training and training, cf. § § 22-24. The educational progression must be described in the educational system of education and training.

§ 6. The Education Institute must ensure that the practitioner is prepared, implemented and complied with in cooperation with the educational fields and the relevant line subjects, and that the practice can be included in the professionsunder-project, cf. § 10-12.

Paragraph 2. The student execution of the internship on the internship must include teaching class with students and participation in other teaching tasks under the guidance of one or more practice teachers.

§ 7. The practice is organized for 24 weeks and is taking place in elementary school and, if possible, in other forms of school, as set out in other forms of school, cf. however, paragraph 1 TWO, TWO. Act. The majority of students ' trainees are organised over the whole weeks.

Paragraph 2. In the case of a continuous period of 7 to 9 weeks, the term of school will be included in 3. or 4. Study years, and as a conclusion, the students themselves are previewing the teaching. The school period is to take place in elementary school, a free primary school or an after school.

§ 8. The approval of the educational institution in each case may be practiced, with the exception of the school period, in accordance with the term of the term. Section 7 (2). TWO, TWO. pkt;, take place at

§ 9. The internship is coordinated by the educational institution with the other parts of education.

Paragraph 2. The educational institution shall determine the specific position of the study scheme in each study year and the detailed content, scope and organisation of the practice, cf. § § 5-8 and Chapter 10.

The Professionary Project

§ 10. In the course of training, the student must draw up a more independent written task in the form of a professional understudy, cf. Teacher of Education Act 2, nr. 4, and section 4. The professional undergraduate project is 10 ECTS points.

Paragraph 2. The Professional undergraduate project must be prepared

Paragraph 3. The overall set of competences to demonstrate to students through the professionsunderpass project is shown in Appendix 6.

Paragraph 4. The recapture of the finished professional understudy must correspond to at least 25 and no more than 35 normal pages of a 2600 impact. Any attachments in this form may not exceed 10 normal pages.

§ 11. Students shall draw up under the guidance of the sub-vices of the professions in question on the level of training of training in the 4 of the training programme. Student years.

Paragraph 2. The professional underpass project is being prepared throughout the course of education. The educational institution shall establish in the study scheme how the institution is, among other things, through training and tasks in the various fields of education, supporting the student body in the dedication of skills to implement it ; the professionsunderer project, cf. Chapter 10.

§ 12. The educational institution shall lay down the detailed requirements for the professional underpass project and the closer organisation thereof, cf. Chapter 10.

General content conditions

§ 13. Training institution shall ensure that, in all relevant scopes, work is carried out in all relevant areas ;

Paragraph 2. Educational institution must ensure that the individual students in the course of training work with

§ 14. The Education Institute must ensure that students in the field of education are working with complainel and issues relating to school-home cooperation.

§ 15. The Education Institute must ensure that, in all the line subjects, consideration is given to the capacity of the profession in order to contribute to the development of the oral and written language skills of children, including curricula and read-only training.

Paragraph 2. The teaching of line subjects shall be organised, taking into account specific requirements for the qualifications of students, for inclusion in the profession, cf. Chapter 4.

Information and communication technologies

§ 16. The Education Institute must ensure that information and communication technology is properly integrated into the teaching of all subjects. Information and communication technologies in education must contribute to the development of the various subjects, concepts and methods of the individual trade.

Paragraph 2. The establishment of the training institution of training must contribute to the academic and practical prerequisites for the use of information and communication technologies in the context of education and evaluation in : People's school.

Research results and innovation

§ 17. The training of education must, as far as possible, include the results of national and international research, sweetest and development works which are relevant to the teaching profession and appropriate to contribute to the development and use of new studies ; Professional knowledge.

Paragraph 2. The institution of the Education Foundation must assist students in dedicated to theoretical and practical conditions in order to be able to enter into contexts in which research and development works within the learning field.

§ 18. Students must use methods and methods of cooperation to develop the innovative skills of school students, including the will and the capacity of a multidisciplinary interaction, to think creatively and to display the most effective method of enterprise. The educational institution must ensure that, in the lenses, consideration is given to the stimulus of school pupils ' systematic work on the development of ideas and entrepreneurship in a multidisciplinary interplay of the school trade unions.

Evaluation and documentation

§ 19. Evaluation, documentation and use of evaluation results in the planning and implementation of education shall be subject to continuous form of training in connection with :

Paragraph 2. The educational institution shall determine the course of the study, how the evaluation, documentation and use of evaluation results is included in the training, cf. Chapter 10.

Cross-professional element

20. In the training, a cross-professional element is included, cf. Learning Training Law 5 (5). 1.

Paragraph 2. The establishment must organise the cross-professional element in such a way as to gain an insight into other relevant training courses and an understanding of the touch flag between and the borders between students, starting with the learning professional identity of its trainers ; in the case of the profession of personal and other people in the solution of specific tasks, including among other things in the work of vulnerable children, cf. Section 13 (1). 2, no. 2.

§ 21. The cross-professional element of training corresponds to the eight ECTS points and the composition of elements from the different classes of the education.

Paragraph 2. The cross-professional element must be arranged in interaction with at least one of the collaborators relevant to the teaching profession, with a view to ensuring a better task solution in cooperation between professionals.

Paragraph 3. In the course of the study, the Education Institute shall determine the more detailed organization of the cross-professional element, cf. Chapter 10.

Chapter 3

The organisation of the training

Progression of training

§ 22. The Progression of the student's dedication of teacher skills to education is rooted in the profession in accordance with the profession, cf. § § 5-9. The training must, therefore, be arranged as trainees as a centre for the progression of the student's progression, cf. § 25.

Paragraph 2. The study and the study and the evaluation of their own learning and learning professional development must be included in the other professions, as well as in the other professions. Section 19 (1). 1, no. 2.

-23. At the 1 of the training field. Student year the student shall be observing, describing, analysing, and assessing defined and simple sub-areas. The student must also plan, implement and evaluate training in the short term.

Paragraph 2. On the 2-4 training field. Study years, the student must build on the experience gained from 1. student years and thus dedicate themselves to the ability to work increasingly independently and with tasks of increasing extent and complexity.

§ 24. It must be stated in the educational system of the educational institution, the manner in which the courses located on each year of study contribute to the study's progression through training, cf. § § 22-23.

Community-line business and line subjects

§ 25. The other classes of training and training shall cooperate through all classes of study to create a framework for the students ' dedication of knowledge and skills in planning, observation, analysis and documentation of teacher activities, including examination of : education, cooperation and communication at school.

Paragraph 2. The educational institution shall, in accordance with the study arrangements, see it in accordance with : in Chapter 10, the training of such training shall be such that there is a compulsory interplay between the fields of education.

SECTION 26. Each of the linefers ' Danish (age-specialized), physici/chemistry, algebra (age-specialised) and by nature / techniques contain within the 72 ECTS-points of complement to the specialized vocational education of the specialized field of pedagogical ; professional areas, cf. paragraph Two and three.

Paragraph 2. The one in paragraph 1. 1 mentioned pedagogical element shall be equal to the 6 ECTS points in the common course of the subject, cf. Section 33 (4). ONE, TWO. pkt., and 6 ECTS-points in each of the specialization flows in question.

Paragraph 3. The institution of the Education Foundation shall be organised in the study arrangements referred to in paragraph 1. 1 and 2 the pedagogical element mentioned in such a way as to avoid overlap as far as possible for students who choose two line subjects covered by paragraph 1. 1 or both one of these linefags courses. The institution of the Education Foundation in the study scheme, how the pedagogical element is exposed in the common or specialisation process in question, including, for example, work on different pedagogical themes and themes.

§ 27. In order to support the student acquisition of the preconditions for only and in conjunction with others, to coordinate experiences from different subjects, the training institution must organise training so that, in periods of time, topics and themes are worked out ; where cooperation takes place between educational studies, trainees and line subjects, and where more than one student line subject is included.

§ 28. The institution of training must, by means of its organisation of training in the study arrangements, ensure that there is a cooperation between students, see it in accordance with the rules of the study. section 64, and the teachers of the linefers, in the educational professions and in the practice.

Paragraph 2. The educational institution shall lay down rules for cooperation between the professions in the field of training courses and for cooperation between the teachers and the students, cf. Chapter 10. The institution ' s studio system must show how cooperation between teachers supports the interplay between the fields of training and the areas of competence, cf. § § 25-26.

Prohibition, recording and organization of line subjects

§ 29. The Education Institute shall set out in the course of the study the line subject, including age specializations in Danish and mathematics, which are being provided. In the study scheme, the time for tendering of the lines covered by the institution ' s overall line of line shall be tendering, cf. However, section 35.

-$30. The student's entry for a line subject will take place within the framework of the school scheme, and in compliance with the line subject entry requirements laid down in section 39 to 40 and, where appropriate, supplemented in the institution ' s study scheme, cf. § 41.

§ 31. The institution of the Education Foundation shall be organised in the light of the ongoing assessment of students at tests, cf. Chapter 6, the implementation of the linefenagene of the English, history and Sport, with a first part and a second part, see in accordance with the provisions of Chapter 6. Annex 3, which each represents 36 ECTS points.

§ 32. The educational institution shall lay down detailed rules on the provision and organization of the line subject, see it in the study arrangements. Chapter 10.

The line of line subjects, one of which is required as the first line subject

§ 33. The student must, in connection with the inclusion of training or in the first year of the year, select its first line trade in the professions Danish (age-specialized), physici/chemistry, mathematics (age-specialised) and by nature / technique. They're in 1. Act. the subject shall begin with a common flow of 36 ECTS points, cf. paragraph Two and three. The training institution shall organise training so that the common course of the first line of study studies can be carried out in the course of the first 2 semesters referred to in the first two-term, cf. § 44, 1. Act.

Paragraph 2. The common course for students who choose Danish (age-specialised) shall be based on Danish schooling on the school intermediate stage. The common course for students who choose algebra (age-specialised) is based on the basis of math training at the middle school stage.

Paragraph 3. The common course of students constituting physics / chemistry or by nature / technique consists of a broad nature of nature, which forms the basis for the student's final choice of specialization in physics / chemistry or by nature / technique.

§ 34. The educational institution shall determine the timing of the choice of age specialization for students who choose Danish (age-specialized) or math age (age-specialized). Students who have followed the broad nature of nature, choose specialisation in physics / chemistry or by nature / technique on the basis of the common flow. The student must, at the latest at the end of a common course, select a specialization process.

$35. The educational institution shall, in the immediate extension of a successful common course, provide the associated specialisation flows, which are included in the institution's overall line of the institution, cf. § 29, paragraph. ONE, ONE. Act.

§ 36. The line subject of every 72 ECTS points, one of which is compulsory and which the educational institution creates, must in the greatest possible extent be organised in a manner that allows students to complete the individual line subjects without interruption.

Paragraph 2. For a student who selects both age specializations in Danish or mathematics, so that the total line subject is 108 ECTS-points, one can be arranged with interruption in relation to the shared flow and the first selected the specialisation process, cf. paragraph 1. The same applies to students, which choose both physics / chemistry and by nature / technology, and where the two line subjects form the 108 ECTS points.

Internationalization

§ 37. In addition to the training institution, the training institution may also organize a part of training which, for the individual students combined, is equivalent to a maximum of 60 ECTS points, which were common for Danish and foreign students and on another ; languages other than Danish, cf. However, section 49, paragraph, 5.

Paragraph 2. The training institution shall provide the possibility of study abroad, including the accommodation of at least three months ' duration, as part of the training, cf. § 8, nr. 3, section 49, paragraph. 5.

Paragraph 3. The institution of the Education Institute shall establish rules on the organisation of paragraph 1. 1 and 2 of the study scheme, cf. Chapter 10.

Instructions

§ 38. The education institution must offer the student advice and guidance on the implementation of training. The guide must include, inter alia, information on the opportunities for students 'choice of line subjects, including opportunities for technical support for access to line subjects, and the students' opportunities for composition of line subjects and the importance of the study of the study ; of this in relation to employment and the work of elementary school.

Paragraph 2. In the course of the study, the educational institution shall organise the procedure for guidance in accordance with the guidance provided for in the course of the guidance system. Chapter 10.

Chapter 4

Access to Line Items

§ 39. Students have access to each line subject of training when the person in question in one or more of the high levels of acceding classes and levels laid down in Annex 5 for the relevant line subject shall be subject to the 7-step scale, see it in accordance with the 7-step scale. the report on character scale and other assessment, at least the grade 7 on B level or the grade 02 of A level, cf. however, paragraph 1 2. The character must be obtained either by an attempt or as the final standpoint marksman or the annual character of the subject in question.

Paragraph 2. Access to line danced Danish (age-specialized) requires that the student in Danish at high school level after the 7-step scale has at least been attained, having at least been reached 7, cf. paragraph ONE, TWO. Act. Students that begin training in 2007 or 2008 have, irrespective of 1. Act. and paragraph ONE, ONE. pkt., access to the first line subject, cf. section 33, when the student in one or more of the high levels of acceding and levels laid down in Annex 5 for the line subject of the line in question after the 7-step scale has at least been attained at the level 02 of the B level, cf. paragraph ONE, TWO. Act.

Paragraph 3. Students who do not comply with the provisions of paragraph 1. 1 and 2 required access requirements for a line subject, the training institution may be given access to the relevant line subject if the institution of a realpolitik assessment estimates that the student has the necessary professional qualifications to follow ; the level of the teaching. Access to line-of-the-line music requires evidence of experience with music training. The Education institution shall set out in the study scheme, cf. Chapter 10, the way the real powers of the review take place.

Paragraph 4. In exceptional cases and in accordance with a specific and individual assessment, the educational institution may give students access to one or more line subjects, regardless of the provisions laid down in paragraph 1. 1-3.

§ 40. Students which do not have access to one or more of the desired line classes in the event of meeting the conditions laid down in the secondary school supplement (GS-announcement), may also be available after recording of teacher training ; high school completenments to acquire sufficient preconditions for inclusion and implementing it or the relevant line subjects.

§ 41. The Education Institute may set an access limit in the school scheme for the number of students who can be included in a given line subject, including joint and specialisation.

Paragraph 2. Where the training institution has laid down access restrictions for the line subject to paragraph 1, 1, the institution of the study scheme shall define the criteria for inclusion in the line in question, taking into account the qualifications of the students who are students. The institution may not be in accordance with 1. Act. lay down lower requirements for admission to the individual line subject than the consequences of section 39 (3). One and two.

Chapter 5

Submission and meeting dependable

§ 42. Students must take part in training, as it is organised by the educational institution. As part of the subject of participation, the student has a meeting to the first of the training of education. Student years and an internship.

Paragraph 2. In the case of training institutes, the educational institution shall lay down detailed rules on the obligation of students to be bound by the student body and in the case of furnishings of furnishings other than paragraph 1 ONE, TWO. provisions, for special training courses, which, for example, require more students 'concurrent cooperation, and making demands of ongoing assessments of the students' efforts in the studio. The institution ' s Student System must clearly describe how the subject of participation in the various parts of the training programme is specifically achieved in the various parts of the training, the consequences of which it will not fulfil, and how a student who has not fulfilled his / her duties ; the obligation to make up for lost time shall be subject to the obligation to make up for lost time, which may involve a duty on the part of the institution ' s decision to go part of the training.

Paragraph 3. For the assessment of the students ' fulfilment of the participation requirement, the training institution shall record the participation of each student's participation in training. The educational institution shall determine in the study scheme how the students ' participation in training should be recorded.

Paragraph 4. The training institution shall inform students of the party to the parties responsible for the registration of the individual students ' s registration of the individual student ' s participation in training.

§ 43. Fulfillment of the party to the party concerned, cf. § 42, paragraph. 1 and 2 are a prerequisite for being able to adjust to the test in the relevant course and in order to obtain an internship at the individual study years, cf. Chapter 6.

Paragraph 2. Has the student, despite written warning, repeatedly or, for a long time, failed to comply with the party to the party concerned in accordance with Article 42 (2). In the case of 1 and 2, the institution of the educational institution may expel the student from the institution concerned.

Chapter 6

Samples and other assessment

§ 44. Before the end of two. Semester after study estart, the student must participate in an internal test, cf. § 45, no. 1, in the first line of the student who is the first line of study forming a common flow of 36 ECTS points, cf. Section 33 (4). ONE, TWO. Act. The training institution shall determine the position of the other test in the training, cf. however, section 48 (3). 2, in the study scheme, cf. Chapter 10.

§ 45. The Education institution shall provide, by oral or written individual, the student, the assessment, passed or not-passed ;

Paragraph 2. The internal oral or written partial sample in sport may be combined with a practical test. The practical test may be carried out by more examiner cooperation in the study of the assesses where the achievement of the objectives of the trade cannot be documented in any other way.

§ 46. The pedagogical class in the form of general didative, psychology and pedago, each end with an individual sample. The individual sample may be internal or external, cf. paragraph 2.

Paragraph 2. The Ministry of Education defines the scope of external tests in the educational fields.

