Machine Translation of "Order On Adult Education (Avu-Order)" (Denmark)

In accordance with section 2 (2), 3, section 11, section 12, paragraph 12. 2, section 13 (3). 3, 14, paragraph 1. 3, section 15, section 19 and section 24 (4). 1, in Law No 1. 311 of 30. April 2008 on general adult education and the recognition of real-competence issues in general adult education, in Hf Education and the training for the student exam (avu-law) :

Chapter 1

Feds and so on.

§ 1. Almen adult education (avu) is organised as a single-class education, which is offered at the base level and on levels G, F, E and D, where D is the highest level.

§ 2. Institutions authorised to offer breeding breeding, provider ' s core class :

1) Level G to D level.

2) Danish as second language at base level, and on levels G to D.

3) English at base level and on levels G to D.

4) Basic-level mathematics and levels G to D.

5) Natural science on the levels G to D.

6) Level D or social studies history on levels G and D levels.

7) German or French at the base level and on the G levels G to D.

Paragraph 2. The institution shall provide at least once a yearly the subject referred to in paragraph 1. 1, cf. § 16.

§ 3. Institutions approved for the award of breeding can tender as tender :

1) Cheaper art on Level D.

2) Dissemination at level D.

3) Basic IT at base level and on level G.

4) Tier D.

5) Latin on levels E and D.

6) Level D. Lifesanction.

7) Psychology at Level D.

8) Collaboration and communications at Level G.

Paragraph 2. The institution shall contribute to ensuring a universal range of trade in accordance with paragraph 1. 1, cf. § 16.

§ 4. In the training period of the Feds, the following topics are included, cf. Annex 50 :

1) It's a readable read.

2) Sustainable development.

Paragraph 2. In the training period of the Feds, technical and methodical guidance must be included in the individual subjects and in interaction between classes where this occurs.

§ 5. The trade offering may include elements of the trade union, cf. § § 2 and 3.

Paragraph 2. A professional element must constitute a delimited unit and may constitute up to half of the training period of that professional. The element must not be offered as part of a fully qualified program or offered combined with other trade or disciplined fields.

Paragraph 3. The institution shall draw up a description of the content to be the subject of the specific subject of the subject ' s objectives. The cursists must be made aware of the content description.

§ 6. The professional invitation to tender must be published on the institution's website.

§ 7. After consulting the institutions, the Education Minister can add new levels and add new subjects to the professional row referred to in sections 2 and 3.

§ 8. Educational institutions approved in accordance with the provisions of section 3 (3) of the avu. 2, decide on the extent to which education is offered and established within the tendering procedure approved by the institution.

Paragraph 2. The Ministry of Education may concurrent with the approval, cf. paragraph 1, the duration and conditions of the approval shall be set.

Chapter 2

Other educational activities

Supplementary, differentiated education

§ 9. In relation to the individual subject, the institution must offer the couriers complementary, differentiated education. The teaching must provide the courier with the possibility of specific professional clarification or the possibility of a thorough examination of difficult professional topics, etc., according to the wishes and needs of each courier, see it in accordance with the requirements of the individual courier. Annex 51. Education is outside the training period of the individual professional.

Paragraph 2. The institution shall decide on the individual coupage position of the training provided for in paragraph 1. 1. Participation in the teaching must not be a prerequisite for the return of the exchange rate of the ordinary education.

Paragraph 3. Participation in the teaching is voluntary and unpaid for the Kursisten.

Introducing training

§ 10. The institution may, as appropriate, provide in particular the introduction of introductional classes to give the couriers an introduction to the specific subject and a general insight into working methods, cf. Annex 52. The training shall be organised in such a way that it can be combined with or can be followed up by ordinary education. The training must include training guidance and must contribute to the recovery of the vocational and educational opportunities of the couriers.

Paragraph 2. The institution shall decide on the organisation and organisation of the teaching of a framework of 22 to 45 hours of training.

Paragraph 3. Teaching the first paragraph. 1 does not require that the course of the coupage to follow any other training following such publication, and participation in education must not be a precondition for inclusion in the course of the ordinary education.

Paragraph 4. Participation in the education is non-remunlainate.

Chapter 3

Educational Time

§ 11. The training period for the individual couriers includes the overall training course activity, that is, the amount of time, the couriers, participate in various types of faculty activity organized by the institution to implement the objectives of the fagent, in accordance with the reapers, including the professional documentation, cf. Section 21, supplemental, differentiated education, cf. section 9, and introducing classes, cf. § 10.

Paragraph 2. The training period will be set up for hours in 60 minutes.

Paragraph 3. The training period for the individual subjects is set out in Appendix 2.

§ 12. The preparation of the couriers for teaching, the written deliveries, the official tests, the instructions for the implementation of training and training and vocational guidance is not covered by the training period.

§ 13. Until 80%. the training period of a professional or professional element, cf. Section 11 may take place as a teaching, which does not require at the same time the presence of teacher and coupage (virtual education).

Chapter 4

Offer outside of education

§ 14. The institution shall offer the training and guidance training courses provided for in the course of the training and vocational guidance system. rules on this.

§ 15. The institution must offer the couriers individual and collective advice and guidance for the implementation of the training, cf. rules on this.

Chapter 5

Prohibition and the creation of classes

§ 16. The institution shall take a decision on the supply of major and tenderers, cf. § § 2 and 3, about the creation of classes and, at which point in the course of the course, the individual subjects must be offered and created.

Paragraph 2. The supply of nuclear studies at all levels and in a way so that the currissis can, as far as possible, follow the teaching of a fair and at the highest level without interruption.

Paragraph 3. The tender and the establishment of a tender shall be based on the expected and established needs and in cooperation with other providers in the commitment to cooperate, cf. rules on this.

§ 17. The course of the year shall include the period from 1. August to 31. July.

Chapter 6

Internal Evaluation

§ 18. The continuous evaluation shall ensure that the individual couriers have a clear picture of its own strengths and weaknesses in terms of progress and progression in professional and learning skills, and must provide the basis for adjusting the teaching.

Paragraph 2. The result of the evaluation forms the basis for consulting the individual courier with regard to professional development and working methods, cf. Section 4 (4). 2.

Paragraph 3. Technical guidance will be targeted and coordinated with the instructions for the implementation of the training, cf. rules on this.

§ 19. The teaching must be reviewed in order to ensure that the planning and implementation of the training meets the objectives and the objectives of training. The outcome of the evaluation shall be discussed with the couriers and shall be used to adjust the progression and organisation of the subcommittee in relation to the training capability of the couriers.

20. The internal evaluation of educational and educational conditions shall follow the rules in the notice of quality development and performance assessment in the field of breeding.

§ 21. To end the base level and at level F and E, the training period shall be produced by the courier in the training period a product suitable as a technical dossier. The product shall be presented by the coupage and evaluated by the Kursisten's teacher.

Chapter 7

Evidence and attestation

§ 22. The institution shall, at the request of the institution, issue a certificate of evidence to a courier or a self-student who has tested in the profession.

-23. The institution shall, at the request of the institution, issue a participant ' s certificate to a coupage which has completed the basic level of training at the base level, level F or E, cf. Article 21, when the conditions of the professional opinion of the profession are met, including that the professional documentation is suitable for evaluation.

§ 24. The institution shall, at the request of the institution, issue an attestation to a coupage, which has completed teaching in a professional element. This station must contain the content description for the professional element.

Paragraph 2. The institution shall, at the request of the institution, draw up a certificate for the training conducted in a subject or course in which a coupage participated in, without completing this.