§ 47. The following courses of study and courses shall be terminated each with an individual external test :

Paragraph 2. The final test may be oral, written, practical or a combination thereof, and may consist of several partial samples.

Paragraph 3. The practical part of the test in music or sport may be carried out by more examiner's cooperation in the study of the assesses where the performance of the professional can not be substantiated in any other way.

§ 48. The following courses of study and courses shall be completed by an oral and written individual external test :

Paragraph 2. The tasks for written samples covered by paragraph 1. 1 shall be ordered by the Ministry of Education, which shall determine the time for each test.

§ 49. In the case of oral and practical tests, examiner and censor can involve all the skills goals and the central knowledge and skill areas in question, cf. however, paragraph 1 Two and three.

Paragraph 2. Samples covered by Section 47 (3). 1, no. 3 and 4, or § 48, paragraph 1. 1, no. 2 and 3 shall not cover the course of the training institution prior to the prior trial of the internal subtest subject, cf. section 45, or in the case of samples covered by Section 47 (3). 1, no. 4, or § 48, paragraph 1. 1, no. 3, the other specialisation process in that line subject.

Paragraph 3. Shorter-defined training elements whose content and work form underlines it can be documented only by participating in the teaching. However, such a scheme may not exceed 15%. of a professional's content.

Paragraph 4. A sample may be common to two subjects on the basis of an integrated study course. However, the assessment is carried out for each subject. It is not possible to determine that combinations of samples must be made available together.

Paragraph 5. For individual students, educational parts of a maximum of 60 ECTS shall be judged by the test held in English, French or German if the relevant part of the training has been offered and implemented in the language in question, cf. § 37, paragraph. 1. The institution of the institution in foreign languages requires, for each training course, the approval of the Ministry of Education. Approval may not be given where the purpose of the test is to document the skills of students in Danish. In addition, a foreign language test may not be held in the case of the foreign language. However, the section 17 (5) of the test notice shall be that : 1 on the Swedish or Norwegian test.

Paragraph 6. The Education institution shall set out in the study arrangements detailed rules of tests and evaluation, including the test for testing, cf. § 43, paragraph. 1, sample and test languages, in the course of training, cf. Chapter 10.

$50. The Professionundergraduate project, cf. section 10-12, is assessed by an individual oral external test.

Paragraph 2. A total character is given for the task and the oral performance of the test.

§ 51. On samples covered by § § 46-49 and the assessment of the professional understudy project, cf. section 50 is the nature of the 7-step scale, cf. the report on character scale and second assessment. Incidentally, the notice of examinations and the degree in professional training courses (trial notice).

Assessment of the internship

§ 52. Student performance in internship must be regularly updated for every student year, cf. § 5, is rated with Bestood or Unpassed, cf. § § 53-54.

Paragraph 2. The student must be at the latest by the end of 4. Semester, after study test, has achieved the assessment passed for the part of the internship organized by the Education Institute of 1. Anchor vineyyard.

§ 53. Each assessment of the practice shall be carried out by the educational institution.

Paragraph 2. In the light of the study of students ' preparation, implementation and review of the internship, and about the students in relation to the progression of training, the ability to use the interstate competence of the internship has obtained sufficient competence to apply the interstate of the internship ; and spheres of skill, cf. in Annex 1, the training institution shall receive a written, reasoned recommendation ;

Paragraph 3. Options after paragraph 2, which is unfavorable for the student, shall be sent to the student body ' s submission in copy to the student who shall be given the opportunity to make a statement to the principal prior to the assessment.

Paragraph 4. The educational institution shall lay down detailed rules on the assessment of the practice, including the content and procedure of the practice of the practice and training of the professions and the training of the training of the training.

§ 54. A student whose practice has been passed on a vineyard is not-passed, may once again go to the same or, if the student wants it, at another internship. An internship that the student has continued on, and still not passed, can no longer be allowed to continue training, cf. however, paragraph 1 2.

Paragraph 2. The institution of the Education Institute may, if so very special reasons, give a student more than an opportunity to go to an internship that has been passed on-passed. The institution of the Education Institute sets out what is, for example, a very specific reason, and it also sets out the procedure for practising the inebriated practice of the practice.

Chapter 7

Voluntary training

§ 55. Educational institution to supplement the training of students

Paragraph 2. Objectives and central knowledge and ferries for training courses covered by paragraph 1. 1 is shown in Appendix 7 to 9 for this notice.

§ 56. The Education Institute may, in addition to training, offer students courses in the teaching of adults and on other subjects and activities which point to the teachers ' workspaces. In addition, training institutes can offer students to participate in choir and play.

§ 57. Participation in rates after paragraph 55 (1). One, and section 56 is voluntary for the student. It is a precondition for the granting of cursuvism for participation in voluntary courses that the student has participated actively in the course in question.

§ 58. The Education Institute may offer the students swimming-teacher training in accordance with the notice of this.

Chapter 8

Merit, Exemption and Exemption

$59. The Community, line subject and professionsundergraduate work carried out by a training institution equivalence equivalence to the corresponding training elements of another training institution.

§ 60. The institution of the Educational institution may, by a specific and individual assessment, approve the training of training elements of a Danish or higher higher education, which has been subject to the rules, and is replaced by training elements, or parts thereof covered by this notice. The decision shall be taken on the basis of a professional evaluation of the equivalence of the relevant training parts.

Paragraph 2. The institution of the Education Institute may exempt students from parts of training when it is documented that students through education or otherwise have obtained similar qualifications.

§ 61. The Education Institute may organise a study program in particular or free a student for parts of training courses when it is shown by the medical certificate that the student of health reasons may not be able to complete the training, including : the test of the test, in a normal manner or in full. Where training is carried out in a reduced degree, it shall be stated on the certificate.

§ 62. The Ministry of Education may, at the request of the institution of training, allow any deviation from one or more of the provisions of the notice. In the case of derogation, the Ministry of Education shall determine the duration of this, and to what extent and to the extent to which the institution of Education shall report to the Ministry of the study.

§ 63. The Ministry of Education may dispense with the other provisions of the notice if special circumstances are therefore to speak. However, section 67 (2) cannot be waised. 2, section 60-61.

Chapter 9

Other Rules

§ 64. The participation and co-responsibility of the students must be promoted through participation in the work of the organisation of education and the content and organisation of the notification.

§ 65. A student can be expelled from the educational institution for a period and in the case of recurring cases and in very serious cases expunges, if the student, in spite of written warning, is suspended.

Paragraph 2. A student may also be expelled from the educational institution if the student has been guilty of a situation which is obviously incompatible with students continuing training at the educational institution.

Chapter 10

Training institution ' s study scheme

§ 66. The institution of the Education Foundation shall determine the procedures for training at each institution in a study scheme, cf. § 67.

Paragraph 2. In the preparation of a study, the educational institution must :

Paragraph 3. In the course of major changes to the study arrangements, the educational institution shall obtain an opinion from the centre holding the presidency, cf. the proclaial notice and from a representative of the students. The institution of training shall inform the censorsoroffice of the report by any change in the study.

Paragraph 4. The Study Scheme is coming into force at the beginning of a study. The same applies to significant changes to the study arrangements.

Paragraph 5. The current study arrangements shall be publicly available on the educational site of the educational institution.

§ 67. The Study Scheme must include rules concerning the organisation of training, training and working methods, including :

Paragraph 2. It must be stated in the study of the study, that the educational institution, when very special reasons, can dispense with those of the rules of the study, which alone is set by the institution.

Paragraph 3. In addition to the rules laid down in the study scheme in accordance with this notice, the study arrangements shall include the rules laid down in accordance with the test notice.

Paragraph 4. For the purpose of issuing a new study scheme and by major changes to the current study arrangements, transitional rules must be laid down in the study scheme.

Paragraph 5. The study system and substantial amendments therein shall enter into force at the beginning of a curriculate.

Chapter 11

Storage egers

§ 68. The institution of the Education Foundation shall observe the principles of good administration by decision making in accordance with this publication.

Paragraph 2. A decision by the institution of Education may be submitted to the Ministry of Education, when the complaint relates to legal issues. The appeal shall be made to the institution of training, which shall deliver an opinion, which the complainant shall have the opportunity to comment on within a period of one week. The institution shall send the complaint to the Ministry of Education, together with its opinion and the comments made by the complainant.

Paragraph 3. The deadline for filing a complaint pursuant to paragraph shall be made. 2 is 2 weeks from the day the decision to be filed has been notified to complaints.

§ 69. Complaction of samples and exams shall be subject to the rules of the test notification.

Paragraph 2. The decision by the Education institution to assess a student's internship that has not been submitted for the Ministry of Education may be submitted to the Ministry of Education, in accordance with the guidelines in section 68. The institution shall send the entire material entered into in the assessment department for the Ministry of Education.

Chapter 12

Entry into force and transitional rules

§ 70. The announcement shall enter into force on 1. July 2009, cf. however, paragraph 1 3.

Paragraph 2. Publication no. 219 of 12. March 2007 on education for professional training as a teacher in elementary school is hereby repealed.

Paragraph 3. Students who have started training for primary school teacher before the first 1. In August 2007, training shall be completed according to the rules laid down in the notice. 382 of 19. June 1998 on educating teachers at elementary school. However, section 20 (8) shall be found 2, no. Paragraph 11 (c) on group trial is only applicable to a possible practical part of the test in music or sport if the performance of the objectives of the trade cannot be documented in any other way. Students have the right to receive education until 2011, and. tests will be held last time at summer finals 2012.

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Appendix 1

Community

1. Practik

1.1. Identity of the flag

The profession of the profession is of fundamental importance for the profession of education and the profession, therefore, has the composite function of the teaching of training courses and students ' work at school.

The practiced practised practice is characterised by two key competences. On the one hand, the practica/pedagogic competence of the teacher, who are directed at the teacher's work with children and young people, and also the analytical skills that aim to examine the practices of their own and others in order to continue to develop.

The profession therefore has a focus on the relationship between practical and theoretical experience, as a precondition for the student's own education and development training and development.

1.2. Objectives

The aim is that the student has the competence to ensure that :

a) plan, implement and provide reasons for teaching, including taking decisions on the purpose of the maintenance, work and organisational forms with the involvement of IT,

b) description of the lift conditions for both individual students and for groups of pupils,

c) lead and develop the professional and social community of the class, in a democratic perspective,

d) plan for long-term and short-term perspectives, including plan for interaction between individual trades and flows of transverse issues and issues in collaboration with colleagues and students ;

(e) evaluate the teaching of students using purpose-stealing evaluation methods ;

(f) collaborate with students, parents, colleagues, and other resource people ;

g) Observe, describe and document education and other processes at school and

(h) analyse education and learning for the development of their own education and school activities as a whole, with the involvement of professions, development and research-based knowledge.

The objective of the overall internship of each year is that the student achieves competence to use the central knowledge and skill areas described for each year of study.

1.3. Central knowledge and skill areas

The content of the policy is areas that concern the teacher's task and responsibility, planning, implementation, evaluation and development of education, the social development and cooperation of various parties. The areas shall form the basis for interactions with the other classes of training, both in the context of the preparation, implementation and after-treatment of the practises. The areas shall specify the basis for a professional interaction between the theory and practice of the training.

1.4. First Study

The task and responsibility of the teacher

The content is the work of the relationship teacher, teacher-class and teacher's communication and dissemination, as well as the ethics and class of apprentice.

Student conditions

The various professional, cultural and social conditions of the liver are to be met.

Governance and development of the social life and learning environment of the class

Management of the learning and development of the social life of the class.

Scheduling, implementation and evaluation of teaching

The work on short education sequences within a framework has been set by the training instructor and the application of various forms of organizational subtrainers.

Evaluation of students ' learning

Knowledge of applied evaluation forms at the internship school.

Collaboration with students, parents, colleagues, and other resource people

Knowledge and work with the school standards and guidelines for parental cooperation and shorter written communication with parents.

Apprentier cooperation in class.

Description, analysis, assessment

Observation, analysis and evaluation of practices and elevagery.

1.5. Sophomore year

The task and responsibility of the teacher

The teacher's feedback to pupils, the teacher's framework of teaching and student learning, as well as the teacher's attention to the well-being and development of the individual student.

Student conditions

The various assumptions of the liver are based on the planning of education.

Governance and development of the social life and learning environment of the class

The conduct of education and the development of the social life of the class, the different ways of learning that can strengthen the social life and learning environment of the class.

Scheduling, implementation and evaluation of teaching

Work with training courses in cooperation with the practice teacher with variety in educational and professional methods, the preparation of curricula in accordance with the rules and regulations of school and school rules.

Evaluation of students ' learning

The introduction of various evaluation tools, including testing.

Collaboration with students, parents, colleagues, and other resource people

Participation in the planning of parental cooperation, written information by parents of curricula and the school organisation of cooperation in different fora, including various forms of cooperation between submissions.

Description, analysis, assessment

Observation, analysis and evaluation of practices and student learning.

1.6. Third Study

The task and responsibility of the teacher

The teacher who will participate in collegial cooperation and participant in the overall development of the school. The teacher's cooperation with psychological and special-pedagogical resource people.

Student conditions

The action of the teacher in relation to pupils with particular difficulties, including writing-and reading difficulties.

Governance and development of the social life and learning environment of the class

The teacher's work on the support and development of the class ' social life and learning environment, including the conflict resolution.

Scheduling, implementation and evaluation of teaching

Self-employed work with long-term, differentiated training courses in cooperation with the other teachers of the class, the involvement of students ' self-chosen teaching materials and the participation of students in the planning of education.

Evaluation of students ' learning

The teacher's work with individual student plans.

Collaboration with students, parents, colleagues, and other resource people

Participation in parent meeting and student interviews, collaborate with students, collaborate with class other teachers, as well as collaboration with different resource individuals that work in association to a school.

Description, analysis, assessment

Observings, analysis and assessment of practices with a reasoned selection of test methods.

1.7. Fourth Study year

The task and responsibility of the teacher

The teacher's work with annual plans in interaction with all classes of class and teacher, which is an entrepreneur of educational acts and developmental works.

Student conditions

Intervention and follow-up in relation to pupils with learning difficulties.

Management of the learning and development of the social and learning environment of the class

The students ' self-employed work on the social life of the class, including intervention and relationship support.

Scheduling, implementation and evaluation of teaching

The self-employed person's self-employed responsibilities and work with overflow plans and annual plans, as well as the independent responsibility for long-term education, are being carried out.

Evaluation of students ' learning

Differentiated and targeted use of evaluation at all levels, including the interaction between formative and summary evaluation forms.

Collaboration with students, parents, colleagues, and other resource people

The self-employed person's self-employed responsibility for parts of parental meetings and attendance at school-home interviews. Participation by the student in cooperation with internal and external cooperation parties on school development.

Description, analysis, assessment

Observation, analysis and evaluation of their own practice for action and development.

1.8. Sam. interning trainees and teacher training courses ;

The study of the student's work with objectives, documentation and evaluation of its own learning and learning vocational development in the practice is a common practice for the other professions and teaching training courses.

Assumptions for observation, analysis and documentation of teacher activities, including study of education, cooperation and communication at school are developed in cooperation between the practice and the other classes of education through all study years.

On the basis of the internship, the student is working with student writing-and readability in relation to professional texts.

The four-way internship. the year of the year may contribute to the study of the study of the professional undergraduate project.

2. Christianity / Life Enlightenment / Citizenship

2.1. Identity of the flag

Christianity / life-information / citizenship is an educational qualifying profession that is considered to be a learning and valuation issue based on the relationship between a religious professional, an ideally and an association of ideas and a citizenship-oriented approach. Across the central competence of the profession, work is being done on the subject of human and social vision and their importance in the educational practice of school.

2.2. Objectives

The goal is for students to dedicate themselves to the skills of

a) to deal with the meaning of Christianity and other life-scis; in a European and a Danish cultural context.

b) to relate to the school's educational task against the student as an individual, a citizen of Denmark and the world ;

c) preparing school students to take part in a society of equal value, freedom and democracy ; and

d) develop the critical sense of students and the opportunity to respond and act in the meeting with new challenges, as well as to teach them to live together with respect for each other's values and standards.

2.3. Central knowledge and skill areas

The three content areas shall be illusiated reciprocal

2.3.1. Religion and culture

The content is :

a) The tales of Christianity, the basic concepts and the operation history of the Danish relationship.

b) The Jewish and Islam as European minority religions.

c) Religion and human rights in a cultural meeting-and the school perspective.

d) The relationship between religion, culture and politics in current illumination.

(e) Evangeli-Luthersk Christiendom's importance for democracy, welfare state and school in Denmark.

2.3.2. Idea history and Ethics

The content is :

a) The European humanist tradition of antiquism over the Renaissance for Enlightenment and up to the present, including the idea of human rights.

b) Modernization and secularism, as a background to the school's work.

c) Ethical concepts and their importance to the school's education paging, including an assessment of religious, cultural, ethical and existential issues in the wrestling between tradition and modernity, and in the meeting with other cultures.

d) The religious and cultural meeting of the school in a training-theoretical perspective.

(e) Central values of the importance of democratic citizenship, such as tolerance, authority, equality, freedom and brotherhood.

2.3.3. Democracy and citizenship

The content is :

a) Democracy and citizenship in the historical perspective.

b) Various forms of legal, political, social and cultural citizenship.

c) Identity related aspects of citizenship, including cultural, religious and existentile.

d) The social and political historical background to the democratic education of the people in the elementary school.

(e) Estonian issues and dilemmas are linked to the teaching of democratic citizenship.

(f) Citizenship of the school : as a subject, as a dimension, in different subjects and as a basis for the culture of the school.

2.3.4. It and the virtual world

The content is :

a) It as a meeting place of cultural exchange and the development of citizenship.

3. The pedagogical class

The educational professions are concerned with the teacher's work, with education, education and training in school. An analytic, as well as an action-oriented look, is considered in educational activities.

The special focus of the Almen, is knowledge, concepts, theories of planning, implementation and evaluation of education at school.

Psychologist's particular focus is knowledge, concepts, theories about children's and young people's learning, development and social interaction.

The special focus of the Pesdagoi is knowledge, concepts and theories of education, training, education, education, education and socialisation in a social context.

Albut didatives, psychology and pedagogue contribute to the special perspectives and skills areas of the sheep, in cooperation in the following four themes :

3.1. School Home Cooperation

The aim is to develop and practise competences for cooperation that have the students ' education and learning in focus. The content is theories, research and experience on parenthosittings, communication in ordinary and special school-home-sessions, ongoing cooperation, the legal basis and challenges of cooperation with parents that have different ways of working together. social, economic and cultural starting points.

3.2. Elives with ethnic background other than Danish

The aim is to develop the skills of the student's skills to teach the cultural diversity of public schools. The content is cultural theories, theories and research on the identity development and the learning of children and young people with different social and cultural background. Students must work with theories on multicultural background, on social inclusion and cultural meetings, as well as with intercultural pedagogo.

3.3. Class Usuction

The aim is to develop competence for the leadership of groups of children. The content is theories of power, ethic and asymmetrical relations, as well as theories on individual and Community, communication and the framework statement.

3.4. Special pedagogical issues

The aim is to develop the competence to create, maintain and lead an inclusive community, even for the particularly vulnerable students in elementary school. The content is knowledge, concepts and theories about the purpose and importance of the specialised educational policy and the importance of learning, formation and social integration, educational differentiation and guidance and methods for identifying conditions that maintain inappropriate use ; the reactions and actions and observations, description and analysis of interaction and development opportunities.

4. Albut Didactik

4.1. Identity of the flag

The body provides the basis for the teacher's practice of drawing up plans for, carrying out and evaluating training.

The cross-professional competence of the teacher is central to the profession, particularly in relation to the teachers ' cooperation to plan and complete the education, focusing on continuity, progression and variation for the individual pupil and the group of students.

The general didactik deals with issues and issues related to education in a general perspective, and across different school specialises specialism classes. The body thus provides a basis for a collaborating and synthesis understanding of the teacher's activities in school.

The European Union is therefore working to promote the educational skills of the students ' general skills for comparison, cooperation, differentiation, development and the management of education.

4.2. Objectives

The overall objective is that the student is dedicated to theoretical insights and practical skills to describe, analyse and evaluate teaching practices, and self-employed and in cooperation with pupils and colleagues to make and justify choices in in order to plan, implement and evaluate education, taking into account the complexity of practices and with the overall task of the school to be watched.

The aim is thus to ensure that students are given competences,

a) to analyse the objectives, objectives and content of the school and the content rules for other professions as well as for other subjects as a basis for the development of a cohesive education that guarantees a broad multidisciplinary progression in relation to a group of pupils and in order to conclude ; in education, where transverse issues and problems are at the centre ;

b) utilitarian dilactic research in the context of planning, execution and evaluation of teaching,

c) to observe, analyse and assess the pupils ' skills across profession and in the light of the general development of the pupils ;

d) to describe, analyse and evaluate the teaching practices and the learning of students, in order to draw up problem positions for the development of the school ;

(e) use it as a didational tool in the preparation and execution of the teaching,

(f) to sum up the general rules of the school on differentiation, the inclusion, project work and evaluation of the provisions of each subject in order to draw up plans, implement and evaluate training for an student group,

g) to be able to remain critical and evolving into didatical categories as objectives, content, methods, work patterns and evaluation, and thus relate to different views of how read plans can be construed ;

(h) working together with colleagues to establish common vocational and educational objectives, common content and common forms of the teaching of pupils ;

i) to cooperate with the student and group of pupils with the perspective of the student's perspective and opinion-creating in the teaching and

j) to framework and guide training and apprentiship processes on a democratic basis.

4.3. Central knowledge and skill areas

The content is :

a) Arctic challenges at levels of society, at the level of the organization, at the relationship level and at the level of the individual, with a view to describing, analysing and developing education.

b) Observe, description, analysis and evaluation of training on the basis of criteria for good education and on the basis of research and experience-based knowledge in a development-oriented perspective.

c) The law of school, subject matter and cross-disciplinary understandings, teaching and learning-of-the-art.

d) International Conventions and laws, including confidentiality, obligation and disclosure of information.

(e) Knowledge of the scholar's dilactic management and the framework sentence of the practice of education, including the relationship between teacher and student governance.

(f) Various teaching and working methods : class education, group work, theme and topic-based training, workshop training and project work.

g) Different ways to organise teaching of students and teachers ' work, including the use of IT as a work and communication tool.

(h) Cooperation with students on targets, content and working methods on the basis of knowledge of their conditions and potential.

i) Disdative theories on targets, content and curricula, training and work forms, evaluation, use of evaluation results, educational differentiation and co-determination.

j) Planning and evaluation of training in a collegial cooperation, including the preparation of the student, education and annual plans.

5. Psychology

5.1. Identity of the flag

Psychology in teacher training has particular focus on knowledge, concepts and theories on the development, learning, social and social interaction of children and young people in relation to the school. The family also highlights the development of the student's development.

Critical in the profession is pedagogical psychology, where skills of learning processes, communications, professional relationships, observation, cooperation and process management are at the center of the line.

The psychological perspective is being used to make it possible to make it possible for students to gain insight into and understanding children and young people with different preconditions in different contexts and to develop well-founded action on the environment ; relationships here.

5.2. Objectives

The aim is that the student is dedicated to the exercise of training and the professional, personal, social, learning and development of children's and young people.

The student must, therefore, obtain competences for :

a) to dedicate knowledge and understanding of central elements of the concepts and theories of psychology and their application in the school context,

b) to act at the level of individual level, at the level of the organization, to the level of the organization ;

c) to acquire an understanding of the multi-faceed lifestyle, the realizings and the conditions of development of human beings ;

d) to be able to use its insight into the learning and development of children and young people and in communications and guidance for the taking of classes, to the handling of diversity and conflict, and to cooperate with actors in the various life-spaces of the pupils ; and

(e) to dedicate knowledge and understanding of the importance of their own actions and evaluate the consequences of their own actions.

5.3. Central knowledge and skill areas

The content is :

a) Metateoretical assumptions for appraisal of the suitability of psychology in teacher activities.

b) The social, cognitive and emotive development of children's and young people.

c) Personal development, identity, subject matter and self-management.

d) Social relations-group processes, conflict management, teacher-student and student-student relationship and classroom.

(e) Learning, knowledge and skill.

(f) Socialization and intercultural psychology.

g) Pesdagogic counseling.

(h) Communication and cooperation.

i) Observe interaction in education and the description of student's learning potential.

6. Pesdago

6.1. Identity of the flag

Pappendago in teacher training shall see analytical and actionable education, training, education, education and socialisation to identify, analyse and evaluate educational basic issues, dilemmas and conflicts relating to the development of the pupils of an historic, social, cultural and police-institutional framework, and to take professional and justified initiatives.

6.2. Objectives

The aim is for the student to be able to be critical and constructive in a constructive manner.

a) to analyse and evaluate education, training, education, education and socialisation through concepts, theories, research results and observations ;

b) to discuss and justify the professional position of the teaching of educational tasks, which they appear in the school and society ;

c) the conversation and cooperation with students, parents, management and colleagues to achieve the objectives of the school ;

d) to resolve subjugation and remission tasks, subject to standard and value conflicts ;

(e) to contribute to, analyse and evaluate educational studies and research, and to develop professional-based solutions on the basis of such studies and

(f) to assess the involvement of information and communications technology in education and other educational practices.

6.3. Central knowledge and skill areas

The content of the content is educational basic assumptions, theories and concepts concerning education, training, education, education and socialisation.

6.3.1. The apprentice task in current and historical illumination

a) Pesdagogic ideas in a historical society change perspective.

b) The functioning, organisation and the law and values of the public in current and historical, national and international lighting.

c) Simplicity and differentiation-the political, social and cultural basis of the development of public school and alternative school forms.

d) The educational importance of the various socialisation of pupils in society.

(e) Understanding the education task in elementary school in modern society.

6.3.2. Exertion of the teaching task

a) Ptadagogic dilemmas and value conflicts.

b) Adaptation of authority relations, class of complainity and student participation.

c) People's school tasks to children with differing social, ethnic and cultural background.

d) The teaching of the teacher and the school's social educational functions.

(e) The teacher's and the school specialized pedagogical task.

(f) Public school cooperation with the parents.

g) The teacher's legal and ethical obligations.

(h) The teacher as a power provider, dialogue partner and care provider.

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Appendix 2

Line subject of 72 ECTS-point, one of which is compulsory as the first line subject

1. Danish (age-specialized)

Identity of the flag

The core of the Danish schoolteacher training is the work of Danish languages and texts. The student must in the work on basic culture techniques and methods to interpret and produce texts to be able to teach and develop the profession of school. In the profession, students are educated in Danish as mother tongue and pupils with Danish as a second language.

The line must, as a form of skill, educational and cultural intermediaries, contribute to the student's professional, professional and personal development of a Danish and international perspective.

1.1. Danish-Joint Progress

In the common course, the student shall be introduced to all the basic knowledge and spheres of the profession. Work is being done on the part of the students ' own expression of expression in various genres and media. Examples of education are taken in particular from the school intermediate stage (4. -6. (3)) for the lighting of general, professional and technical aspects.

1.1.1. Objectives

The goal of the work of the professional pathway is that the student achieves the following basic training skills that qualifies for the depths of the specialization process :

a) Analyze and interpret languages and texts in different genres and in different media on a reflective method basis.

b) Describe, analyse and evaluate examples of Danish education.

c) Plan, implement and evaluate Danish education on the basis of the analysis of provisions for the profession.

d) Applying knowledge of the profession in a historical perspective and to describe it in a future perspective of development.

(e) The scientific disciplines of the Danish scientific disciplines and research findings with regard to training in the Danish study of students with Danish, mother tongue and pupils in Danish as a second language.

(f) Communicate safely, suiciatable and creatively in the correct Danish language in different genres and various media.

g) Across it to communication and knowledge search.

(h) Applying technical skills and skills in interaction with almendidatic, pedagogical and psychological theories in order to address Danish and other teaching tasks in a practical practice and relate to analytical and reflecting practices.

1.1.2. Central knowledge and skill areas

The content is :

a) Skills and skills relevant to Danish education in respect of recognition and working methods, children's learning, the importance of learning environment, including teaching forms, working forms, materials, textbooks and physical frameworks.

b) Guido in different types of education in Danish and in relation to children's development.

c) Evaluation of teaching and learning processes in Danish education.

d) Proficiency of planning, organisation and evaluation of classes in Danish.

(e) Conduciate and skill in dealing with the explanatory statement, purpose and content of the Danish profession in a historical and modern perspective.

(f) Kundrality of learning theories and methods of learning in the areas of equality, reading, writing and written expression skills as well as education in fiction and non-fiction in various media.

g) Deficiency planning, choice, use and evaluation of materials and methods of learning in the areas of equality, reading, writing, literacy and media.

(h) Proficiency of observation, documentation, analysis and evaluation of Danish language learning with the inclusion of the theory.

i) Clothing about children's linguistic development and the teacher as a linguistic guide in speech and language, and in other forms of expression.

j) Evaluation in Danish as a development and learning tool.

c) Neighborhood language tactic.

I) It's a trade-related use and learning area.

m) Anitinguinc and Danish as a formality in cultural diversity school.

1.1.2.1. It spoke language-speaking and listening

a) The oral rearers of the authority (equality of conversation, cooperation and discussion).

b) The student's own brotherling and reading.

c) Children's speech language development, including bilingualism.

d) The conversation between speech and writing.

1.1.2.2. The written language-read and write

a) Student's own read and expression skills.

b) Various reading and writing techniques and strategies determined by purpose, media and genre.

c) Reading and text analysis.

d) Children's writing language development and the interaction between writing and reading development.

(e) The basal handwriting forms on paper and board and text processing on computer.

1.1.2.3. Language, language description, and assessment

a) Basic knowledge of the Danish language building, use, history and variety as mother tongue and other languages.

b) Concepts and methods from communication theory, text linguists and pragmatics, phonetics and orthograph, semantics, grammar and language sociology.

c) Kundonate in a neighborly language.

d) Finibility in the analysis of language used, the functioning of the language and the means of achieving it.

1.1.2.4. Literature and Media

a) Basic knowledge of theories, concepts and methods of description, analysis and assessment of literature and media lyrics.

b) Completeness in analysis and interpretation of texts in various genres and media based on the deliberate choice of theory and method.

c) The wardrobe of different texts in Danish, Norwegian and Swedish, translated literature, as well as the elderly and newer fiction and non-fiction for children and adults.

d) Kunda about literature and media theory, text-and-rehistory.

1.2. Danish-age-specialisation against starting and intermediate steps

In the specialization process, the beginning and intermediate stages are being processed with a deepening of the skills and skill areas of the Danes, and in particular the development of skills linked to teaching tasks in the Danish customs class of 1. -6. Class.

1.2.1. Objectives

The aim is for the student to have competence to :

a) to analyse and evaluate languages and texts to 1. -6. class in different genres and in different media on a reflective method of method,

b) to describe, analyse and evaluate examples of Danish education, training and training processes in 1--6. Class,

c) to transfer analytical skills from one area to another, work interprofessional and be able to combine knowledge and skills from the areas of the Danish and pedagogical expertise ;

d) to plan, implement and evaluate a differentiated Danish education class in 1. -6. Class,

(e) to find, assess and draw up training funds and materials, including IT-based,

(f) to describe the application criteria for a broad spectrum of evaluation forms of ongoing and final evaluation,

g) to evaluate and reflect on the teaching of 1--6. class, identify development requirements and describe them ;

(h) to analyse the profession of the profession in relation to its own and others ' technical surveys,

i) formulate and analyze professional issues and scope for action involving the inclusion of research findings relating to the training of 1-6. Class,

j) to disseminate instruction and to lead the work of the class of 1. 6. the use of an appropriate language,

c) to cooperate with colleagues and others on the screening and its framework in the oral and written form ;

I) to use it for communication and knowledge sharing ; and

m) use the specialized knowledge and skills in interaction with almendidatic, educational and psychological theories in order to manage the Danish and other teaching tasks in a practical practice and relate to analytical and reflective practices ; In practice.

1.2.2. Central knowledge and skill areas

The content is specialised pre-animal-plated elements, based on knowledge and skills from the shared flows of the line of the line, with planning, analysis and evaluation of Danish education in 1-6. Class.

In the work,

a) Children's development at different age levels.

b) Edudifferentiation and continuous evaluation with particular reference to different age steps.

c) Inclusion and description of relations between pupils and between teacher-pupil in particular to different age steps.

d) Evaluation of teaching and apprenticing processes.

(e) Finibility in planning, organisation and evaluation of teaching.

(f) Reading and writing in school start and middle-stage.

g) It's a readable read.

(h) Detach and drama, reading and dissemination.

i) Develation and spelling.

j) Write-writing and writing on computer.

c) Expresciency in various media.

I) Language development and language guidance.

m) Language-level awareness and language standards.

n) Confession of Norwegian and Swedish.

o) Danish as a second language.

p) Child Literature.

q) Literature learning and cannon.

r) Photo dialysis.

(s) Movie genres and video games.

t) Genre and media outlet.

u) It's in the dance class.

(v) Danish in interdisciplinary contexts.

w) Education differentiation and special education and IT as supporting and compensatory tools.

x) Evaluation forms in the Danish class education class.

1.3. Danish-age specialisation against between-and end step

In the specialization process, the use of between-and-the end has been worked out with a deepening of the skills and skill areas of the Danes, which are mainly developing competences that are linked to teaching tasks in the Danish customs class of 4. -9. Class.