§ 25. This is a condition for getting participant certificates and attestation after sections 23 and 24 that the courier has fulfilled the requirement for active participation in the teaching, cf. § 32.

SECTION 26. The institution shall, at the request of the institution, issue an examination certificate to a coupage which has passed each of the tests forming part of the studies in the general preparation of the preparation, cf. § 28, cf. However, § 34.

Chapter 8

Tests and examination

§ 27. The level G and level D class shall be terminated by testing according to the rules of the leadards.

Paragraph 2. The detailed rules on access to the testing and testing requirements for tests and diplomas are shown in the examination notice.

Alm Preparation Busabut

§ 28. The age of preparation is an overall examination, which includes the supposed tests in the following 5 subjects, cf. however, Section 34 :

1) Danish level D or Danish as second language level D

2) English level D

3) Math Level D

4) 2 subjects after the course of the coupage at least level G.

Paragraph 2. A general preparatory section, in which they shall be in accordance with paragraph 1. 1, no. 4, the subject is nature science and one of the studies history, social studies, German or French, provides requirements for the two-year-rich hf, cf. rules on this.

Chapter 9

Recording

§ 29. The institution shall take a decision to take into the different classes and levels or flows from a practical assessment of the applicant ' s premises in order to be able to follow the instruction.

Paragraph 2. The institution must, before a decision on the admission of an applicant who has completed the universal service, but is not full 18 years at the start of the training, ensure that there is a training plan from the Education and Education Instructions, cf. rules on this.

-$30. The institution shall ensure that an applicant for the acceptance call is offered guidance, including guidance on the planning of an individual training course, on the choice of subjects or, where appropriate, guidance for another training program ; or the same.

§ 31. Recording shall be subject to the fact that the payment for participation in the instruction is laid down in accordance with the rules on this subject. The same applies to self-students who want to audition and who, after having a conversation, are prepared to audition.

Chapter 10

Active Participation and Order

§ 32. The coupage must participate actively in the instruction.

Paragraph 2. The institution shall lay down rules on active participation and order and of the consequences, including the possibility of expulsion, which may be initiated for a coupage that does not comply with the rules.

Paragraph 3. The institution shall also lay down rules concerning the documentation and registration of the active participation of the couriers. The courier must be given the opportunity to verify and make comments on registration.

Paragraph 4. The institution may lay down rules on furnished and the consequences for a courier that does not comply with the meeting obligations.

Paragraph 5. The rules on active participation and order must appear on the institution's website. The recording will be made by the recording of the exchange rate.

Chapter 11

Merit

§ 33. The institution may, upon application at the start of the notification, give the applicant the merits of parts of the instruction when the institution is assessed by an assessment of the specific technical and study requirements of the person concerned or, on the basis of a competence certificate, in concrete terms, issued in accordance with the NIKV notice that the qualifications of the person concerned may replace parts of the teaching.

Paragraph 2. For a courier who has received merit in accordance with paragraph 1. 1, the institution may organise special courses in the subject in question with shorter training periods.

§ 34. The institution may, upon application and on the basis of an estimation of the issuance of the general preparation of the public preparation, to give merit to a subject, including subjects not covered by the avu trade row, cf. however, paragraph 1 2.

Paragraph 2. The institution may provide a courier with no report card transfer for a 1-2 subject, corresponding to at least 3 subjects being passed and judged on the scale of the character scale.

Paragraph 3. Access to a general preparation for the subject of a general preparation for the subject of the applicable notification in accordance with the applicable notification, cf. § 43, paragraph. TWO, ONE. pkt., as specified in Annex 53.

$35. The institution may require a person applying for merit, the documentation of the progress of the application for merit, including attestation or evidence of teaching, tests or other evidence to substantiate the person concerned ; professional qualifications.

§ 36. A person applying for merit, respectively, a coupage can complain about the institution ' s decision on the valuation assessment pursuant to section 31, cf. section 24 (2). Two, in the name of the avu.

Chapter 12

Lireplanes

§ 37. The teaching of the individual subjects shall be offered in accordance with Annex 2-49 in respect of each subject in the medical plan for each subject in respect of :

1) Training time.

2) Objecto.

3) Goal.

4) Content.

5) Test or other form of professional documentation.

6) Any restrictions on the use of the excitations of the samples.

7) Special conditions for self-students.

§ 38. The language of education is Danish. The Education Minister can accept that the language of education is English, German or French.

Paragraph 2. In the teaching of the institution, the institution shall use a joint grammatical terminology. The languages of the proverted text may be used in the teaching of all classes and in their possible interaction.

§ 39. The training shall include training in the specimens of the trade, including a written task in the field of examination conditions.

Chapter 13

Self-students

§ 40. People who are not registered, can audition in a class as self-students on the same conditions as courier, unless otherwise provided by the roadmap. Self-students are offered professional guidance, individually or in groups of self-students.

Paragraph 2. The detailed rules for the admission of self-students to audition are shown in the examination notice.

Chapter 14

Deviations from the announcement.

§ 41. The Ministry of Education may approve deviations from the publication in the context of the study and development activities of the study.

Paragraph 2. The Ministry of Education may approve deviations from the notice when it is justified in exceptional circumstances.

Chapter 15

Crow

§ 42. The Kursisten shall be able to complain to the institution's leader of the institution ' s decisions, in accordance with this notice. Where the courier is subject to custody, complaints may also be lodged by the custody of the parent authority. The complaint shall be submitted in writing within two weeks of the notification of the decision.

Paragraph 2. If the leader of this institution does not provide the coupage with the course of the complaint, the Kursisten or custody holder may lodge a complaint with the Ministry of Education, when the complaint relates to legal issues. The complaint shall be made in writing to the institution ' s leader within two weeks of the notification of its decision by the complainant. The director shall forward the complaint to the Ministry of Education, together with its own opinion on the matter. Before the case is forwarded, the manager of the institution shall give the complainant the opportunity to comment within one week of commenting on the statement. Any comments made by the repository must be sent to the Ministry of Education.

Chapter 16

Entry into force

§ 43. The announcement shall enter into force on 1. August 2009.

Paragraph 2. Publication no. 1480 of 15. In December 2005 on education, etc. in general adult education (avu-announcement) shall be deleted, cf. however, paragraph 1 3. Bekendtstatement no. 717 of 19. July 2000, adulthosecenters and announcement no. 608 of 21. June 2004 on the distribution of responsibilities in adult education centres, teaching high school education, and whose suburbs does not have training competence in the high school or the professional row of high school or professional qualifications.

Paragraph 3. Courisil, due to illness or other approved reasons, have not submitted a test before 1. In August 2009, audits may take place in august/September 2009 in accordance with the rules laid down in paragraph 1 in paragraph 1. TWO, ONE. Pkt., mentioned notice.

The Ministry of Education, the 1. April 2009 Jarl Damgaard
Educational director / Kirsten Krogstrup

Appendix 1

avu notice, August 2009

List of appendices to the list of notices and lists of Annexes

Contents of the Bekendom Decision

Chapter 1	-WHAT?	Feds and so on. (§ § 1-8)
Chapter 2	-WHAT?	Other educational activities, supplementary education, introductional education (§ 9, 10)
Chapter 3	-WHAT?	Educational Time (§ § 11-13)
Chapter 4	-WHAT?	Offer out of the training period (§ § 14-15)
Chapter 5	-WHAT?	Prohibition and creation of subjects (§ § 16-17)
Chapter 6	-WHAT?	Internal Evaluation (§ § 18-21)
Chapter 7	-WHAT?	Evidence and attestation § § 22-26)
Chapter 8	-WHAT?	tests and exams (§ § 27-28)
Chapter 9	-WHAT?	Recording (§ § 29-31)
Chapter 10	-WHAT?	Active Participation and Order (§ 32)
Chapter 11	-WHAT?	Merit (§ § 33-36)
Chapter 12	-WHAT?	Lireplanes (§ § 37-39)
Chapter 13	-WHAT?	Self-students (§ 40)
Chapter 14	-WHAT?	Fraviations from notice (§ 41)
Chapter 15	-WHAT?	Clause (§ 42)
Chapter 16	-WHAT?	Entry into force (§ 43)

The relaunch of the Bekendom must be mothmetic.