1.3.1. Objectives

The aim is for the teaching students to acquire the following training skills

a) analyze and evaluate languages and texts to 4. -9. class in different genres and in different media on a reflective method of method,

b) describe, analyse and evaluate examples of Danish education, training and training processes for 4. -9. Class,

c) transfer analytical skills from one area to another, work interprofessionally and be able to combine knowledge and skills from the areas of the Danish and pedagogical expertise ;

d) plan, implement and evaluate a differentiated Danish education class in 4. -9. Class,

(e) Finding, evaluating and preparing training funds and materials, including IT-based,

(f) describe the use criteria for a broad spectrum of evaluation, both running and final evaluation,

g) evaluate and reflect on the teaching of 4. -9. class, identify development requirements and describe them ;

(h) analyse provisions relating to the profession of their own and others ' technical surveys,

i) formulate and analyze professional issues and ability to act with the involvement of research results relating to the training of 4. -9. Class,

j) provide instruction and lead the work of the class of 4. -9. the use of an appropriate language,

c) cooperate with colleagues and others on the screening and its frames in the oral and written form ;

I) use it for communication and knowledge sharing and

m) use specialized knowledge and skills in interaction with almendidatic, pedagogical and psychological theories in order to manage the Danish and other teaching tasks in a practical practice and relate to analytical and reflective ; practices.

1.3.2. Central knowledge and skill areas

The content is specialized pre-animal secs, based on knowledge and skills from the Joint Fitness of the Line Flow, with planning, analysis and evaluation of Danish education in the fourth-nineth. Class.

In the work, knowledge and skills performs :

a) Children's development at different age levels.

b) Edudifferentiation and continuous evaluation with particular reference to different age steps.

c) Inclusion and description of relations between pupils and between teacher-pupil in particular to different age steps.

d) Evaluation of teaching and apprenticing processes.

(e) Finibility in planning, organisation and evaluation of teaching.

(f) Extensily expressed in terms of narrative, playwright, debate and argument.

g) Read-pedagogue and text analysis.

(h) Read and read ways that have been properly curbed, genre, and media.

i) It's a readable read.

j) Writing and writing computer.

c) Written expressions of expression and language guidance.

I) Expression of expression in various media, predisposition, editing, and layout, on paper and screen.

m) Language awareness, language history, language standards.

n) Neighborhood and Norse Cultural Community.

o) Danish as a second language.

p) Genre and media outlet.

q) Youth Literature.

r) Historical reading.

(s) Literature learning and cannon.

t) Photo films, TV genres, video games.

u) Ashowing and other facerects.

(v) Danish in interdisciplinary contexts.

w) Education differentiation, special education and IT as supporting and compensatory tools.

x) Public school departure test in Danish and other forms of evaluation.

2.1. Physics / Chemistry and Natural / Technical-Natural Flow Flow

2.1.1. Identity of the Probe

The common course refers to the explanatory statement and the role of the natural forces in society and the school, the interconnection and interaction of the school play, on the one hand, and the co-play of the school play, along with other school classes. This includes exemplary recognition and forms of recognition in nature and educational forms to promote progression in the vocational training and development of their practical skills, creativity and desire to ask questions and low-life ; Studies.

The fabric of the Community is nature, technology, living conditions and living conditions, as well as in the world of scientific and historical approaches.

Public learning cological and didatical elements are included in the common course as a prerequisite for planning, organisation and implementation of specific training to cover different perspectives on children's natural vocational training ; on the different age and development stage, including the second language perspective.

The process is the prerequisite for the specialization flow of the linefact Physics / Chemistry and Nature / Engineering.

2.1.2. Objectives

The goal is for students to acquire skills

a) disseminating the role of natural fes in the overall picture,

b) develop the knowledge of the students ' natural skills, desire for exploration and accountability to the environment, practical skills, creativity and capacity for cooperation ;

c) the purpose of measuring, organising, carrying out, evaluating and developing natural vocational training, starting with the preconditions of each student, and on the basis of knowledge of progression, and on the interest of children and young people in the field of natural studies ;

d) to foresee a general training of natural vocational training on the basis of a professional opinion which is anchored in exemplary nature and professional characteristics, working methods and thinking ;

(e) to be able to relate to conflicts of interest in the interaction between human, technology and nature and perspectives in relation to different natural vision and ethical issues ;

(f) to cooperate with teachers in the areas of science and other professional areas for the use of professional qualifications and skills in interplay with general didames, educators and psychological theories in order to deal with teaching and other teaching tasks ; practical practices and relate to the analytical and reflective practices,

g) to combine knowledge from the history of natural scientists and technology with the overall social development of its teaching,

(h) to understand the applications of natural expertise and related practical / experimental methods ; and

i) use specialized knowledge and skills in interaction with almendidatic, pedagogical and psychological theories in order to deal with natural vocational training and other teaching tasks in a practical practice and analytically ; reflecting to practice.

2.1.3. Central knowledge and skill areas

2.1.3.1. Fagdiactic elements

The content is :

Skills and skills of relevance to the teaching of natural professions in respect of recognition and work, children's learning, the importance of learning environment, including teaching forms, working forms, materials, textbooks and physical frameworks.

Plus knowledge of :

a) Instructions in different types of classes and in relation to children's development.

b) Evaluation of teaching and apprenticing processes.

c) Children's development at different age levels.

d) Observe and description of relations as well as between pupils as between teacher students.

(e) Planning, organisation, implementation, and evaluation of training, the objectives of the pupils ' natural vocational training and the development opportunities that are in the natural areas throughout the school cycle.

(f) The practical / experimental work in the teaching, including safety provisions relating to responsibilities, laboratory decoration, fire control and basic first aid.

g) The explanatory statement of natural studies and the justifications for the vocational training of natural vocational training.

(h) National and international research and development works in the natural sector, including children's and young people's interest in the natural trade unions.

i) Setting up the criteria for the selection of materials for the analysis, assessment and development of teaching funds.

j) Coverage, assessment and characterisation of pupils ' professional returns of the classes in the natural professions in the light of their development stages, the progressive progression and opportunity for learning differentiation.

c) Dialogue as a background to develop the nature of the pupils ' natural professional concepts and contexts in a specific language.

I) Children's ability to work in nature by drawing up hypotheses, reasoning, exploring and drawing is a conclusion.

m) Natural knowledge, workways and minds in formal and informal learning environments.

n) The concept of the students ' conceptual development, everyday performance, including special problems related to toingual children.

2.1.3.2. Fagable items

Content is knowledge of :

a) There are ways of working, thinking, gestures and nuclesities in the different natural classes.

b) Central elements of the history and the history of science and the technology of technology.

c) Various natural visions and conflicts of interest, for example, on the basis of differing aesthetic and ethical attitudes to nature.

d) Natural tales / paradigms, including models for the evolution of the universe, the evolutionary theory and from continental drift to pladetecting pladeteconics.

(e) Imaginates and models for the structure of the substances, properties and transformations.

(f) Energy-forms and supply.

g) Ensign in the near and distant world, including weather, weather, climate, magnetism, electricity, light, sound, and astronomy.

(h) Resources, technology, production and the environment, and the interests of interest that are linked to the nature and development of society.

i) Examples of life-conditions, life-acidity and interplay in the wild.

j) Development processes and circuits in nature.

c) It's as a tool in science class, including data collection and simulation.

2.2. Physics / Chemistry Specification

2.2.1. Identity of the flag

Lines of physics / chemistry are built on the common course of physics / chemistry and nature / technique and focus on educating the Physics / Kemils to attend to primary school education. The core of the line is the Arctic aspects of physics / chemistry in primary school and work with physical, chemical and technological conceptual areas and issues. Students are being prepared to further develop schools in accordance with the development of society and hence the following requirements for education. Centuals in the profession are habitual workings and minds to the understanding and description of the world and the interaction between the scientifically modelling and experimental natural description from the microscopic level to the cosmological.

2.2.2. Objectives

The aim is that the student achieves competences to plan, organise, implement, evaluate and develop.

a) a varied instruction in the profession of all pupils, as well as contribute to the development of the studies in primary school, so that pupils learn physics / chemistry and develop, maintain and strengthen their interest in the profession ;

b) learning that includes studies / experiments and interconnecteds hypotheseformation, data collection, evaluation of data and model building ;

c) company visits, excursions, field work and other informal learning environments ;

d) teaching based on the students ' own performances, their daily lives and surroundings,

(e) use of technical periodicals and other sources in the field of teaching,

(f) use of skilled proficiency and skills in interaction with almendidatic, pedagogical and psychological theories in order to deal with teaching and other teaching tasks in a practical practice and relate to analytical and reflecting ; practices and

g) the applications of physics / chemistry professional knowledge and associated experimental methods.

The student develops at the same time the competence to participate in the debate on teaching practices, the role of the profession in school, the professional interaction with other subjects and the role of the profession in society.

2.2.3. Central knowledge and skill areas

The content is specialised, dye-plated elements, based on knowledge and skills from the shared flows of the line agents, with planning, analysis and evaluation of science / chemistry training.

2.2.3.1. In the work, knowledge and skills of basic concepts and theories, including :

a) Children's development at different age levels.

b) Edudifferentiation and continuous evaluation with particular reference to different age steps.

c) Inclusion and description of relations between pupils and between teacher and student, with special reference to different age steps.

d) Proficiency of planning, organization and evaluation of education and learning processes.

(e) Central provisions for elementary school, educational guidance and local curriculus.

(f) Objectives, drawing up annual plans, preparation and use of teaching materials, and the use of digital materials.

g) Gender differences in the learning, the special nature of the two language, the interest of children and young people in the natural sciences.

(h) Classroom and cooperation between teachers.

i) Open-closed forms of work, informal learning environments, excursions and use of the Internet.

j) Every day's experience, everyday performances, and parallels.

c) The relationship with other subjects and cooperation with other subjects.

2.2.3.2. In the work, basic professional concepts, models and theories, including :

a) The properties of the substance, conversions and particle nature.

b) Energy, energy forms, energy and energy flows.

c) Fields and power.

d) The formation, construction and development of the universe and the solar system.

2.2.3.3. In the work, physics and chemistry are part of everyday life and society, including :

a) Natural phenomena and their exploration.

b) A world understanding.

c) Chemical and physical fabric.

d) Resources, energy supply and chemical production.

(e) Technology of technology and physical / chemical knowledge technologies.

(f) Vecsels between nature science and technology.

g) The role of science in social development, democracy and culture.

2.2.3.4. In the course of the work, the historical development of the scientists in science and chemistry is included :

a) Elements of science theory and philosophy.

b) Nature of science, science and ethics.

c) Selected periods in the history of scientists.

d) Historical and modern natural scientific world images.

(e) Exselected moves in the field of technology.

2.2.3.5. The work includes working methods and thinking, including the use of :

a) Practical and experimental work.

b) Models, animations, and simulations.

c) Digital and analog data collection.

d) Databases, tables, scrappings and the Internet.

2.2.3.6. In the work, laboratory security, including :

a) Waste management and environmental considerations.

b) Direction, operation and maintenance of laboratories.

c) The risks and precautions taken in the course of education.

d) Risk assessment in connection with selection and planning of teaching activities.

2.3. Nature / engineering-specialization

2.3.1. Identity of the flag

The linchpin nature / engineering will continue on the common course of physics / chemistry and by its nature / technique and educators by the natural / technical professors. The liner / technique is integrated, learning and teaching methods as a prerequisite for a creative and engaging education in natural professional themes for students at the school's youngest and middle class steps. The professional correlation of linen / technique is expressed through an exemplary and thematic lesson. The family deals with nature, technology, life conditions, living conditions, and human interaction with nature in the near and the far away world. The centre of the profession is the practical / experimental and investigative work.

School of nature / technology is a broad nature of nature for science and knowledge of nature, technology, living conditions and living conditions. The profession forms the basis of the student body work with the school specialists biology, physici/chemistry and geography in school's oldest classes.

2.3.2. Objectives

The goal is for students to develop skills

a) to perform a varied teaching in nature / techniques for all students, as well as contributing to the development of the elementary school, so that the pupils maintain and develop their interest and their commitment to the natural sector ;

b) the development of children's natural professional recognition, the desire for exploration, confidentiality and the satisfaction of ferries in nature,

c) arranging and evaluating a teaching, in terms of professional concepts, content and forms of working, to ensure the appropriate progression in the teaching of students and which serves students at different stages of development ;

d) to be able to communicate and use the methods of working methods and methods adapted to the stage of development and professional opinion of the students ;

(e) to demonstrate a wide and point-to-point deep professional insight into nature, technology, life conditions, living conditions, and human interaction with nature, with particular relevance to the school profession / technique,

(f) to be able, together with others, to develop the profession in school and

g) use the specialized knowledge and skills in interaction with almendidatic, educational and psychological theories in order to deal with teaching and other teaching tasks in practical practices and relate to analytical and reflecting ; practices.

2.3.3. Central knowledge and skill areas

The content is :

a) Children's development at different age levels.

b) Edudifferentiation and continuous evaluation with particular reference to different age steps.

c) Inclusion and description of relations between pupils and between teacher-pupil in particular to different age steps.

d) Dissemination and natural education in elementary school in the framework of the science of science.

(e) The explanatory statement, content and historical development of the school industry.

(f) Examples of professional progression and consistency with the school's other classes, especially the natural habitat.

g) Planning, organisation, implementation and evaluation of the nature / technique of learning that includes considerations of progression and taking into account the cognitive, fattening and social background of the natural learning.

(h) Knowledge of how everyday concepts and daily languages can be developed in a meaningful way to professional concepts with associated trade languages.

i) The setting of professional goals for student learning, containing a professional progression, starting with the rules of the profession.

j) Various forms of evaluation addressed to both the individual students and the whole class, so that evaluation will be a natural integral part of the education.

c) Knowledge of how to implement a class based on observations, theoretical reflections, current events underpling, practical and experimental work in the laboratory and in the surrounding nature.

I) Knowledge of how to establish criteria for the selection of substances, such as the analysis and assessment of training funds, in particular.

m) Knowledge of how information and communication technologies are used as a professional / educational tool in the teaching.

n) Knowledge of how the outside world and informal learning environments can be included as an essential part of vocational training.

o) Fagdilactic theory based on national and international research and development works.

p) Natural phenomena, substances, materials, live organisms and appliances which children face in the outside world.

q) In the light of natural and man-made conditions, which affect human and other living organisms, living conditions and living conditions in the near and distant world.

r) The body and its functions, as well as human health in relation to lifestyle, living conditions and quality of life.

(s) Subcircuit boards and energy flows as central contexts.

t) Knowledge of theories about the universe, the world of the world, and the development of life and various world images.

u) Technology in everyday life and society.

(v) Knowledge of different nature and interest in conflicting interests in relation to natural use and sustainability.

w) Knowledge and use of relevant sources, maps, lookup works, destination keys and information technology.

x) Skills from using natural scientific investigative methods and experiments with single equipment in the laboratory and the local area, as well as to build and design simple constructs.

3. Math Species (age-specialized)

Identity of the flag

Famed mathematics are in teacher training characterized by the interactions of mathematical competencies, the mathematics of mathematics of the math and mathematics of knowledge in school.

The history of the trade, the role of the profession as a culture of culture and the work of the trade, is an important part of the identity of the profession as a teaching profession. The European Union contributes with the awareness of current and future opportunities and limitations in a high-technological and globalised world.

3.1. Mathematics-Joint Progress

3.1.1. Objectives

The goal is for the student to achieve

a) the competence to account for depth and consistency between middle-stage drug areas in the middle of the middle of the middle and the parts of the scientific faculty supporting the teacher ' s undertaking in this field ;

b) the competence to ask and answer in, with and on mathematics, that is, monitor and evaluate different types of mathematical reasoning ; develop and implement mathematical reasoning, including evidence ; have experience with inductive and deductive working method in mathematics ; it could choose strategies and tools for formulation and the solution of mathematical problems, and also be able to limit, structure, mathematicism, interpretation and criticism of mathematical modeling ;

c) competence to understand and operate in appropriate forms of representation ; a link between everyday language and professional languages ; decode, translate and process symbolic statements with awareness of the special role, effective token processing ; plays in the math and use and evaluate it in a professional and pedagogical context,

d) skills to be able to enter, analyse and assess frameworks and rules for the profession of mathematics nationally and locally, and to design and justify training and teaching objectives ;

(e) competence for reasons, planning and implementing mathematics training in interaction with the students ; Finding, assessing and developing teaching resources for math training and motivating and inspiring students to Engagement in Math activity ;

(f) competence to be able to uncover, assess and characterize the mathematics of the pupils ' mathematics and skills ; be familiar with a wide range of tools for evaluation in mathematics with the knowledge of validity and reliability, and of uncovering elevers ; learning strategies and attitudes to the mathematics class with a view to progression and differentiation in the teaching,

g) competency to communicate and collaborate with colleagues and with people outside of school, such as parents, administration and authorities relating to case relationships linked to math training,

(h) competence to further develop its own mathematical insight and technical competence, including through reflection on their own education and identification of development requirements ; and

i) competencies to use technical knowledge and skills in interaction with almendidatical, psychologically and pedagogical theories to handle mathematics teaching and other teaching tasks in a practical practice and to respond to analytical and reflecting to practice.

3.1.2. Central knowledge and skill areas

The content is :

a) Children's learning, recognition and work, the importance of learning environment, including teaching forms, forms of work, materials and physical frames.

b) Instructions in different types of classes and in relation to children's development.

c) Planning, organisation and evaluation of teaching and evaluation of apprentitions.

3.1.2.1. Fagdidactik

The content is :

a) Conduction and skill in dealing with analysing the reasons, purpose and content of mathematics in the historical and current perspective.

b) Frames and regulations for the national and local mathematics class.

c) The formulae and justification for learning and teaching objectives.

d) The reasons, the planning and implementation of mathematics training in interaction with the students.

(e) Develation, appraisal and development of teaching materials for mathematics.

(f) It's as a working tool and as an integral part of the line and school factored in math.

g) Coverage, assessment and characterisation of student math profitability and skills with different evaluation tools.

(h) The student's learning strategies and attitudes to mathematics for progression and differentiation in mathematics training, motivation and inspiration for students to mathematical activity.

i) The relationship between everyday language and mathematician language.

j) Mathematics in use, including cross-disciplinary training.

c) Results of the relevant research and development work in the teaching profession and school fago.

I) Mathematical difficulties.

m) Working and organizational forms are linked to the age group.

n) Mathematics training for bilingual.

3.1.2.2. Fagfields due to the school's professional areas

The content is age-specific, technical rectification in the following arithmetic areas and their metabolism on the basis of 4. 6. class steps :

a) Numbers, including numbers, numb systems, the development and elementary theory of speech.

b) Algebra, including equations, equation systems and inequalities, variable, algebraic revaluation and reductions.

c) Features, including initial work, with different types of growth.

d) Geometry, including euclidian geometry, analytical geometry, and various forms of comics.

(e) Probability, statistically and combinations, including the simulation of static situations.

(f) Statistics, including collection, calculation and representation of data in tables and diagrams, and the assessment of statistical data.

Work with the professional areas shall include :

1) Inductional and deductive working methods in mathematics, including different types of mathematical reasoning and the chain of evidence.

2) Strategies and tools for the formulation and resolution of mathematical problems.

3) Work with and evaluation of appropriate forms of representation.

4) Decoding, translation and processing of symbolic statements with awareness of the special role, effective symbol treatment plays in the mathematics.

5) Delimiting, structuring, mathematicisation, interpretation and criticism of mathematical modeling.

3.2. Math-age specialisation against starting and intermediate steps

Work is being done with the content areas, which develop, in particular, the beginning and intermediate stages of the development.

3.2.1. Objectives

The goal is for the student to achieve

a) the competence to account for depth and consistency between the matter of the middle of the middle of the middle of the middle and intermediate areas and parts of the scientific factions ;

b) the competence to ask and answer in, with and on mathematics,

c) the competence to understand and serve the appropriate forms of representation, including IT,

d) skills to be able to enter, analyse and evaluate frameworks and rules for the profession of the profession ;

(e) competence for reasons, planning and implementing algebra training in interaction with the students ;

(f) competence to uncover, assess and characterize the mathematics of the students ' math and skills ;

g) skills to communicate and collaborate with colleagues and with persons outside the school ;

(h) capability to further develop own mathematical and technical knowledge and

i) competencies for the use of vocational skills and skills in interaction with almendidatic, educational and psychological theories in order to deal with teaching and other teaching tasks in a practical practice and study analytical and reflecting to practice.

3.2.2. Central knowledge and skill areas

3.2.2.1. Fagdidactik

The content is specialised, dye-plated elements, based on knowledge and skills from the common part of the line of liners, with planning, analysis and assessment of mathematics training, starting-and intermediate stages.

In the work,

a) Children's development is starting-and intermediate stages.

b) Edudifferentiation and continuous evaluation with particular reference to different age steps.

c) Inclusion and description of relations between pupils and between teacher-pupil in particular to different age steps.

d) Proficiency of planning, organisation and evaluation of teaching.

(e) Learning difficulties in mathematics.

(f) Working and organizational forms are linked to the age group.

g) Mathematics training for bilingual.

3.2.2.2. Fagfields due to the school's professional areas

The content is age-specific in the following arithmetic areas and their metabolism on the basis of the school's math class on 1. -6. class steps :

a) Numbers, including basic understanding, and different calculus algorithms.

b) Algebra, initial work with variable, including inductive solution methods for equations.

c) Features, including table-making, graphical reading, feature contexts, expressed in the daily language and IT tools.

d) Geometrics, including polygons, symmetriums, patterns, and measurement and calculation.

(e) Probability, including statistically probability, probability analysis of the likelihood of children and counting models and chancetrees.

(f) Statistical, including descriptive statistics and data processing with it.

Work with the professional areas shall include :

1) Inductional and deductive working methods in mathematics, including different types of mathematical reasoning and the chain of evidence.

2) Strategies and tools for the formulation and resolution of mathematical problems.

3) Work with and evaluation of appropriate forms of representation.

4) Decoding, translation and processing of symbolic statements with awareness of the special role, effective symbol treatment plays in the mathematics.

5) Delimiting, structuring, mathematicisation, interpretation and criticism of mathematical modeling.

3.3. Mathematics-Age Specialisation versus Between-and End Step

Work is being done on the subject of the technical content areas from the common course with particular reference to between-and end-of-the-end.

3.3.1. Objectives

The goal is for the student to achieve

a) the competence to account for depth and consistency between the areas of the public school trade between-and sluts and parts of the scientific factorin,

b) the competence to ask and answer in, with and on mathematics,

c) the competence to understand and serve the appropriate forms of representation, including IT,

d) skills to be able to enter, analyse and evaluate frameworks and rules for the profession of the profession ;

(e) competence for reasons, planning and implementing algebra training in interaction with the students ;

(f) competence to uncover, assess and characterize the mathematics of the students ' math and skills ;

g) skills to communicate and collaborate with colleagues and with persons outside the school ;

(h) capability to further develop own mathematical and technical knowledge and

i) competencies for the use of vocational skills and skills in interaction with almendidatic, educational and psychological to handle mathematics and other teaching tasks in practical practices and to respond to analytical and reflecting to practice.

3.3.2. Central knowledge and skill areas

3.3.2.1. Fagdidactik

The content is specialized pre-animal-element elements, based on knowledge and skills from the shared flows of the line of the line, with planning, analysis and assessment of mathematics training between-and final stage.

In the work,

a) Children's development on the school between-and end step.

b) Edudifferentiation and continuous evaluation with particular reference to different age steps.

c) Inclusion and description of relations between pupils and between teacher-pupil in particular to different age steps.

d) Proficiency of planning, organisation and evaluation of teaching.

(e) Learning difficulties in mathematics.

(f) Working and organizational forms are linked to the age group.

g) Mathematics training for bilingual.

(h) High school graduesmen in math.

3.3.2.2. Fagfields due to the school's professional areas

The content is age-specific in the case of the following arithmetic areas and their metabolism on the basis of the school math class on 4. -10. class steps :

a) Numbers, including number theory, use of the theory orient in digital codes.

b) Algebra, including rain rules for potent and roots and for reduction and resolution of equations, equation systems and inequalities, and matematic modeling.

c) Features, including analysis of different kinds of growth.

d) Geometry, including analytical geometry, parameter proj&tions, and trigonometry.

(e) Probability, including combinations and various examples of probability allocations.

(f) Statistics, including test theory.

Work with the professional areas shall include :

1) Inductional and deductive working methods in mathematics, including axiomatic building of a mathematical theory and different types of mathematical reasoning and the chain of evidence.

2) Strategies and tools for the formulation and resolution of mathematical problems.

3) Work with and evaluation of appropriate forms of representation.

4) Decoding, translation and processing of symbolic statements with awareness of the special role, effective symbol treatment plays in the mathematics.

5) Delimiting, structuring, mathematicisation, interpretation and criticism of mathematical modeling.

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Appendix 3

Unrequired line subjects of 72 ECTS points

1. English

1.1. Identity of the flag

The core of the English class is made up of language and culture in a foreign language perspective, where the language user and language class are at the centre. English line training in teacher training consists of working with the English language, English language and language languages, different English language languages, and the cultural dimension of the English-class industry. As the major language class in elementary school, in teacher training and in international contexts, the English class has a particular obligation to work with linguistic and cultural awareness.

1.2. Objectives

The aim is that the student achieves competences to plan, implement and evaluate education in English as well as to participate in the development of the profession. To this end, the students must dedicate themselves to knowledge and skills in the profession, including communications skills, and the specialists in the field of science and methods.

The student achieves competence in the following areas :

a) control of speech language and written expressions for educational purposes, for their own use and for the participation of national and international trade union and technical and technical debate ;

b) linguistic awareness, language learning, language and language skills, and skill in describing and analysing languages ;

c) knowledge of intercultural communication and cultural understanding and its use in the context of education ; and

d) knowledge of cultural and social conditions in the English-speaking world.

The graduated teacher must be able to carry out the analysis and prioritization of the quantity of the quantity of the language and the international scope and status of the language.

1.3. Central knowledge and skill areas

1.3.1. Fagdidactik

The content is :

a) The description and assessment of the teaching content, methods and materials.

b) Progression, differentiation and evaluation, as well as the teaching of the teacher, as a linguistic advisor.

c) Theory and research into reflection and development of (own) practices.

d) Activity types and organizational forms that develop language and communication skills, motivation for the profession and self-employed learning.

(e) Theories about and research in language learning and language teaching methods, including knowledge of the relationship between moderation, sophomoric language and xenophobe.

(f) Communicative competence in a view perspective, including communication strategies and knowledge of provocative creation.

g) Written and oral apportion of the fabric and curriculum of the English field, together with plans for and analysis of teaching, learning, objectives and evaluation ; dialogue with parents, with students and with colleagues at national and international level.

(h) The knowledge of the profession in both a historical perspective and a development perspective, analysis and reflection on provisions relating to the profession of their own and others ' trade views.

i) The English factored in transverse issues and issues, as well as in international cooperation.

j) Opportunity for interaction between the educational professions and the English class.

1.3.2. Language, language and communication skills

The content is :

a) Semantics, phonetics, orthography, grammar, grammar, textual linguistics, pragmatism, and communication analysis.

b) Description and analysis of a varied selection of texts, including sound and image, with particular reference to the awareness of language uses, genre, style and text building.

c) The structure and use of the English language in order to work with authentic and elevated texts, as well as for the description, analysis and evaluation of student languages.

d) Social and regional language variants ; the history, dissemination and function of the English language as an international language.

(e) English in writing and speaking within different genres, for their own use, for educational purposes, and for the participation of national and international trade union debates.

(f) Assigments for language teaching, including how it may qualify for dedication processes in oral / written language production and evaluation.

1.3.3. Literature, culture and society

The content is :

a) Criteria for the selection and application of a wide range of texts, including films, images and electronic texts, for pupils in different age groups, and with different needs.

b) English, which deals with issues of universal and global character, as well as texts on English-speaking countries, which illustrate the cultural and social conditions.

c) Tematic, literary and linguistically, text work.

d) Reading in foreign languages, reunderstanding, literary educational and practical forms of working.

(e) Selection and processing of material from the media and in relation to this use of various working methods and IT skills.

(f) Intercultural competence, as well as English, used as an international language for cultural meetings.

g) Working with culture and language in relation to authentic linguistic experiences, for example, in connection with study visits, study visits, internships abroad, personal and / or virtual contacts.

1.4. The organization of the organization

The body is organized with a first-and a second part, where the first part ends with an internal sample. The internal test is based on the following objectives :

a) Remastery of oral and written language for personal use.

b) Basic fertility in describing and analysing languages.

c) Basic text competence and knowledge of the cultural and social conditions of the English-speaking world.

d) Basic knowledge of intercultural communication and cultural understanding and its use in the educational context.

2. History

2.1. Identity of the flag

The teaching must ensure that students acquire knowledge and understanding of how man has ensured their existence, influenced the distribution of goods, participated in the formation of communities and communities, and perceived and sought to influence. The strength of the room.

The student must therefore acquire the chronological understanding of in a teaching exercise to describe and explain to historical contexts that aim to practice the students from using historical knowledge and understanding in their everyday life and society. presupposition that the student can reflect on the identity and objectives of the profession, with a view to planning, implementing and evaluating a substantial and relevant training to the preconditions of pupils.

2.2. Objectives

The aim is for the student to have competence to :

a) starting from the practice and use of didatactic theory, to analyse and assess professional issues and ability to act ;

b) consider and characting professional and technical objectives and progression on the basis of the rules of the school trade and the different preconditions of the students ;

c) to formulate plans for teaching and learning, where the professional content is being put in perspective to the life of the students of the students,

d) to make a drug selection appropriate to the level of pupils and to allow the canon points to be included in a meaningful interaction with the rest of the substance,

(e) based on the content of the school trade and the level and the students ' s level and the culture of history, to choose and use appropriate methods to evaluate the professional development of the class and the professional development of the class ;

(f) arranging training and learning situations where the profession is covered by cross-disciplinary issues and issues ;

g) to be in the dialogue with students and parents in the discussion of objectives and evaluation,

(h) to use scientists ' theories and methods,

i) acquire technical knowledge, historical overview, chronological understanding, and insight into different ways to produce and use history ;

j) to understand and reflect on interactions between contemporary understandings, preclosures and anticipation of the future, including the significance of historical explanations and contexts of the information and contexts of the media and of the contexts,

c) to formulate professional issues ;

I) to structure its own learning to gain insights and to reflect on profession-related correlations between science subjects, line subjects and school studies.

2.3. Central knowledge and skill areas

The content is :

a) Knowledge of and insights in different history of history and skill in using these in the professional field.

b) Insight in theories on the learning and learning conditions of children and young people in order to develop their understanding and use of history in and outside school, their understanding of contexts and chronology and their understanding of being historically created and historian-making.

c) Skills in observing and analysing the learning and the yield of students using the relevant theory.

d) Strategies for compladement.

(e) Organisation and evaluation, selection of content, training and procedures in the work on topics / themes, and with problem positions.

(f) The use of IT and media in education and the work of the students with these boats as information sources and as tools for dissemination.

g) Supprets that account for varied forms of recognition and ways of learning, including class conversations, narrative, aesthetic learning processes, troublesome project work, historical reconstruction, exchange, excursions, museums, and history-and experience centers.

(h) Rules for school-fasting history and their extortion into practice and school trade history in interaction with the expectations of the profession and educational and educational tasks.

i) Differing views on the content of the school trade, stoveisation and form.

j) National and international research and development work on education and training in the profession, including comparative studies and exchanges.

c) A link between science classes and students ' learning conditions as a constituent for the school profession.

I) The potential of school trade is to be functionally incorporated into cooperation with other subjects.

m) Collections between the use of history in and out of school.

n) Historically, knowledge of topics / themes are exemplary in time and space.

o) Skills and skills in the application of key theories, methods and concepts from the scientific profession.

p) In the face of interaction between professional progression, the student history of students and preconditions to see their own history culture in a development perspective.

q) Completeness in formulating professional and relevant issues.

r) Insight in the use of source and material ethics and preconditions for the setting of synthesises.

(s) Knowledge of the development and the scientific position of the link, including the different views of history.

t) Kendacy for the union with other subjects and sciences.

u) Hefly preconditions for a reflective view to select exemplary topics / themes.

(v) Income in local, national, regional and global topics / themes from all time poker.

w) In the face of different time invoices and principles of accrual principles.

x) Interview in interaction between continuity and change, tireling and disening.

y) Refunes and retro-reflective competence in relation to cultural meetings, gender, ethnicity and social stratification.

z) Knowledge and understanding of identity work and the role of successive communities in the history of the European Union.

2.4. The organization of the organization

The body is organized with a first-and a second part, where the first part ends with an internal sample. The internal test is based on the following objectives :

a) Analyze and evaluate professional issues and ability to act.

b) Description of professional and professional progression.

c) The use of samples from the scientists ' theories and methods.

d) Documentation of professional knowledge, historical overview and chronological understanding.

3. Ikilt

3.1. Identity of the flag

The core of the sport specialists is education, in the case and through movement in a close relationship between practice and theory.

The centre of sport is the interaction between the body, the cultural and the Arctic dimension, on the basis of the nature and health sciences and the humanist and social sciences.

The contribution contributes to the promotion of general health.

3.2. Objectives

The teaching profession must give the student competence to justify, plan, implement and evaluate, and develop a diverse education in elementary school, which gives satisfaction and the desire to maintain good, lifelong sports habits and promote general public education ; health in an education perspective.