Appendix 2	-WHAT?	Overview of the trade union and m.m, the level of the trade union and the hour hours (training)
Appendix 3	-WHAT?	Danish, base
Appendix 4	-WHAT?	Danish, level G
Appendix 5	-WHAT?	Danish, level F
Appendix 6	-WHAT?	Danish, Level E
Appendix 7	-WHAT?	Danish, level D
Appendix 8	-WHAT?	Danish as a second language, base
Appendix 9	-WHAT?	English as second language, level G
Appendix 10	-WHAT?	English as second language, level F
Appendix 11	-WHAT?	English as second language, level E
Appendix 12	-WHAT?	Dansk as Second Language, Level D
Appendix 13	-WHAT?	English Base
Appendix 14	-WHAT?	English level G
Appendix 15	-WHAT?	English level F
Appendix 16	-WHAT?	English Level E
Appendix 17	-WHAT?	English level D
Appendix 18	-WHAT?	French, Base
Appendix 19	-WHAT?	French, Level G
Appendix 20	-WHAT?	French, Level F
Annex 21	-WHAT?	French, Level E
Appendix 22	-WHAT?	French, Level D
Appendix 23	-WHAT?	History, Level D
Appendix 24	-WHAT?	Math, Basic
Appendix 25	-WHAT?	Math, Level G
Appendix 26	-WHAT?	Math, Level F
Appendix 27	-WHAT?	Math, Level E
Appendix 28	-WHAT?	Math, Level D
Appendix 29	-WHAT?	Science, Level G
Appendix 30	-WHAT?	Science, Level F
Annex 31	-WHAT?	Natural science, Level E
Appendix 32	-WHAT?	Natural science, level D
Appendix 33	-WHAT?	Samscience class, Level G
Appendix 34	-WHAT?	Conscience class, Level D
Appendix 35	-WHAT?	German, base
Appendix 36	-WHAT?	German, level G
Annex 37	-WHAT?	German, Annex F
Appendix 38	-WHAT?	German, Level E
Appendix 39	-WHAT?	German, level D
Appendix 40	-WHAT?	Image art, level D
Appendix 41	-WHAT?	Dissemination, Level D
Appendix 42	-WHAT?	Basic IT Base
Annex 43	-WHAT?	Basic IT, Level G
Appendix 44	-WHAT?	Ikilt, level D
Appendix 45	-WHAT?	Latin, Level E
Appendix 46	-WHAT?	Latin, level D
Appendix 47	-WHAT?	Lifesanction, level D
Appendix 48	-WHAT?	Psychology, Level D
Appendix 49	-WHAT?	Collaboration and communications, level G
Appendix 50	-WHAT?	Training period for the fagens
Annex 51	-WHAT?	Supplementary, differentiated education
Appendix 52	-WHAT?	Introducing training
Annex 53	-WHAT?	Summary of the added value levels for the subject of the contract shall be made in accordance with the order of the following notification 1480 of 15. In December 2005 on education, etc. in general adult education (avu-proclaieal announcement).

Appendix 2

avu notice, August 2009

The range of rows

The range of rows	Levels and hourly numbers
Kerneprofession	Basis	G	F	E	D
Danish	60 (Annex 3)	120 (Annex 4)	60 (Annex 5)	60 (Appendix 6)	60 (Annex 7)
Dansk as Second Language	90 (Annex 8)	180 (Appendix 9)	75 (Annex 10)	60 (Annex 11)	60 (Appendix 12)
English	60 (Annex 13)	105 (Annex 14)	45 (Appendix 15)	45 (Annex 16)	45 (Annex 17)
French	60 (Annex 18)	105 (Annex 19)	45 (Annex 20)	45 (Annex 21)	45 (Annex 22)
History					60 (Annex 23)
Math	60 (Annex 24)	105 (Annex 25)	60 (Appendix 26)	60 (Annex 27)	60 (Annex 28)
Natural science		90 (Annex 29)	45 (Annex 30)	45 (Annex 31)	45 (Annex 32)
Samfound		45 (Annex 33)			75 (Annex 34)
German	60 (Annex 35)	105 (Annex 36)	45 (Annex 37)	45 (Annex 38)	45 (Annex 39)
Offering subject
Image art					60 (Annex 40)
Dissemination					60 (Annex 41)
Basic IT	45 (Annex 42)	45 (Annex 43)
Ikilt					60 (Annex 44)
Latin				45 (Annex 45)	45 (Annex 46)
Lifelong Discussion					60 (Annex 47)
Psychology					60 (Appendix 48)
Collaboration and communications		60 (Annex 49)
Other Offerings
Supplementary, differentiated training, Annex 51	X	X	X	X	X
Introducing training, Annex 52	X	X	X	X	X

Appendix 3

avu notice, August 2009

Danish, base

1. Identity and purpose

1.1 Identities

The core of the Fagets is Danish language, literature and communications. Dansk is at the same time a language class and a profession that deals with literature, communication and media. The centre of the profession shall be the work of the spoken language (listen and speech) and the written language (read and writing). The Danke must be practised as a whole which integrates the work of the Danish language and language-speaking texts. It is precisely the characteristic that linguistic, literary and communicative activities are part of a close interaction in both the productive and the prescriptive dimension of the profession.

1.2 Foraims

The purpose of the dance class is to strengthen the cursiest experience of the coupage as a source of personal and cultural development. In the course of work, the Kursisten must gain knowledge and skills in using the language versatile and personally, nuanced, correct and experimental in interaction with others. The Kursisten must become even better at formulating himself in the speech and writing and listening to and reading different text types with understanding and personal dedication. In the development of professional skills, the training must contribute to the strengthening of the ability of the coupage to deal with information, go behind the words and texts and understand content and nuances, and to promote the possibility of couriers in order to orient it ; act and act in a modern, democratic and global-oriented society.

2. Fact objectives and professional content

2.1 Fagable targets

The purpose of teaching is that the coupage of a basal level can :

Speech and listen

a) Understandably, and clearly in conversation, cooperation, discussion and presentation ;

b) listen actively and follow up with questions and comments

c) understand that language choices are determined by the situation and intentions

d) Use a professional language as a basis for professional thinking

Read

(e) read case text and document with understanding, overview and appropriate speed

(f) understand the correlation between genre, content and form

g) use different read strategies

(h) reading their own and other people's texts

Write

i) know the language and language of speech and use the language so that it is adapted to the purpose

j) apply the writing language experimenting and with the attention of linguistic standards for spelling, grammar, situation and genre ;

c) gather matter and dispose it from idea to finished text.