The student needs to dedicate himself to the competence of

a) calcified bodily and athletic skills, including sport, sport, game, exercise, aesthetic movement activities and activities in the wild ;

b) to use their own and other experiences, observations and experience in the understanding of the teaching of teaching in sport in pedagogical and dilactic context,

c) to use knowledge and understanding of human biological and humanistic athletic theory in relation to children and young people's physical development, activity and health ;

d) to perform ongoing evaluations of the professional, body and general development of the class and the development and development of curricula within the applicable and future frames ;

(e) to analyse, assess and apply appropriate technical, health and physical research and vocational training ;

(f) to include it so that the ability of this technology to develop issues, concepts and methods will be an integral part of the profession.

3.3. Central knowledge and skill areas

3.3.1. Fagdidactik

The content is :

a) Planning, implementation and evaluation in the class education class.

b) Knowledge of the health implications of all forms of physical activity in children and understanding of the background of the official recommendations on children's physical activity.

c) The significance of the learning processes associated with the physical and cognitive body.

d) Reflective and perspective delivery from experience with your own body.

(e) Integration of body-working and expression in other subjects, inter alia, inter-disciplinary relationships and projects.

(f) Written and oral use of concepts from the practice and theory of the profession for the analysis of teaching and learning.

g) Progression and differentiation in the teaching, including gender-graded or gender-advising education.

(h) Use of varied evaluation methods and tools for the recovery of skills and knowledge.

i) Analysis and evaluation of training funds, including special learning aspects, using IT.

j) Assessment of the impact of physical frames in the sports class and the competence of organising and performing classes in different physical surroundings, including activities in water.

c) The explanatory statement, form and content of the school industry in a historical, cultural and social perspective.

I) The possibilities for development by the school unions on the basis of national and international research and development work.

m) as a science class and science theory related to the profession, including general scientific methods.

3.3.2. The development of your own diverse athletic skills and competences based on :

a) Alsicious sports disciplines and mobility activities in both classical and new sports.

b) Insight in the meaning of body-just expressions and recognition through the body.

c) Knowledge of and insights in biological and humanistic areas in relation to children and young people's physical, mental and social development.

d) Knowledge of health in relation to social conditions, living conditions and lifestyle, insight into physiological and motor methods of analysis, as well as knowledge of ability to act.

(e) Knowledge of the traditions, cultures and values of sport, including the identity of sports professionals, mobility cultures and training aspects, as well as the relationship of organised and self-organised athletic participation on both individual and group level.

(f) Completeness in creating security in education, knowledge of the prevention of physical education and training in first aid in the field of physical education.

3.4. The organization of the organization

The body is organized with a first-and a second part, where the first part ends with an internal sample. The internal test is based on the following objectives :

a) The student has developed powers to use knowledge and understanding of human biological and humanistic athletic theory in relation to children and young people's physical development, activity and health in a interaction with its own diverse and athletic and athletic skills in the field of physical development ; A little disco perspective.

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Appendix 4

Line subject of 36 ECTS-point

1. Image art

1.1. Identity of the flag

In sculptures, images are defined as widely as visual communicative expressions, and thus incorporates the work of contemporary and different historically and culturally anchored imaging and media. Imaging skills and competences are developed in the context of figurative knowledge, understanding and expression skills and are put into the art of congested with professional and skilled skills, so that the development of these forms is based on development. by both professional and multidisciplinary training skills. In addition, the development of specific competences in the use of sculptive manufacturing modes and various, including electronic, imaging media as a means of communication, dissemination and training in school in general are also shown.

1.2. Objectives

The aim is that the student has competence in the field of the

a) linking and applying the principal areas and disciplining of the school profession in a reasoned and reflective instruction in the art of art,

b) to communicate in, differentiate between and reflect the use of various imaging manufacturing, genre and media ;

c) to select, justify and communicate relevant professional content aspects and relevant subjugation and working methods ;

d) to select, justify and evaluate the objectives of art teaching, taking into account the central provisions of the school and in relation to pupils at different classes and with different preconditions ;

(e) planning, implementing and evaluating imaging manufacturing processes taking into account the specific characteristics of the specific nature of the preparation and understanding of the potential of such processers in relation to the development of awareness and the innovative skills of student body ;

(f) to analyse, reflecting, discuss, develop and formulate qualified in writing and talk about teaching art in different contexts and in interaction with different target groups ; including pupils and parents ;

g) to use sculptive manufacturing and various imaging media and IT as tools in the teaching profession in general and for communication, dissemination and teaching in art and in other subjects.

1.3. Central knowledge and skill areas

In view of the development of educational competence in the profession, the work on vocational training is centrally and relates to the vocational studies in the image-making and the art knowledge. In this context, the results of relevant research and development work are involved.

The content is :

a) Knowledge and skills for reasons, organization, implementing, documenting and evaluating training courses with progression and objectives in relation to pupils at different class stages and with different preconditions.

b) Knowledge of and skills from using appropriate methods for differentiation and evaluation of training in the profession.

c) Knowledge and understanding of learning and development potential by way of forward, receptive and analytical work with different types of imaging terms, including image manufacturing processor potential in relation to the development of recognition and of student's innovative skills.

d) Concepts about visual qualifications and competences related to the globalised society, working life, leisure and cultural life, and for education and dissemination.

(e) The development of the school trade, including technical considerations, reasons, content and key provisions for the profession of school.

1.3.1. Line Items Fagrages

Imaging skills and skills are based on figurative knowledge, understanding and expression skills and are developed in a interaction between practical imaging and imaging knowledge.

In the case of image manufacture, there is a practical investigative, experimental and analytical reflective production of images. Work is carried out within the following categories of different sets and with varied use and combination of material and electronic image media :

a) Image categories that refer to art images.

b) Image categories that refer to the children's culture and youth culture.

c) Image categories that refer to media images and visual communications.

d) Image categories that reference other visual cultural phenomena.

1.3.2. Within image knowledge work with the following content :

a) Historical and contemporary regents in Danish and international art.

b) Analyses and interlocutors that contribute to the experience, description, reflection, interpretation and comparison of imaging phrases that can be used as tools for teaching, guidance and evaluation in the profession.

c) Theories and tickets to the illumination of culturally anchored image codes.

d) Theories and problem positions for illumination of differences and similarities between image language and verbal language.

(e) Theories and seaguls for the lighting of visual communications, visual culture, visual inspection, art and aesthetic sight.

2. Biology

2.1. Identity of the flag

Biology in teacher training is about how the student can use knowledge of living organisms and their ambient environment to carry out and further develop a varied and fair yield of biology in school, focusing on developing pupils. natural skills. Central to the line concerned is the environment, evolution, health and practical application of biology, which forms the basis of the position taken in relation to the interaction of human beings with nature and the social exploitation and use of biology.

Furthermore, the clutch between models, theories and practical-experimental work is essential elements of the profession.

2.2. Objectives

The goal is for students to dedicate themselves to vocational and didac skills in teaching school in biology.

The student shall be competent to competency

a) to conduct a biology class based on the students ' own experiences, surveys and perceptions, which develop and maintain the pleasure of nature and desire to deal with biological issues and issues,

b) to target, organize, plan and implement biology lessons on the basis of an analysis and evaluation of the content of the school trade, including practical-experimentation ;

c) to consider and describe professional objectives on the basis of knowledge of students ' learning conditions in relation to the natural trade unions ;

d) to create and maintain an overview of the characteristics of the biology profession on the basis of the nature / technical service and in cooperation with the other natural studies in 7. To 9. class steps,

(e) to discuss issues of biological content in relation to their own and others ' technical surveys in order to be able to foresee and develop an educational and general biology education that can form the basis for the position and trade in relation to the interaction of human beings ; with nature,

(f) incorporating the specialised conditions of the profession in multi-disciplinary cooperation with other teachers in the school ' s ' s ' class ' class ' s class of science. To 9. class as well as other of the school transverse issues and issues ;

g) to discuss school-as well as the content of the teaching profession in a broader perspective, in terms of history, as well as in relation to the development of society,

(h) to be able to formulate and evaluate technical objectives and progression in natural skills, including progression in relation to pupils with different preconditions ;

i) to be able to make reasoned selection of relevant types of training materials, including IT-based,

j) evaluate the professional and technical basis and development of the class, using varied evaluation forms ; and

c) to consider and justify examples of technical methodology in school-class biology, including the inclusion of IT as a professional tool and media.

2.3. Central knowledge and skill areas

2.3.1. Fagdidactik

The content is :

a) As a starting point, with reference to key, exemplary issues from the science and school profession, it is based on the key, exemplary problems.

b) Practitious-Experimental Work, including security aspects.

c) Observation, analysis and evaluation of biology training in the course of the internship and the course of his study.

d) Welding on the progression and differentiation of biology, on the basis of a knowledge of elevers ' understanding, conceptual formation and other learning conditions.

(e) Analysis and evaluation of training funds, including IT-based.

(f) Analysis of the grounds, purpose, content and historical development of the school trade.

g) Analysis of the evaluation, documentation and use of test and evaluation results for the line and the school profession.

(h) Analysis of different technical surveys.

i) National and international research and development work in the field of teaching in biology and other natural fields.

j) Development and cooperation opportunities in biology and the other school subjects.

c) Biology-in interaction with the surrounding society, including both management, occupation, interests and ethical issues.

I) Scientifical biology and science theory, in relation to the school profession, including fagidentity, methods and development perspectives.

2.3.2. Fagable theories, concepts and forms of work

The content is :

a) The living organisms and their surrounding nature mhp. to illustrate essential biological concepts, theories and contexts, as well as assessing and discussing environmental problems, nature management and sustainable development.

b) Health and physiology in a biological perspective, including basic physiological functions and cellular processes. Health issues are involved in the context of lifestyle, living conditions and quality of life.

c) Genetics, evolutionary and behavioral biology, including insight into natural scientific theories on biological evolution, basic genetic conditions, and behavior.

d) The use of biology in the production, biotechnology, nature and health management.

2.3.3. In the work of the above areas :

a) The practical-experimental work, including field biology in order to plan, implement, assess and evaluate studies in the laboratory and nature, as well as the responsibility for excursions in nature and for businesses.

b) Ecological, developmental, societal and ethical perspectives.

c) It's a trade-in tool and media.

3. Dansk as Second Language

3.1. Identity of the flag

As a second language, the line taken is that a large part of the pupils of grade school are bilingual and have Danish as their second language. The aim is to enable students to justify, plan, implement and evaluate education in Danish as a second language. The profession qualifies as a second language teaching, in Danish as a second language, and in particular, for learning and cooperation in other subjects, in order to include a second language perspective in the professional.

3.2. Objectives

The goal is for students to acquire skills

a) to be able to contribute to the continued development of the trade, including the ability to interpret and apply results of research and development work with the relevance of Danish as a second language,

b) to be able to relate to provisions relating to the profession of their own and others ' professional vision, and see the profession in a broader perspective, including a historical perspective and a development perspective, in order to consider and to describe professional objectives and professional training ; progression,

c) to be able to uncover, assess and characterize two-language student development in Danish as a second language, including assessing the preconditions and requirements of pupils ;

d) to be able to justify, organize and evaluate the learning process, starting with the individual live or groups of pupils ;

(e) to be able to cooperate with colleagues and others on the teaching of bilingual pupils in Danish as a second language and to engage in interactions with the school other classes and in advice and guidance.

3.3. Central knowledge and skill areas

The content is :

a) Skills in organising, implementing and evaluating second language lessons on the basis of the linguistic assumptions of students, and on the basis of insight into relevant theories and research results.

b) Skills of observing and analysing classes in Danish as a second language, including teaching materials in Danish as a second language and their use.

c) Skills to follow and describe the linguistic development of each student and skills in analysing linguistic interaction with a view to supporting the language-using and language learning of the bilingual student.

d) Skill to characterize and evaluate the language of primary school in order to support the two-language pupils ' professional development.

(e) Skills in organising and implementing language teaching in a language and cultural variety of drainage sera.

3.3.1. Language and language usage

The content is :

a) Language vision and long-term vision.

b) Language description in a second language perspective.

c) Language usage, language variation, and language normas;.

d) -Contract analysis and linguistics.

(e) Language, identity and culture, including cultural theory and cultural liabilities.

(f) The role of language in the specialists in a second language perspective.

g) Class act interactions in multilingual class serum.

3.3.2. Indication of language and bilingual

The content is :

a) Appreciation of the language.

b) Toingualism and bilingual development, including writing language development in several languages.

c) Interlanguage development and interingual analysis.

d) The significance of the interaction for the second language starch.

(e) Repretensible.

(f) Language evaluation.

3.3.3. Andet language dagogo.

The content is :

a) Andet language-edegical forms of work.

b) Language and cultural pedagogo.

c) Reading and writing development in the second language.

d) Mundant and written expression fertility in the second language, including communication strategies.

(e) Listent-understanding and listening strategies.

(f) Development of toingual elevers vocabularies.

g) It's pronounced and pronuntee.

(h) The organisation of the Union in elementary school and the development of schoolwork in a historical and forward-looking perspective.

i) IT-based forms of work and communication.

4. French

4.1. Identity of the flag

The French is a language and culture class in both a national and an international understanding framework.

The essence of the French language and French language and culture is seen in a global perspective : the acquisition of both communicative and intercultural competences of the student are at the centre of the exercise of the exercise of : The French-teacher class in primary school. These competencies are a prerequisite for the students being able to justify, plan, implement and evaluate a varied and profitable education in the primary school.

4.2. Objectives

The aim is for students to be able to perform and contribute to the development of education in the French and in the context of the French-language and cultural relationship in the French language, where practiced in the course of intercourse, or study of residence in a French-speaking country.

The student must dedicate the skills to the ability to

a) may use the language orally and in writing,

b) obtain knowledge and awareness of language surveys, language learning and language ;

c) establish and analyse professional issues and capacity for action in the parted French ;

d) to assess and design curricula,

(e) enter, analyze, and relate to the framework in force and design and set targets and objectives and objectives of French ;

(f) perform drug selection and consider the principles of planning and evaluation of apprentiship processes in relation to applicable technical descriptions,

g) characterize and assess the profitability and skills of pupils ;

(h) consider the methodology of the trade in the light of technical reflections and

i) analyse and evaluate teaching materials for the French teaching, including apprenticeship systems and trade union relations, the other foreign languages and the other professions in teacher training and in grade school.

4.3. Central knowledge and skill areas

The content is :

a) Skills of planning, analysing, evaluating and evaluating training and learning.

b) Skills of planning courses in interaction between long-term and short-term perspective.

c) Skills in considering and describing the trade union and professional progression in the phases of French and the organisation of learning courses for students with different preconditions.

d) Skills in selecting and using aids in the form of lookup books, electronic media, information and communication technologies and reflections on the use of these media in the foreign language education class.

(e) Skills in selecting, constructing and operating on a broad spectrum of forms and tools for evaluation, assessment and characterisation of the professional profitability and skills of the class and the individual elevation.

(f) Skills of entering into dialogue with students and parents in the discussion of objectives and evaluation.

4.3.1. Language, language and communication skills

The content is :

a) Knowledge of communication and learning strategies, including listen, read and write strategies with process writing for foreign languages.

b) Skills in describing and analysing a wide range of texts with a view to raising awareness of different types of text, genre and classy.

c) Knowledge of the assessment and application of strategies in semantics, vocabable vocablees, grammar and phonetics.

d) Skills in perceptions and understanding different kinds of speaking French.

(e) Skills in assessing and selecting grammatically and comparing different grammatical positions.

(f) The knowledge of differences between speech and writing and skills in describing, analyzing, appraisals, comparing French and language languages.

g) Knowledge of culture and social conditions, ways of life and value in France and other French-speaking countries and regions.

(h) The knowledge of intercultural communication through work on issues of local and global character.

5. Geography

5.1. Identity of the flag

The geography of linked geography is about how the student can use knowledge of natural and cultural processes and patterns to carry out and further develop a varied and fair yield of geography education in elementary school.

The centre of line is the interaction between human beings and the nature and the consequences of this, as it comes into expression through the exploitation of nature, the impact of the environment and the living conditions of human life in various regions, as well as relations between the world's world. regions, states and people, and the influence of globalisation.

In addition, the explanatory statement of the school profession and the content and role of the profession in primary school are an essential element in the line of business.

5.2. Objectives

The aim is that the student has the competence to ensure that :

a) plan, perform and evaluate education and contribute to the further development of the geography of schooling ;

b) involve the specialized preconditions in multidisciplinary cooperation with other teachers in the school science class in 1-9. class as well as in other of the school's cross-disciplinary topics and issues ;

c) apply and critical relate to the class ' s didate tactics and its knowledge and ferries for training in the school profession ;

d) justify the selection of content based on global patterns, regions, or current issues ;

(e) establish and maintain an overview of the whole of the profession and its subregions, consider provisions relating to their profession and view of their profession and view the profession of a wider perspective, historical and developmental ;

(f) to consider a correlation and progression in the planning of geography and the natural education classes which promote student learning ;

g) plan, execute, and evaluate varied teaching procedures, including the involvement of IT, maps, images, statistics and narrative, and practical and investigative work that forms part of excursions, field and laboratory work.