2.2 Kernestof

The core is Danish language, literature, and communications. The drugs are part of a close interaction in education. Work is being done with :

a) Written language and voice language

b) Reading

c) Lingualism and correctness

d) Words and meaning

(e) Dictionary and morphology

(f) The statement and its main link

g) Composition and coherence

(h) The Write Process

i) The parent text types : case text and document services

j) Infortable genders : narrative, descriptive, and arguable

c) Communication situation

I) Dictionary

m) It's a danctually speaking language.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

Fame Danish places focus on the language, its expressions of expression and effect. Work is being done with the equality and the right lines linking the four competences : to talk, to talk, to talk, to talk, to talk and to write knowledge about language, communication, literature and the media, focusing on incorporating the receptive and productive trade unions. dimension. In the education, a non-professional language is used as a basis for professional thinking.

The professional goals are guiding for education. The work on the profession is based on the course of the training of the Kurds, and the basic, thorough and experimental objectives of the objectives to speak, listen, read and write.

The training shall thus be organised in such a way as to work from the simple against the complex. Simple technical skills are taught and trained, and it is simple to combine to the complex and used in the production and reception of texts. Process-oriented with writing of drafts is being worked out. The teaching integrates writing and text reading so that they can, to a large extent, focus on the same level of professional knowledge in written and read.

3.2 Workshapes

A broad range of forms of work is involved, where teachers ' teachers change with more independent forms of work. The professional objectives of the level are governing the choice of working methods and, among other things, require reading, discussion, discussion and presentation. The instruction shall include the preparation of the draft corresponding feedback (response), both the oral and in writing. It is essential that the courier, both alone and in conjunction with others, is actively involved and experimenting with the professional content and the professional language. The written dimension has a significant place in the profession. Work with both ignition and mortization will be worked out.

3.3 IT

It is involved where it can qualify the training and the training of the coupage and strengthen the professional level of the cousistence. It is used as a tool in the writing process and also comes naturally in the work on the right-writing, information search and visual communication.

3.4 Collections with other subjects

Dansk can be part of interaction with other subjects where appropriate and possible. Interdisciplinary action must also be taken into account in interdisciplinary activities.

4. Evaluation

4.1 Ongoing Evaluation

The Teacher shall carry out an ongoing evaluation-both in writing and in the oral-in relation to the objectives of the teaching. This formative evaluation shall show the skills of the coupage in relation to the trade union objectives and to track the progress of the curve.

4.2 Faglig Documentation

The professional documentation is written. The Kursist will draw up a written product on the basis of a task made by the teacher. The task involves the portfolio. The product shall demonstrate knowledge and skills concerning :

a) writing language

b) linguistic clarity and correctness

c) context in the text

d) the descriptive and the narrative of the ground;

(e) the communications situation.

Appendix 4

avu notice, August 2009

Danish, level G

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The purpose of teaching is that the courier of a basic level can :

Speech and listen

a) Understandably, in conversation, cooperation, discussion and presentation of the speaking language,

b) listen actively and follow up with questions and comments

c) take a position and argue in favour of a view

d) select the language used for the communication situation and genre

Read

(e) read case text and document with understanding, overview and appropriate speed

(f) to read and understand visual expression shapes

g) to find retracts and characterizing and characterizing the content and form of the text ;

(h) using read strategies knowingly

i) read the texts of their own and others, so that the essential step forward is :

j) enter into dialogue on the form and content of the texts of their own and others ;

Write

c) demonstrating knowledge differences in writing language and speech language

I) comprehensible, clear and appropriate use of the font language ;

m) harness knowledge of standards for spelling, grammar, situation and genre standards ;

n) gather matter and dispose of content in a manner that serves the communication, as well as work on the read-only version of the text to complete text.

2.2 Kernestof

The core is Danish language, literature, communication and media. The drugs are part of a close interaction with the teaching. Work is being done with :

a) Written language and voice language

b) Reading and Read strategies

c) Language correctness and variation

d) Words and meaning

(e) Dictionary and morphology

(f) The statement and its indents

g) Composition and coherence

(h) The Write Process

i) Dictionaries and successful tenderers

j) Replative measures in connection with loading and presentation

c) The parent text types, case text, and fixation text

I) A novel read as a joint work

m) Infortable genders : narrative, descriptive, and arguable

n) Visual and auditory communication shapes

o) Communication situation

p) Active Listener

q) Arguments

r) It's a danctually speaking language.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

The professional goals are guiding for education. The work on the profession is based on the course of the training of the Kurds, and work thoroughly and experimenting with the objectives to talk, listen, read and write.

3.2 Workshapes

A broad range of forms of work is involved, where teachers ' teachers change with more independent forms of work. The professional objectives of the level are governing the choice of working methods and, among other things, require reading, discussion, discussion and presentation. The instruction shall include the preparation of the draft corresponding feedback (response), both the oral and in writing. It is essential that the courier, both alone and in conjunction with others, is actively involved and experimenting with the professional content and the professional language. The work of the common work is included in the work. The written dimension has a significant place in the profession. Work with both ignition and mortization will be worked out.

3.3 IT

3.4 Collections with other subjects

Dansk can be part of interaction with other subjects where appropriate and possible. Interdisciplinary action must also be taken into account in interdisciplinary activities.

4. Evaluation

4.1 Ongoing Evaluation

4.2 Test Forms

There shall be two written tests and an oral test.

The written samples

Samples shall be held on the basis of centrally set task set.

1) The language test

The duration of the test is 30 minutes. The test shall include tasks in linguistic knowledge and language skills, including legal write-down and grammar. The samine must use dictionaries alone, as an aid. The use of the computer is not allowed.

2) The test in writing.

The duration of the test is three hours and 30 minutes. A 24-hour period of preparation is provided and a text is delivered to the examiner at the start of the preparation time. The text of the text must not be brought to the test. The test results in a new identical text book and to do the formulations of the sample. The other person must use dictionaries and text processing alone as an aid.

The oral test

The proposal shall consist of an unknown text of the appropriate level of value. The text is awarded at the examination of the drawing board. Eksaminator selects the unknown texts, estimated by the drug. The time of the exam is 25 minutes, and the time of preparation is 50 minutes.

The Eksamine selects a central line of text for reading, gracuding the elections and continues with a brief proposal on the text. Then shape the test as a professional conversation about the text.

4.3 Assessment criteria

The assessment is an assessment of the degree to which the performance of the examiner fulfils the professional objectives set out under point. 2.1.

The written samples

1) The language test

The emphasis on the knowledge and skills of the examiner shall be attached to :

a) retwriting

b) morphology

c) word classes

d) punctuation.

One character is given.

2) The test in writing.

The emphasis is placed on the following :

a) the writing is clear

b) the text is manageable and coherent with the beginning and end ;

c) the language, including vocabable and syntax, is understandable, clear and appropriate in relation to the communications situation ;

d) the selected task has been answered.

One character is given.

The oral test

a) The emphasis is placed on the fact that the examiner may :

b) demonstrating competence in reading

c) dispose of a proposal,

d) to find retracts, characterizing and characterizing the contents and form of the given text ;

(e) arguable with belated eggs in the text

(f) use a relevant professional language,

g) listen actively and to participate in a professional conversation about the text.

One character is given.

Appendix 5

avu notice, August 2009

Danish, level F

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The purpose of teaching is that the courier can :

a) Understandably, clearly and appropriately, with awareness of various oral genres,

b) listen actively and relate to oral statements

c) arguing with knowledge of different arguments of reasoning,

d) read quickly and safely with awareness-purpose awareness and with the use of varied read strategies

(e) account for the genre, content and form of the text,

(f) read the texts of their own and others, so that the essential step forward is :

g) demonstrating knowledge of writing language and voice language

(h) use the font language varied and with awareness of the situation and genre, and the standards of legal write-down and grammar ;

i) working independently with the write process from idea to finished text

j) enter into dialogue on the form and content of the texts of their own and others ;

c) Use a professional language as a basis for professional thinking.