5.3. Central knowledge and skill areas

5.3.1. Fagdidactik

The content is :

a) Criteria for the objectives of the teaching, selection of content, planning and evaluation principles, including analysis and assessment of teaching materials.

b) Knowledge of how students ' geographical languages and training can be promoted, including, in particular, the development of the world's refurlness and understanding.

c) Completeness in exploiting informal learning space and using practical / investigative work as field work and field training, as well as how these forms of work can promote the learning of students.

d) Skills in analysing and evaluating the reasons for the school industry, including the ability to assess and design curricula.

(e) History of the school, different professional surveys, and relevant research and development work in the field of education.

(f) Evaluate, documentation, and use of test and evaluation results for the line and school fading.

5.3.2. Fagable theories, concepts and forms of work

The content is :

a) Natural geographical areas, theories and issues, that is, natural geographical processes and the dissemination patterns as a result of the natural and energy streams of nature.

b) Cultural knowledge, theories and issues, especially processes and dissemination patterns as a result of population, economic, production and political conditions.

c) Human exploitation of the natural base, as it comes to terms through people's living conditions in different regions and through current environmental and development problems.

d) Knowledge of and attitudes to the influence of globalisation on culture, nature and living conditions and on relations between the world's States and peoples.

(e) Geographical issues that allow students to work on current issues and development trends in a dynamic perspective.

(f) Skills in the use of geographical sources and forms of work, including observation, interpretation and assessment in relation to practical work as excursions and field work.

g) It's as a work tool and as an integral part of the line and school profession.

6. Home Eproc

6.1. Identity of the flag

Home competence is based on people's ability to act in relation to issues related to food, meals, housekeeping and consumption in relation to nature, culture and society for the health and quality of life of each and every other.

Learning training in teacher training allows students, planning, implementing, evaluating and developing a varied and profitable education in the profession and in cross-disciplinary topics and issues in which the elements of the trade are included.

6.2. Objectives

The aim is that the student achieves competences in the professional competence of home competence, vocational training and methodology, so that students will be able to carry out and contribute to the development and evaluation of education in grade school.

The student must obtain competence in the

a) establishing and analysing professional issues and ability to act with the involvement of the theory and reflection of practices and to be able to structure their own learning in order to achieve a professional identity ;

b) the ability to organise training courses (justifications, planning, execution and evaluation) for pupils with different learning conditions ;

c) to establish and maintain an overview of the content of the subject, consider provisions relating to the profession of their own and others ' technical surveys, to describe the professional progression, as well as view the profession of a wider perspective, both an historical and a development perspective,

d) to cooperate with parties in and outside the school, including with pupils and parents, as well as in the work on health at school and

(e) acquire the expertise and consistency of the competence of a Home Knowledge and Compement and develop it in relation to the work on transverse issues and issues.

6.3. Central knowledge and skill areas

6.3.1. Fagdidactik

The content is :

a) Albuts and technical theories linked to the profession as a health promoter, practical subjects, aesthetics, humanist and socio-science and science.

b) Criteria for drug-selection, planning, progression and classroom principles.

c) Evaluation and documentation of apprenticing processes in relation to the provisions in force in grade school, including the dialogue with students and parents.

d) The choice and use of the methods and types of trade : analytical, commuted, artisanal, experience, and expression activities.

(e) Differentiation in the teaching of learning and development for pupils with different preconditions.

(f) Analysis, evaluation and use of training materials for the business, including digital tools and IT tools.

g) The reasons for education in the school profession and its development, both historically and topical and in the future, are both in the future and in the future.

(h) The location and opportunity for school and the opportunities for cooperation within the school and outside the school.

i) National and international research and development work in the field of education in knowledge.

6.3.2. Line Items Fagrages

The content is :

a) Practical, artisanal skills in cooking and using tools.

b) Composition and assessment of diet for different groups, using current knowledge of nutrition, food, hygiene and consumption.

c) Different health concepts and their correlation with teacher vision and professional vision.

d) Historical, global and cultural relationships are linked to food, meals, household and consumption.

(e) Social, sociological aspects relating to food, meals, household and consumption, interaction with resources and the environment, and ethical issues and considerations.

(f) Aesthetic theories and apprentitionship processes in relation to food and meals.

g) Opportunities in relation to professional issues in home, nature, culture and society.

(h) The methods and the methods of business of business.

i) The theoretical and practical basis of the trade : Its craft, natural sciences, humanist, societal, aesthetical and ethical.

7. Christianity / Religion

7.1. Identity of the flag

Christianity / religion is about the collective and individual interpretations of human beings in relation to the basics and the most, including the Christian basic narratives.

Centuality in the profession is the study of religious didatives and different uses of religion, philosophy and ethics, historically and topical, in Danish, European and international perspective.

7.2. Objectives

The aim is that students qualify for the development and development of education in the profession by acquired competence for

a) to analyse, assess and discuss the statements of religious and philosophical content with a view to exercising religious education on the premises of the school ;

b) to use professional areas of expertise, approaches and working methods of the school profession and in interdisciplinary cooperation ; and

c) to formulate and to work on religious, philosophical and ethical issues, which are essential for school pupils.

7.3. Central knowledge and skill areas

7.3.1. Fagdidactik

The content is :

a) The reasons for the school-based Christianity and its content in historical perspective, current provisions on the profession of primary schools.

b) The various approaches to the religion, such as narrative, life-philosophical and symbolic-oriented education.

c) The reasons, objectives, planning, implementation and evaluation of training in the profession and on the basis of the trade in interdisciplinary contexts.

d) Criteria for the selection of content, education and training, various forms of work, including practical-muse, and IT.

(e) The meeting between the students ' world and the trade union matter. Student conditions for the work of religious, philosophical and ethical issues. The importance of professional content for children and young people's self-understanding, cultural identity, and the concept of accommoceability.

7.3.2. Theory and method

The content is :

a) Basic features of religious professional methods, such as hermeneutic, historically-critical, comparative, phenomenal, sociological, and anthropological method.

b) Relations between science and school classes.

7.3.3. Christianity

The content is :

a) The main ideas and basic concepts of Christianity.

b) The history of Christianity in relation to Danish conditions.

c) Biblical tales, their importance, context and perspective.

d) Various Christianity and their cultural and historical significance.

(e) The various manifestations of Christianity, such as life-forms, rituals, symbols and art.

(f) Various current formulations and the use of Christianity.

7.3.4. Selected world religions

The content is :

a) The main ideas and basic concepts of religion.

b) The cultural and historical significance of religions and their different directions.

c) The various forms of religion, such as life forms, rituals, symbols, art, and narrative.

d) Various current formulations of and use of religions.

7.3.5. Ethics and philosophy

The content is :

a) Ethics, different ethical positions, their options and limitations. Ethical considerations on the basis of current issues relating to the individual, the relationship with human beings, to society and nature.

b) Philosophy, including life philosophy. Philosophi with children. Various philosophical views and limitations.

c) Religious philosophy, including the different views of religion and of the relationship between religion and modernity.

7.3.6. Religious influxes and non-religious life scisals

The content is :

a) Current currents of religious character, including new spirituality and civil religion.

b) Non-religious life sciences, including humanism and atheism.

7.3.7. IT and the Religious Fame

The content is :

a) It's an integral part of the religious profession.

b) Religion in the virtual room.

8. Material Design

8.1. Identity of the flag

Supplies design enable students to work in practical terms with design processes and craft activities with a view to understanding, creating and developing material culture.

The teaching must ensure that students are able to justify, plan, implement and evaluate a varied and innovative education in shop, craft and material design, as appropriate, if applicable. Election classes.

8.2. Objectives

The goal is for students to acquire the skills

a) maintain and contribute to the development of training in shop, craft and material design ;

b) develop an analyzing, experimenting, investigating and problem-sending approach to materials-processing design processes and products ;

c) communicate visually and disseminate craft, creative, and analytical processes ;

d) structure learning with the starting point in its own craft, exponate and theoretical skills ;

(e) to provide an overview of the whole of the profession and to consider provisions relating to the profession of their own and others ' professional vision, and see the profession in a pedagogical and social perspective ;

(f) formulate in writing and orally for professional purposes and their progression, and to analyse the teaching and learning process,

g) evaluate the technical progress of the class and the professional development of the class, using algeable forms of evaluation ;

(h) consider examples of professional methodology in the light of technical reflections, including work on transverse issues and issues ; and

i) be in the dialogue with students, parents and colleagues in the discussion of objectives, content and evaluation.

8.3. Central knowledge and skill areas

The content is :

a) Skills of planning, performing and documenting different design processes.

b) Conductions on and skills in concrete, material-based design processes in technical and technical illumination.

c) The knowledge and experience of practical work on learning and alsification of the practical work are being done.

d) The impact of the impact of the experimental work for design processes is being used.

(e) Skills in analysing, evaluating and evaluating work processes and products.

(f) Relevant craft skills in relation to popular school studies and workmanship and material design.

g) Methods and forms of cooperation that develop the innovative skills of pupils.

(h) Progression, differentiation and evaluation in shop, craft and material design.

i) Evaluation of materials, tools and tools.

j) Technologies, including IT, as a tool for students in the course of the studio and in the subsequent act as a teacher.

c) The importance of the Feds in society.

I) Conviction of concepts such as creativity, innovation and sustainability.

m) Resurrection, Danish design, crafts and living conditions / life forms.

n) The development of material design as a content area in the school.

o) The grounds, purpose, content and scientific basis of the area and international research and development work in the field of teaching of the areas are subject to the reasons, content and scientific foundations.

p) Practical work with design processes and creative engineering, artisanal manufacture.

q) Resurrection analysis on the part of historical, social and cultural contexts.

r) Practically creative work as a controlling factor of the experience of confidence in its own capability.

(s) Learning potential associated with the work of different age steps, with experimental flow and aesthetics, as a basis for material design.

t) Evaluation and documentation of design processes in a learning perspective.

u) The use of tools, materials and technologies as a basis for the assessment, development and dissemination of material crops themselves.

(v) Work environment, resource utilization and sustainability.

w) Machinery security in the school's classroom.

x) The development of material design as a school subject.

9. Music

9.1. Identity of the flag

The possibility of teacher training enables students to justify, plan, execute and evaluate a diverse and broad-based education in music. The contribution contributes to the importance of special recognition and expression, in terms of sanitary, motor, emotional, aesthetic and intellectual development, and is based on music as an essential cultural and identity-creating phenomenon.

9.2. Objectives

The aim is that the student achieves a professional and professional competence as a music teacher and can work methodically, self-employed and reflective, with music training, as well as the development of music education, which means,

a) the students are developing practical-musical, musical theoretical, music pedagogic and musical skills in relation to the education of children and young people,

b) that the student will be able to act as an engaging musician with musical and pedagogical overview, experience and authority ;

c) that the student achieves the ability to contribute to the development of the self-employed, multifaceted and living conditions of music such as the initiator and guidance counselor,

d) that the student will be able to disseminate music as an important identity-creating and cultural-bearing class,

(e) that the student is dedicated to the methods of reflection and analysis relating to the teaching of music teachers and methods of incorporating development and research ;

(f) that students are in a position to be able to take part in continuing professional-educational development of music as a teaching profession.

9.3. Central knowledge and skill areas

9.3.1. Fagdidactik

The content is :

a) Musicians about music didatives, learning targets, content selection criteria.

b) Kundress on teaching methods, forms of work, training methods and progression.

c) Conducion theories about musical learning, educational differentiation, aesthetic learning and the musical development of children.

d) Skills in planning both for individual activities and for the longer run.

(e) Skills in implementing music training, including the management of musical activities, instructions and guidance.

(f) Skills in observing, analyzing and evaluating music training.

g) Kundfoes and skills in dealing with reflecting to different types of music, the reasons, purpose and content of the music industry, musical educational concepts and theories, and development and research work in music training.

9.3.2. Music understanding

The content is :

a) Music lyrics, musical analysis, musical theory and hearing and interpretation of different music based on deliberate choice of theory and method.

b) Reflection and perspective of music as artistic, culturally, socially and historically, within a variety of different genres, times and cultures, including music in children and youth cultures, as well as music and media.

9.3.3. Music Exercibility

The content is :

a) Experience with and skills in interactions, one-and multi-theme song, as well as activities in the field of music and movement.

b) Basic skills at stake in the instrument of association and knowledge and skills in operating music technology. The knowledge of the school instrumentarians and its applications.

c) Kendacy for the common song and the playback repertoire.

d) Creator and skill in music management, including instruction, composite and crumethodics, and the management of children's choir.

9.3.4. Muchaeal

The content is :

a) Arrangement, elementary composition and improvisation in order to prepare musical material for educational purposes.

b) Creative processes and experimental work in music.

c) The organisation of creative musical processes.

d) Use of IT as a work tool and as a creative tool.

9.3.5. Personal Musical Skills

The content is :

a) Entreprability and expression skills in song, use and main instrument through individual education.

b) Practical knowledge and experience with their own voter possibilities.

c) Skill in using the voice as a working instrument in music class.

d) Proficiency in service delivery for music activities.

(e) The ferociousness of using piano as an instrument of music education.

(f) Musical expression fertility and deepening through gambling on the main instrument.

g) Experienced experience with motor / technical training processes as a basis for working on the musical development of children.

10. Samfound

10.1. Identity of the flag

Social studies are working on describing, analysing, assessing and handling specific contemporary social issues, under the inclusion of concepts, theories and methods of social disciplines, politology, economics, sociology, and international politics and science theory.

Students develop teaching skills in social studies in elementary school and in other school shapes, so that they in their career courses as teachers at a social and technical basis are able to justify, plan, implement and evaluate one. varied and profitable education.

10.2. Objectives

The student shall achieve competence

a) to develop subjecting, planning and critical retro-reflective skills for learning and development of social studies in elementary school,

b) to develop a critical eye and capacity for action at the personal level, in the class room and in public spaces,

c) to be able to carry out a metareflection in the linefags; training, work products, and trainees ;

d) to develop sociological imagination and political formation,

(e) to master socio-professional and professional terminology ;

(f) through work with current social issues, to be able to use societal theories and concepts, demonstrate methodical insight and analytical competence ;

g) justified to be able to select relevant teaching materials with a view of continuity and dynamism in society, organising training courses based on the preconditions of each student, evaluate training and finalizing the degree and

(h) to provide an overview of the development of socieal development and trade union participation in cross-disciplinary relations in elementary school.

10.3. Key knowledge and skills

10.3.1. Fagdidactik

The content is :

a) Conducting on principle and methodical problems by dissemination, information and training in school-class social studies, including the problem of problems and project work, the exemplary principle and the various formations of education.

b) Ceses and skills in teaching planning, including evaluation of training methods, teaching methods, the inclusion of IT, observation, evaluation and testing.

c) Skills and practical skills in the preparation, implementation and evaluation of trainees in social studies in elementary school.

d) The reasons, content and history, cooperatives and skills of school trade, cooperatives and history, cooperatives with the school project gift and the field of collaboration opportunities in and outside of the school.

(e) Clothing about national and international research and development work with the relevance of education in social studies.

(f) Covers and skills in the planning and execution of activities carried out, including courses of study and business visit to the institution and company.

10.3.2. Society's concepts, theory and method

The content is :

a) Philosophical and science-oretical approaches to the study of human and society, human and culture, human and culture, human and nature.

b) Theories and perspectives from politology, economics, sociology and international politics.

c) Principles of the selection of methods, concepts and models in the treatment of a specialise matter, and in writing and oral reasons for choosing these.

d) Quantitative and qualitative testing and documentation associated with empirical studies.

10.3.3. Fagable restances

The areas shall be considered in the suspension of the conflict and cooperation perspective as well as aspects of the past that are related to this at the level of the global level.

a) Social groupings and their interactions. Norms, values, culture and communications. Living conditions, life forms, integration and social heritage.

b) Political systems, democracy and democratic processes. Ideologies, political socialisation and human rights. Good behaviour states and welfare societies.

c) The structure of the European Union, decision-making, democracy and politics. The EU as an actor in relation to Denmark and the international system.

d) Economic systems, development trends and interests. Manufacturing, consumption, technological development, economic policy, labour relations and education.

(e) International relations at global level, international actors, the opposing tendencies between globalisation and local focus. Current security issues. Denmark's and Europe's location in the world. Global development and inequalities.

(f) Environmental conditions in various communities, sustainable development, resources, production and consumption patterns are environmental effects.

g) It's as a working tool and as an integral part of the line of the line and school-factored in a social class.

11. Special pedagogo

11.1. Identity of the flag

The specialised pedagogue was linked to the student who is able to justify, plan, implement and evaluate the teaching of children, young people and adults with special needs, taking into account the preconditions of the individual.