2.2 Kernestof

The core is Danish language, literature, communication and media. The drugs are part of a close interaction in education. Work is being done with :

a) Written language and voice language

b) Reading and Read strategies

c) Printing and grammar

d) Language and style

(e) The Write Process

(f) Dictionaries and successful tenderers

g) Replative measures in connection with loading and presentation

(h) Enjoys and older fixation techniques related to their time and to the Reader's present time

i) Case texts

j) A paper or magazine read as a work

c) Visual and auditory communication shapes

I) Communication situation

m) Arguments and reasoning forms

n) It's a danctually speaking language.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

3.2 Workshapes

The work of the common work is included in the work. The written dimension has a significant place in the profession. Work with both ignition and mortization will be worked out.

3.3 IT

3.4 Collections with other subjects

Dansk can be part of interaction with other subjects where appropriate and possible. Interdisciplinary action must also be taken into account in interdisciplinary activities.

4. Evaluation

4.1 Ongoing Evaluation

The Kursisten collects all of the tasks in a portfolio that is the starting point for a continuous, individual evaluation, so that the coupage can follow its progressive progression. The readout is an evaluation tool to give the Kursisten a clear picture of its own weaknesses and strengths. The Teacher shall carry out an ongoing evaluation-both in writing and in the oral-in relation to the objectives of the teaching. This formative evaluation shall show the skills of the coupage in relation to the trade union objectives and to track the progress of the curve.

4.2 Faglig Documentation

The professional documentation is written. The Kursisten selects a genre that can be part of a newspaper and formulates a product according to the characteristic of the gene. The product must demonstrate the knowledge and skills of the couriers relating to :

a) genre

b) linguistically correctness and appropriateness

c) the communications situation.

Appendix 6

avu notice, August 2009

Danish, Level E

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The purpose of teaching is that the courier can :

a) express itself clearly and in writing and in writing of the communication situation, both orally and in writing ;

b) listen actively and be in a position to engage in conversation, cooperation, discussion and debate

c) read quickly and safely with knowledge of different read strategies

d) act in a practical situation, including read, read, reference and account orally and in writing for the essential part of a read, seen or heard text, and to draw up a speech paper and keep up the papers ;

(e) document knowledge of the building, use and operation of the language, including application of basic grammatical terminology ;

(f) write with knowledge of language standards for correctness and the organization of a write-process from the idea of product

g) present and engage in dialogue on the oral or written language of its own and other people, including genre, purpose, target groups, content, language, choice of means and expression ;

(h) reading and experiencing older and more recent literature and to see the texts of an historical and cultural perspective

i) to read and understand printed and electronically disseminated texts in different genres

j) dedicate and apply a non-skilled conceptual conceptual framework for analysis and interpretation of the texts and the management of the document.

2.2 Kernestof

The core is Danish language, literature, communication and media. The drugs are part of a close interaction in education. Work is being done with :

a)	Concepts and methods of importance for writing processes, written products and oral proposals
b)	Oral and written genres and forms of expression
c)	Languessprog and arguments
d)	Grammatics and language accuracy
(e)	Study techniques and presentation techniques, including use of the talking paper and the rhetorical instruments
(f)	Danish Mectic Listing
	-before 1870.
	-1870-1970
	-after 1970
g)	A common fixer value
(h)	Case texts
i)	Visual and auditory communication shapes
j)	Dictionaries and successful tenderers
c)	Analysis concepts.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

3.2 Workshapes

A broad range of forms of work is involved, where teachers ' teachers change with more independent forms of work. The professional objectives of the level are governing the choice of working methods and, among other things, require reading, discussion, discussion and presentation. The instruction shall include the preparation of the draft associated feedback (response). both the oral and in writing. It is essential that the courier, both alone and in conjunction with others, is actively involved and experimenting with the professional content and the professional language. The work of the common work is included in the work. The written dimension has a significant place in the profession. Work with both ignition and mortization will be worked out.

3.3 IT

3.4 Collections with other subjects

Dansk can be part of interaction with other subjects where appropriate and possible. Interdisciplinary action must also be taken into account in interdisciplinary activities.

4. Evaluation

4.1 Ongoing Evaluation

The Kursisten collects all of the tasks in a portfolio that is the starting point for a continuous, individual evaluation, so that the coupage can follow its progressive progression. The Portfolio is an evaluation tool, which will give the Kursisten a clear picture of its own weaknesses and strengths. The Teacher shall carry out an ongoing evaluation-both in writing and in the oral-in relation to the objectives of the teaching. This formative evaluation shall show the skills of the coupage in relation to the trade union objectives and to track the progress of the curve.

4.2 Faglig Documentation

Each coupage chooses a text or a document of a document and creates a notification that demonstrates the course of the coupage's competences concerning :

a) to describe, analyse, argue and assess

b) to write / submit alive, clear and nuanced and adapted the communications situation.

If the oral oral presentation is delivered, a speech paper shall be delivered before the presentation is produced.

Appendix 7

avu notice, August 2009

Danish, level D

1. Identity and purpose

1.1 Identities

The core of the Fagets is Danish language, literature and communications. Dansk is at the same time a language class and a profession that deals with literature and communication. The centre of the profession shall be the work of the spoken language (listen and speech) and the written language (read and writing). The Danke must be practised as a whole which integrates the work of the Danish language and language-speaking texts. It is characteristic of the fact that the linguistic, literary and communicative activities are part of a close interaction in both the productive and the receptive dimension of the profession.

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The purpose of teaching is that the courier can :

a) express precisely and varied and adapted to the communication situation, both orally and in writing ;

b) listen actively and be in a position to engage in conversation, cooperation, discussion and debate

c) read quickly and safely and apply different read strategies

(e) to describe the structure, use and operation of language, including application of basic grammatical terminology ;

(f) Use the font correctly, varied and personally, and execute a write-process from an idea to finished product

g) presenting and entering into a dialogue about the oral and written products of their own and other people, including genre, purpose, target groups, content, language, choice of means and expression

(h) to read and experience older and more recent literature and to see the texts of historical and cultural prospects, including linguistic and stilistic observations ;

i) to read and understand printed and electronic media texts and assess them as part of a communications situation ;

j) dedicate and apply a non-skilled conceptual conceptual framework for analysis and interpretation of the texts and the management of the document.

2.2 Kernestof

The core is Danish language, literature, communication and media. The drugs are part of a close interaction in education. Work is being done with :

a)	Concepts and methods of importance for writing processes, written products and oral proposals
b)	Oral and written genres and forms of expression
c)	Languessprog and arguments
d)	Grammatics and language accuracy
(e)	Dictionaries and successful tenderers
(f)	Study techniques and presentation techniques, including use of the talking paper and the rhetorical instruments
g)	Danske epi, lyrical and dramatic lyrics
	-before 1870.
	-1870-1970
	-after 1970
(h)	A common fixer-grade writing before 1970
i)	Journalistic genres, printed and electronic
j)	Visual and auditory communication shapes
c)	Analysis concepts.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

3.2 Workshapes

A broad range of forms of work is involved, where teachers ' teachers change with more independent forms of work. The professional objectives of the level are governing the choice of working methods and, among other things, require reading, discussion, discussion and presentation. The instruction shall include the preparation of the draft corresponding feedback (response), both the oral and in writing. It is essential that the courier, both alone and in conjunction with others, is actively involved and experimenting with the professional content and the professional language. The work of the common work is included in the work. The written dimension has a significant place in the profession. Work with both ignition and mortization will be worked out.

3.3 IT

3.4 Collections with other subjects

Dansk can be part of interaction with other subjects where appropriate and possible. Interdisciplinary action must also be taken into account in interdisciplinary activities.

4. Evaluation

4.1 Ongoing Evaluation

The Kursisten collects all of the tasks in a portfolio that is the starting point for a continuous, individual evaluation, so that the coupage can follow its progressive progression. The Portfolio is an evaluation tool, which will give the Kursisten a clear picture of its own weaknesses and strengths. The Teacher shall carry out an ongoing evaluation-both in writing and in the oral-in relation to the objectives of the teaching. This formative evaluation shall show the skills of the coupage in relation to the trade union objectives and to track the progress of the curve.

4.2 Test Forms

There shall be two written tests and an oral test.

The written samples

Samples shall be held on the basis of centrally set task set.

1) The language test

The duration of the test is one hour. The test shall include tasks in linguistic knowledge and language skills, including legal write-down and grammar. The samine must use dictionaries alone, as an aid. The use of the computer is not allowed.

2) The test in writing.

The duration of the test is four hours. A 24-hour period of preparation is provided and a text is delivered to the examiner at the start of the preparation time. This text booklet is brought to the test.

The oral test

The proposal shall consist of an unknown text-printed or electronically-of an appropriate level of difficulty. The text is awarded at the examination of the drawing board. Eksaminator selects the unknown texts, estimated by the drug. Preparation time is 50 minutes, and the examination time is 25 minutes.

The Ekbernemine is preparing a proposal for approximately 20 minutes. 5 minutes on the text. After that, the examination is being made as a professional conversation about the text.

4.3 Assessment criteria

The assessment is an assessment of the degree to which the performance of the examiner fulfils the professional objectives set out under point. 2.1.

The written samples

1) The language test

The emphasis on the knowledge and skills of the examiner shall be attached to :

a) retwriting

b) morphology and word classes

c) the meaning and braces of the words ;

d) the statement and its inden;

(e) punctuation.

One character is given.

2) The test in writing.

The emphasis on the knowledge and skills of the examiner shall be attached to :

a) written formulation, including composition, syntax, punctuation, and an appropriate and varied choice of words ;

b) subject matter, including the ability to account for the material of the material read material, and to make arguments on this subject ;

c) communication and media awareness, including the fact that the response demonstrates awareness of genre, purpose, audience and medium.

One character is given.

The oral test

The emphasis on the knowledge and skills of the examiner shall be attached to :

a) the oral preparation, including to dispose of a paper on the basis of a speech paper, express its precise and liquefied form and actively participate in the professional conversation ;

b) the processing of the allocated text, including the resolution of the genre, content and form of the text, and to make an argument with an egg in the text ;

c) use of a professional knowledge and method : to use a non-skilled conceptual conceptual concept and demonstrate the ability for perspectives in analysis and interpretation of the text.

One character is given.

Appendix 8

avu notice, August 2009

Danish as a second language, base

1. Identity and purpose

1.1 Identities

Danish as a second language is an artisan, a cultural and cultural profession. The Fame is concerned with the acquisition of Danish languages, the Danish language development and understanding of the interaction between language and culture. The centre of the profession reads oral and written communications and different text genders in socio-cultural contexts.

1.2 Foraims

Danish as a second language is aimed at strengthening the communicative, linguistic and intercultural competences of the coupage.

The teaching must promote the desire to dedicate itself to the use of Danish, develop linguistic awareness, as well as strategic competence in terms of language learning and learning. From the point of view of the knowledge, resources and experiences of the Kurds, the profession must contribute to the development of Danish linguistic conditions for active participation in the Danish society.

2. Fact objectives and professional content

2.1 Fagable targets

The Kursisten must, on a single level, be dedicated to the four skills : speech, listen, read and write in an integrated whole. The Kursisten must strengthen its Danish language skills in order to form part of society, work and educational relationships.

The courier shall be able to :

Speech / Listener

a) understand the main content of the spoken Danish, related to known subjects,

b) expressing their comprehenunderstandably on known subjects

c) lead and maintain consistency and follow up with comments and questions in conversation

d) keeping simple options

(e) make sense to know

Read

(f) read and understand simple, authentic or processed texts within different genres ;

g) reading their own and other people's texts

(h) use some read strategies appropriate ;

i) applying elementary text watchingestion

j) to read contexts between languages and genre

Write

c) to describe actions, experiences and observations in simple phrases, with an appropriate vocabable vocabable vocablist

I) write short consecutive texts with an appropriate vocabable vocabable vocabable and a reasonable focus, the appropriate reading and purpose ;

m) use syntax and legal write-down on an elementary level

n) type short consecutive texts in a disponated form on the basis of a known content ;

Language / identity / socioccult understandings

o) have knowledge of languages as an identity-creating factor,

p) have knowledge of different standards in order to take, keep and pass on in informal situations ;

q) be able to use skills in taking, holding and passing the word in informal situations ;

r) knowing and might be able to use skills in case-making techniques at elementary level

(s) be able to express clearly and pertinent in oral communication at elementary level.

2.2 Kernestof

Work is being done with :

a) Number of actions and communications

b) Language correctness

c) Fluency and automation

d) Exspeak

(e) Prosodi

(f) Body language

g) Arguments Techniques

(h) Reading, reading strategies and vocabularies

i) Reperts, personable and environmental characterics and themes in easy fictional and non-fictional texts

j) Written language, including composition, connection, and recipient awareness

c) Word classes, morphology, syntax, legal write-write, and punctuation

I) Kursistoplevelser of language as identity-generating factor

m) Socio-cultural standards for keeping conversation in informal situations.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must be a matter of perspective and deepen the core and extend the professional horizons of couriers.

3. Organisation of the Organisation

3.1 Didatical principles

This instruction includes listening, voice, read, and write processes at a basic level. The four disciplines are part of a close interaction, so that they support each other. Working according to language teaching principles, where the four skills listen, talk, read and write are systematically applied to work with functional heinous. Enlargement of the active and passive vocabulating of the coupage is a central place in the teaching, where understanding and pre-skilled languages are worked out. The Kursisten is given the opportunity to be active in teaching and in relation to its own learning process. In the organization, educational differentiation shall be included with a view to the rate of professional progression of the cousist.

3.2 Working types, including written work,

A broad range of forms of work is involved, where the teaching of teachers is exchanged with more independent forms of work, which is a study of couriers, group and parity. Written work includes short creative and referential exercises. The Kursist is working with process-oriented writing where professional guidance is provided in the write process. Outwarted activities with focus in both language and content are part of the instruction.

3.3 IT

It is integrated into a practice-oriented way. The Kursisten uses elementary text processing in connection with the written work as a tool in the writing process, and it is also included as a natural part of the information search.

3.4 Collections with other subjects

Danish as a second language may be included in interactions with other subjects where appropriate and possible. The professional objectives must also be taken into account in interdisciplinary activities.

4. Evaluation

4.1 Ongoing Evaluation

The current evaluation shall take place on the basis of the portfolio and testing of the training of the Kursist. The formative evaluation shall show how far the courier is achieved in relation to the technical objectives ; the evaluation must therefore help to shape the course of the coupage's work.

4.2 Faglig Documentation

The professional documentation consists of a one-nographic observation with the presentation of a product and a subsequent conversation. The Kursisten is in charge of an issue that needs to be investigated. The subject shall be approved by the teacher, after which the courier is carrying out a field work in the form of observations, the establishment of contacts, information searches, etc. Subsequently, the courier works the collected observations and information for the purpose of dissemination ; of the subject on the basis of a disposition and ex-exchange session with teacher and co-courier.