11.2. Objectives

The goal is for students to dedicate themselves to the skills of

a) conduct development and research-based analyses and assessments of central, specialist pedagogical basic questions ;

b) to justify personal and professional positions for specialist educational issues,

c) to enter into cross-disciplinary discussions ;

d) identifying special pedagogical issues in relation to organizational, institutional and societal conditions and opportunities ;

(e) prepare, implement and evaluate a teaching adapted to the needs of each student ;

(f) to prepare, disseminate and evaluate student plans ;

g) to describe, analyse and assess conditions that affect the task of individuals, organisations and institutions in relation to people with special needs,

(h) to describe, analyse and evaluate the normalisation and deviation in historical, lighting and

i) to describe, analyse and evaluate development opportunities for children, young people and adults with special needs.

11.3. Central knowledge and skill areas

The content is :

a) Special teaching education as a basis for understanding the need for special needs of human beings.

b) Didatical theories, concepts and issues of importance for the development of the specialised educational area.

c) The school organization of the special education classes.

d) Ability and inclusion.

(e) Society and cultural developments are important for specialized educational practices.

(f) The legal basis, including national laws and regulations, as well as international declarations and conventions.

g) Special pedago as a field of science, development and research field.

(h) Special pedagogic in the teaching.

i) Read, write, and mathematical difficulties and issues related to behavior, contact and well-being.

j) Methods of ongoing evaluation and documentation of the professional, personal and social development of the student ' s professional and social development.

c) Preventive, anticipating and intervening measures, including complainant.

I) Special pedago and primary school class, including opportunities for learning differentiation in all subjects.

m) It and other remedies in the daily instruction : college advice and advice and guidance, such as knowledge centres, in the use of special assistance funds, including IT-based aids and programmes.

n) knowledge of other particularly organised materials such as point, digital text and pictograms.

o) Knowledge of the opportunities for cooperation with and advice from educational / psychological advice and from other local, regional and national specialist consulting organizations.

p) The task of the school, the function and culture in relation to pupils with special needs.

q) School-home cooperation.

r) Ptadagogic research and development work.

12. German

12.1. Identity of the flag

The core of the German language of foreign language is language and culture, focusing on the process of teaching and dissemination processes in both areas. In a multilingual perspective, the German faculty contributes to the development of the linguistic and cultural awareness, formation and identity of future teachers. The employment of the students ' linguistic attention is increasing, the communication's ability to develop and intercultural comprehension, and is involved in ensuring a linguistic diversity in Denmark.

12.2. Objectives

The goal is to ensure that the students are able to achieve competents

a) the reasons, planning, implementation and evaluation of German teaching at different stages with students having different preconditions ;

b) understand the main content of variated lyrics of varying degrees of value,

c) to express spontaneously, clearly and liquefied of diverse themes,

d) in writing and in writing by means of a clear and structured oral and written agreement in writing, in relation to professional and technical issues, including participation in international debate,

(e) be able to use formal and functional knowledge of language and language skills in relation to the language and language development of its own and its students ;

(f) apply language-language categories to the linguistic and cultural development of its own and its students ;

g) use knowledge of the correlation between language and culture for the development of critical cultural awareness and intercultural competence ;

(h) be able to use the opportunity of information technology in relation to the linguistic and cultural development of its own and its students ;

i) involve knowledge of national and international research and development works in the fields and areas of the trade ;

j) participate in interdisciplinary, learning and cross-professional connections with a type of specialist or a foreign language element.

12.3. Central knowledge and skill areas

12.3.1. Fagdidactik

The content is :

a) The explanatory statement, content and historical development of the school industry.

b) The planning of the Education Council with the basis in the field of technical considerations regarding the definition of objectives, the selection of content, progression, execution and evaluation of limited training courses in relation to student groups, with different preconditions.

c) Analysis of existing teaching materials and skills in drawing up new teaching materials in relation to varied learning conditions and conditions.

d) Analysis and evaluation of their own and pupils ' interlanguages.

(e) Analyze the teaching of the teacher's tasks as a linguistic advisor.

(f) Methods, training activities and forms of cooperation which promote language development.

g) The possibilities of the virtual learning space in relation to the linguistic and cultural development of its own and its students.

(h) Knowledge of different evaluation methods and evaluation tools.

12.3.2. Language, communications, and culture

The content is :

a) The importance of the international dimension to the linguistic development and cultural formation of students and pupils.

b) Working with combined communications skills.

c) Confession of texts of varying degrees and skill in expressing an appropriate written and oral question.

d) Analyze the connection between multilingualism and general linguistic skills.

(e) The shape and function of the language and the language (language) rules.

(f) Analysis of the correlation between language surveys and grammar.

g) Society and cultural relations in a historical perspective and its importance in terms of foreign and self-understanding.

(h) Every day's experience and everyday life experience is important for the development of cultural identity.

i) The value of the literature, the film, the music, the architectural and the importance of the media, the importance of the media and culture in cultural dissemination.

j) Intercultural experience gained from student residence in German-speaking countries, practicae, personal or virtual contacts.

12.3.3. Language Accution

The content is :

a) Language playoratics.

b) Analyze the connection between languages, cognition and the partictive dimension of apprentitional processes.

c) The importance of the importance of the importance of the languages of the proverb of language.

d) The importance of communication and learning strategies for the language grant.

(e) Work with the grant of vocabable vocablasts.

(f) Liability and differences between moderation and alienation, for example, in relation to readable readability and writing processes.

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Appendix 5

Access giving high school classes and levels in relation to line subjects access requirements

1. Line subject of 72 ECTS-point, one of which is compulsory as the first line subject

1.1. Danish (age-specialized)

Access giving high school classes and levels :

Danish A

1.2. Physics / Chemistry and Nature / Engineering

Access giving high school classes and levels :

Techniques A, Biotechnology A

Biology B, Physics B, Chemistry B, nature geography B, technology B

1.3. Math Species (age-specialized)

Access giving high school classes and levels :

Math B

2. Unrequired line subjects of 72 ECTS points

2.1. English

Access giving high school classes and levels :

English B

2.2. History

Access giving high school classes and levels :

History B, Idea Story B, social studies B, contemporary history B.

2.3. Ikilt

Access giving high school classes and levels :

Dance B, gym B

3. Line subject of 36 ECTS-point

3.1. Image art

Access giving high school classes and levels :

Cultural understanding B, media class B

Image art C, design C

3.2. Biology

Access giving high school classes and levels :

Technical-A-process, foodstuff and health

Biology B, Physics B, Chemistry B, nature geography B.

3.3. Dansk as Second Language

Access giving high school classes and levels :

Danish A

3.4. French

Access giving high school classes and levels :

French Begin language B, French Continuous language B

3.5. Geography

Access giving high school classes and levels :

Biology B, Physics B, International Economy B, Chemistry B, nature geography B

3.6. Home Eproc

Access giving high school classes and levels :

Technical-A-process, foodstuff and health, biotechnology A

Biology C, Chemistry C.

3.7. Christianity / Religion

Access giving high school classes and levels :

Philosophi B, history B, idea history B, cultural understanding B, psychology B, religion B, social studies B, contemporary history B.

3.8. Material Design

Access giving high school classes and levels :

Techniques A-Design and Production, Technical-A-Building and Energy

Mediesubjects B, Cultural understanding B

Image art C, design C

3.9. Music

Access giving high school classes and levels :

Music B

3.10. Samfound

Access giving high school classes and levels :

Statement B

Historie B, international economics B, social studies B, intertime story B, corporate economics B

3.11. Special pedagogo

Access giving high school classes and levels :

A-Level : Danish.

3.12. German

Access giving high school classes and courses :

German Beginner language B, German Continuous language B

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Appendix 6

Teacher education's professionsunderer project

The professional understudy is a major written task, which includes a specialised subcommittee with analysis and assessment of a teaching problem of importance for the training of the profession. The teaching problem must involve practice and need to be highlighted in the application of professional knowledge, as the student has acquired and in teacher training studies teaching studies and line subjects. The Teacher understudy must qualify for students to exercise professional skills and to function independently in the teaching profession and qualify for further training on an appropriate master or candidate study.

1. Through the Canteer Project, the student demonstrates that the following competencies have been achieved :

1.1. Teacher Survey Jurisdiction to

a) examining, demarines, characting, analyzing, reflecting and evaluating the issues and development opportunities relating to the teaching and training of the teacher's activities, with the application of relevant theoretical and practical insight ;

b) to include different positions, (e.g. pupils, parents, management), and adopt relevant perspectives in the analysis of teacher professional themes and issues ;

c) maintaining and describing dilemmas, contradictions, conflicting objectives and the repressive aspects of relations and structures and behaviour and actions by the actions taken ;

d) to collect, process and apply relevant empiri from the school reality in the form of experience, experience and knowledge from practising and other practices ;

(e) congeing and applying professional and pedagogical theories, concepts and methods ; and

(f) to justify and argue in favour of teaching professional actions with professional insights and critical distance in a development perspective.

1.2. Apprenticeability for apprenticeability to

a) communicate the relational, communicative, paradoxical and multifaceed character of teacher work, and in writing and in writing ; and

b) to explain the results of analyses through systematic reasoning as a sign of the use of basic academic working methods, which are prerequisites for access to skills-and-qualification training at master and candidate level.

2. Through the studio, the student is working with

a) different positions (students, parents, teachers, management and others), and in taking appropriate perspectives in the analysis of teacher professional themes and issues and identify possible dilemmas and crew conditions in the professionalissis exercise or in the framework for this

b) to seek, limit, appropriate and evaluate knowledge of the skills of the teachings, including the search and reflex of new knowledge, both research and development and experience-based,

c) to describe, plan, carry out and evaluate studies in and on teacher and school practices ;

d) control of various approaches to describe, analyse and evaluate subdisplay and other practices at school,

(e) demonstrating the ability to compare and use professional and pedagogical knowledge, using the systematic reasoning and scientific method,

(f) the scientifically understudy language, the clear, recipient language, and the correct language ; and

g) the oral dissemination, in other words, the ability to establish a focused dialogue on the issue of the understatement of the degree.

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Appendix 7

School's hourly rate courses Kurses.

1. Finito learn, including first aid

1.1. Identity of the cure

Finion is learning about the interaction between individual and traffic in a social sense in terms of responsibility, responsibilities, obligations and security. First aid is about stopping accidents, life-saving first aid and the handling of minor injuries and accidents, including help and care.

1.2. Objectives

The student must obtain competence in organising, implementing and evaluating a teaching,

a) who can provide security to travel without risk to themselves and to others ;

b) who can provide knowledge of the dangers and opportunities for which traffic is to be lodged, and

c) which includes the stand-off of accidents, life-saving first aid, the handling of minor injuries and accidents, and help and care.

1.3. Central knowledge and skill areas

The content is :

a) The organisation of teaching in order to be able to act safely and responsibly in the traffic.

b) The upbringing of aspects of behaviour, attitudes and responsibility in traffic.

c) The involvement of road-learning in cross-disciplinary issues and issues in the school class.

d) Secure traffic behaviour.

(e) The games, the rules and the risks.

(f) Responsibility in traffic.

g) First aid in relation to injury and accidents in traffic organised progressively in relation to what pupils can view and mash.

(h) Lifesaving first aid, including alarms, artificial respiratory and CPR.

i) Handling of minor accidents, such as wounds and halting of hemorrhaging, as well as muscular and ligarment etc.

j) Security from the application of the locked side of page.

2. Health and Sex Education and Family Endoleties and Family Entity

2.1. Identity of the cure

Couric health and sex education and familial education have a general education in terms of lifestyle, living conditions, identity, existential questions and values in primary school education.

2.2. Objectives

The aim is for students to dedicate themselves to knowledge and skills in the disciplines and disciplines for which the hourly course includes, as well as the competence to :

a) arranging lessons and discussions concerning. health and sexuality, with respect for the understanding of students, diversity and variety of values,

b) work on the issues and issues of interdisciplinary matters ;

c) arranging training courses for pupils with different preconditions and in a variety of professional contexts ; and

d) be in dialogue with pupils and parents about the objectives of education in health, sexuality and familial health.

2.3. Central knowledge and skill areas

The content is :

a) Healthcare, interdisciplinary, project-and problem-enterated workflows.

b) Teaching, taking into account the preconditions, needs and age of a specific target group.

c) Education, based on the special skills and challenges of the sexual education system.

d) Health-promoting education, based on a positive, broad and open health concept, with the inclusion of student participation and the capacity to act.

(e) Cooperation internally at school and the involvement of parties outside of the school.

(f) The reasons and importance of the relationship of life and lifestyle, with health, sexuality and family life.

g) Health and general conditions, including bodies, diet, exercise, smoking, alcohol and drugs, the interaction between health and the environment and lifestyle and environment-related diseases.

(h) Values and living conditions in Denmark, in the light of historical, multicultural and international perspectives.

i) Family encotator, including life forms.

j) Identification of identity, including the development of child to grown, boys-/pigeroller, physical / mental change in puberty, sexuality in relation to feelings, values and gender roles.

c) Sexuality, boundaries, sexual-related illnesses, family planning and birth control.

I) The physical and mental work environment, its impact on human health, is also based on the school as a place to work.

m) Children's and children's rights in the family, school and society, including the virtual space.

3. Education, business and occupational orientation

3.1. Objectives

The student develops powers to :

a) To provide qualified training from 1. To 9. class in the mandatory subject : education, business and employment information, which will help to form the basis for the educational planning of the individual student.

b) To contribute to the fact that each student receives a holistic education and business guidance in cooperation with the Education and Education Instructions. The guidance provides the basis for the preparation of the personal training plan from 8. Class.

3.2. Key knowledge and skills

The content is :

a) Kundcreator and skills regarding the self-awareness process and reflection of each student.

b) Skills and skills relating to education, business and employment relations.

c) The concept of employment, including self-employed entrepreneurs, entrepreneurial entrepreneur, innovation, wage earners and unpaid work.

d) Various types of job functions and employment in public and private jobs are both local, national and global.

(e) Various educational opportunities after public school and the importance of education in the globalised world.

(f) Opportunities for study and training abroad.

g) Comparing between training roads and business opportunities.

(h) The skills and skills of organizing project workflows with various job functions where the pupils produce a product and subsequently perform evaluation.

i) Skills and skills in rules sets for education and training environment and children and young people ' s working conditions.

j) Equality and inequality in the labour market in relation to education, gender and cultural differences.

c) Various techniques of training and job search, including the use of the Internet.

I) You know, constipant about living conditions and life-forms.

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Appendix 8

Course within the practical-muse trade area

The practical-mumsical area of expertise

1. Identity of the cure

The practical-musian subjects have the common sense that they are at the heart of a body / sanitary approach to learning and realisation and working with non-verbal manufacturing.

The course shall enable students, planning, implement and evaluate professional and interdisciplinary learning processes involving a body / sansemble approach to learning and realisation and integrate the work on manufacturing are used in the area of practical-muse trade.

2. Objectives

Students need to be aware of the knowledge and experience of how knowledge, understanding and skills can be developed on the basis of training and intermediate methods that use a body / santhessemble approach to learning and integrate the work. with non-verbal manufacturing. Students must gain the competence to justify and use such methods in professional and cross-disciplinary training, with a view to promoting learning processes in school.

3. Central knowledge and spheres of expertise

The content is :

a) Body / sensemble experience as a basis for learning and realisation.

b) Various forms of work with non-verbal production integrated in education as a means of learning and realisation.

c) Differences between linguistic and non-verbal reflectors ' contribution to learning.

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Appendix 9

Printing and rhetorical course

Writing and rhetoric for students who have not selected line subjects in Danish

1. Identity of the cure

The course of writing and rhetoric has a double scope :

a) It must strengthen the preconditions for students to be able to include the development of children's writing and speech languages in all classes and in all classes.

b) It must strengthen the personal skills of the student who is in the use of writing and speaking language in relation to general learning.

2. Writing

2.1. Objectives

The aim is for the student to strengthen its competence in writing for the purposes of their own depreciation and for guidance in writing on every class step.

2.2. Central knowledge and skill areas

The content is :

a) Write-writing, handwriting, including write-in difficulties.

b) Kundonate of the child's motor development and the ergonomics of write-writing and computer writing.

c) Kundonate of the culture history of the writing.

d) Clothing about planning, planning and evaluating the progress of writing into the school.

(e) Deficiency in analyzing and evaluating child handwriting to guide the hand-ahead, including children with different learning conditions.

(f) Skills to write the basal handwriting forms and numbers and signs on board and board.

g) Completeness in preparing appropriate layouts in handwritten and computer written texts in relation to different genres.

3. Retorik

3.1. Objectives

The aim is that the student strengthens its competence in the field of rhetoric with a view to its own equality and on the assessment and development of children's speaking languages.

3.2. Central knowledge and skill areas

The content is :

a) The voice, its function in the performance and voting difficulties.

b) The conversation between speech and body language.

c) The orbial genre of the authority.

d) Children's speech language development, including the significance of the reading development.

(e) Children's speech linguistic dysfunctions.

(f) Finished in appropriate, articulated language use.

g) Skill in loading and narrative in an interpretative and stylious performance with a view to catching and keeping the students ' attention.

(h) Diversity in the observation of children's language and speaking in order to identify specific needs.