The product must demonstrate knowledge and skills in the ability to :

a) understand the main content of the spoken Danish, related to known subjects,

b) expressing their comprehenunderstandably on known subjects

c) lead and maintain consistency and follow up with comments and questions in conversation

d) keeping simple options

(e) make sense.

Appendix 9

avu notice, August 2009

English as second language, level G

1. Identity and purpose

1.1 Identities

1.2 Foraims

Danish as a second language is aimed at strengthening the communicative, linguistic and intercultural competences of the coupage. The teaching must promote the desire to dedicate itself to the use of Danish, develop linguistic awareness, as well as strategic competence in terms of language learning and learning. From the point of view of the knowledge, resources and experiences of the Kurds, the profession must contribute to the development of Danish linguistic conditions for active participation in the Danish society.

2. Fact objectives and professional content

2.1 Fagable targets

The rate of courier shall at a level, with the beginning of complexity of complexity, be dedicated to the four skills : speech, listen, read and write in an integrated whole. The Kursisten must strengthen its Danish language skills in order to form part of social and educational contexts. The language as an oral communication is at the centre of the inclusion of text reading, writing and using picture media as a tool of experience and experience.

The courier shall be able to :

Speech / Listener

a) understand Danish as well as in the digital media as well as in the digital media

b) comprehensive, coherent and appropriate in different situations ;

c) lead and maintain consistency and follow up with comments and questions in conversation

d) justify their own views in an understandable way

(e) keep short stainus with clear focus

Read

(f) Read and understand simple, authentic case and fixation of work

g) highlight the relevant features of the text

(h) use appropriate professional instruments for the analysis of different text genders,

i) compare and discuss the content, form, themes and context of the text ;

j) selecting and applying appropriate reading strategies ;

c) maintain the essential text in a text using appropriate study techniques,

Write

I) Writ coherent and understandably about imagination, feelings, thoughts, experience, knowledge and meaning in a genre that is appropriate for the situation

m) use literal syntax and legal write-down skills

n) write in a single and coherent language with a focus on receiving and giving the response

Language, identity, and socio-culture understandings

o) have insight into language as an identity-creating factor

p) be able to express themselves in relation to the language and experience of identity ;

q) have knowledge of different standards in order to take, keep and pass on in informal and formal situations ;

r) have skills in taking, holding and passing the word in informal and formal situations ;

(s) have skills in case techniques at single level ;

t) be able to express clearly and relevant in oral and written communications at a single level.

2.2 Kernestof

The core is language and communication, literature, and media. The three metabodes are part of a close interaction. The work of the linguistic area consists in a clarification of oral and written genre for practical use. Work is being done with :

a) Communications, speech actions, and recipient awareness

b) Exorts, prosdi, automation, fluency and body language

c) Arguments Techniques

d) Language correctness, intellebility, and connection in the speech and writing

(e) Read-board techniques, literacy techniques, technology and vocablepsis

(f) A variety of Danish and translated Literature in the genre, epic and mixing genre, including a common work

g) Technical concepts for the analysis, interpretation and perspective of texts

(h) Communications forms in mass media and electronic media

i) Obsertional and critical information search

j) Written language, including composition, connection, and recipient awareness

c) Languages, minutes, summary, narrative and commentary

I) Model texts for the rate of the coupage

m) Simple theories of language as an identity-generating factor

n) Socio-cultural standards for keeping conversation in informal situations

o) Simple analysis of oral and written communication situations in socio-cultural contexts.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

The work on the oral and written language skills, as well as the extension of the active and passive vocabinal vocabinos of the Kursist, are being given a key position in the course of action and passive vocabinal. Working according to language teaching principles, where the four skills listen, talk, read and write are systematically applied to work with functional heinous. The training shall thus be organised in such a way as to work from the simple against the complex. The Kursisten is given the opportunity to be active in teaching and in relation to its own learning process. The emphasis is placed on self-employed work with the professional substance, where the courier is presenting and argues for their own views. In the organization, educational differentiation shall be included with a view to the rate of professional progression of the cousist.

3.2 Working types, including written work,

A broad range of forms of work is involved, where the teaching of teachers is exchanged with more independent forms of work, which is a study of couriers, group and parity. In the work on the written expression, the Kursist process write instructor is focused on giving and receiving responses and rewriting texts following response from teacher or co-couriers. The work of the common work is included in the work. Outwarted activities with focus in both language and content are part of the instruction.

3.3 IT

It is integrated into a practice-oriented way. The Kursisten uses elementary text processing for the written work as a tool in the write process. It is part of the information search, and presentation programmes can be used in various contexts to strengthen coupage development.

3.4 Collections with other subjects

4. Evaluation

4.1. Ongoing Evaluation

4.2 Test Forms

There shall be two written tests and an oral test.

The written samples

Samples shall be held on the basis of centrally set task set.

1) The language test

The duration of the test is one hour. The test consists of tasks in linguistic knowledge and language skills, including grammar and legal write-off. The samine must use dictionaries alone, as an aid.

2) The test in writing.

The proposal consists of a topic and a task set. The subject will be announced for one month before the test and the examination of the examination shall be working on the subject for 12 hours in the forefront of understanding and pre-skilled languages.

The duration of the test is three hours. The sample is issued a task set of 3 tasks with relation to the topic. For each task, a short text is included. The other person chooses one of the tasks.

The oral test

The proposal consists of one or two shorter known texts in different genres. The Exminator shall select the sample from the substance and text (text) out by drawing on the examination of the examiners. The Committee of Experts shall prepare a brief outline of the content, form and retraits of the text. After that, the examination is being made as a professional conversation about the text. Preparation time is 60 minutes, and the examination time is 30 minutes.

Self-students

At the start of the preparation, one month before the test, the self-scholain will be given the title of the subject, and then self-students can work with understanding and pre-disciplinary languages in relation to the subject matter.

4.3 Assessment criteria

The assessment is an assessment of the degree to which the performance of the examiner fulfils the professional objectives set out under point. 2.1.

The written test

1) The language test

The emphasis on the knowledge and skills of the examiner shall be attached to :

a) retwriting

b) morphology

c) word classes

d) punctuation.

One character is given.

2) The test in writing.

The emphasis is placed on the fact that the examiner :

a) have understood content of the text

b) to be able to write coherent, comprehensible and appropriate in relation to the communications situation,

c) can respond relevant to the task question.

One character is given.

The oral test

The emphasis is placed on the fact that the examiner may :

a) formulate understandable and coherent ;

b) use appropriate Danish professional concepts on the one or the consigned texts ;

c) perform and present analysis and interpretation ;

d) comparing the texts in the case of two

(e) justify views in an understandable way.

One character is given.

Appendix 10

avu notice, August 2009

English as second language, level F

1. Identity and purpose

1.1 Identities

1.2 Foraims

Danish as a second language is aimed at strengthening the communicative, linguistic and intercultural competences of the coupage.

2. Fact objectives and professional content

2.1 Fagable targets

The rate of couplers must, at a level of complexity, dedicate themselves to the four skills : speech, listen, read and write in an integrated whole. The Kursisten must strengthen its Danish language skills in order to form part of social and educational contexts. Through text work and discussion, the focus of the coupage is given to the consistency between languages, text, genre, content and situations in different text types.

The courier shall be able to :

Read / Wrise

a) Read and understand authentic case and document services

b) selecting and applying appropriate reading strategies ;

c) use appropriate analysers for different text genants,

d) highlight the relevant features of the text

(e) working on reading and writing in a close interplay where the text acts as model texts for the reading of the coupage

(f) type in a genre that matches the situation with focus on building, connection, and disponers ;

g) working with syntax, legal write and statement analysis

(h) write for the development of personal style,

Listening / talk

i) to be comprehensible and coherent in conversations, discussions and presentation of the future ;

j) provide and receive response on the basis of agreed principles ;

Language / Identity / Socio-socio-intelligible understanding

c) have knowledge of the internal dynamism of languages and socio-culture contees

I) have knowledge of different ways of expressing themselves clearly and relevant in oral and written communications ;

m) knowledge of the contexts of the text with their socio-cultural context,

n) have knowledge of language-learning strategies ;

o) be able to use geese strategies as a tool in the process of speaking time.

2.2 Kernestof

The core is language and communication, case and document management. The drugs are part of a close interaction with special focus on the right lines. Work is being done with :

a) The structure of the text described in the structure, coherence and dislocation, and the language and style of the text,

b) Process oriented write flows with the inclusion of model texts

c) Writeback, grammar, and syntax

d) Oral forecalings with a focus on rhetorical instruments, including arguments and fluency ;

(e) Language coherence and understanding of conversations, debates, and foliations focused on prosodi and receiving conditions

(f) A selection of newer and older Danish and translated literature and the court texts ;

g) Technical concepts for analysis, interpretation, and perspectives

(h) Study strategies and study techniques

i) Kursisterfarts with languages in different socio-cultural interconnections

j) Comparison of texts written in different socio-cultural contexts

c) Gain strategies for the acquisition of languages

I) Analysis of oral and written communication situations in the socio-cultural interconnections

m) Cultural codes.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

The work on the reading of the coupage is a key position in a close interaction of reading and conversation. The Kursist trainer text analysis and recovery, and work is increasingly and purposeful with understanding and pre-skilled languages in the context of an extension of the Technical Council of Dangerous Disecracks. Working according to language teaching principles, where the four skills listen, talk, read and write are systematically applied to work with functional heinous. The Kursisten is given the opportunity to be active in teaching and in relation to its own learning process. Emptasis is placed on independent work with the professional substance, where the courier is presenting and argues for their own views in writing and speaking. In the organization, educational differentiation shall be included with a view to the rate of professional progression of the cousist. Outwarted activities with focus in both language and content are part of the instruction.

3.2 Working types, including written work,

A broad range of forms of work is involved, where teachers ' teachers change with more independent forms of work.

In the work on the written expression, the Kursisten process writes focus on giving and receiving the response of the text context, style and correctness. Technical guidance is provided in the write process.

3.3 IT

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

4.2 Faglig Documentation

The Kursisten selects two self-produced texts that are written in the course of education. Texternal must not have been judged on teaching. Then, the Kursisten presents the two texts and tells of the process from the idea for the finished product.

The product must demonstrate the knowledge and skills of the couriers relating to :

a) presentation of a product,

b) the structure, coherence and dislocation of the written text ;

c) language and style.

Appendix 11

avu notice, August 2009

English as second language, level E

1. Identity and purpose

1.1 Identities

1.2 Foraims

Danish as a second language is aimed at strengthening the communicative, linguistic and intercultural competences of the coupage.

2. Fact objectives and professional content

2.1 Fagable targets

The rate of couplers must, at a level of complexity, be characterised by a great deal of complexity, with the four skills : speech, listen, read and write in an integrated whole. The Kursisten must strengthen its Danish language skills in order to form part of social and educational contexts. The self-employed person ' s self-employed reading has a central place in education, and the focus is increasingly focused on text analysis and critical information search.

The courier shall be able to :

Read / Wrise

a) read relative safely with understanding and experience and with control of appropriate read strategies

b) analyzing, interpreting and perspectives texts from different media

c) to apply knowledge of the various target groups of the media

d) extract information from different sources of information with appropriate search methods and readability techniques ;

(e) write in a genre that matches the situation and the focus on the coherence and coherence of the army and the encoding ;

(f) working with syntax, writing and statement analysis on a relatively safe level ;

g) develop a synopsis based on written problem formulation. The synopsis shall provide a background to an oral dissemination of a discretionary trade union subject

Listening / talk

(h) listen with attention and understanding and be able to engage in conversation and discussion

i) to be comprehensible and coherent in a predominating proper manner,

j) demonstrating skills in oral presentation, with a focus on the form and content ;

c) give and receive the response in collaboration with others ;

Language / identity / socioccult understandings

I) have insight into the internal dynamism of languages and socio-cultural contexts ;

m) be able to make simple choices in relation to clear and relevant communication, verbal and in writing ;

n) be able to adapt its Danish language expression to non-socio-cultural contexts in Danish,

o) have insight into the texts of the text with their sociocular context

p) be able to clarify the coherence of the simple text with their sociocular context

q) have elementary knowledge of differences and similarities between language and other languages of which the courier is aware.

2.2 Kernestof

The core is language and communication, literature, and media. The three fabric areas are part of a close interaction with particular focus on fixer and legal texts. The work involves a deepening of different texts for analysis, interpretation and perspective. Work is being done with :

a) A selection of Danish and translated literature after 1870 in the rears epik, poetry and drama, as well as an individual selected literary work,

b) Technical concepts for the analysis, interpretation and perspective of texts

c) News genders and their function

d) Critical and appropriate information search

(e) The media's various target groups, as well as a work in the form of a larger rounded media product

(f) Type of problem in relation to synopsis and rewriting

g) Mundant dissemination of self-selected, professional topics on the basis of a problem formulation

(h) Read techniques, reading strategies and fluency

i) Writeback, grammar, and syntax

j) Kursisterfarings using languages in different socio-cultural relationships as the starting point for shared discussion and reflection

c) Possibilities and barriers in relation to successful communication in different informal socio-culture contexts, both orally and in writing

I) Texts written in different socio-cultural contexts, Danish, as well as foreign in Danish translation,

m) Comparative analysis at the elementary level of Danish and another of the active languages of the coupage.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

The work on the reading and discussion of texts has a key position. The Kursist trainer text analysis and recovery knowledge and work with understanding and pre-skilled languages in the context of the extension of the Technical Council of Dangerous Disecracks.

The Kursist is working with different read strategies, study and information search techniques.

The teaching is based on language teaching principles, where the four skills listen, speech, read and write systematically in the work of functional heinous. The Kursisten is given the opportunity to be active in teaching and in relation to its own learning process. Emptasis is placed on independent work with the professional substance, where the courier is presenting and argues for their own views in writing and speaking. In the organization, educational differentiation shall be included with a view to the rate of professional progression of the cousist. Outwarted activities with focus in both language and content are part of the instruction.

3.2 Working types, including written work,

A broad range of forms of work is involved, where the exchange rate is exchanged with the independent forms of work of the Kurds. The progression of the use of forms of working towards progressively greater courier independence is being pursued. In the work on the text of the couriers, the emphasis is placed on the textual context and correctness of the couriers. Technical guidance is provided in the write process. The oral question focuses on the emergences of scientific knowledge. In the course of the training course, the courier with suitable techniques and tools for preparation, settlement and evaluation of oral proposals shall be carried out.

3.3 IT

It is integrated into a practice-oriented way. The Kursisten uses elementary text processing for the written work as a tool in the write process. It is a natural part of the information search, including live images and radio broadcasts. Presentation programmes may be used in different contexts to strengthen courier projations.

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

4.2 Faglig Documentation

The Kursist form a synopsis with a problem-formulation over a self-chosen professional subject with the professional objectives of about 1 normatism. On the basis of the synopsis, the course of the courier will present the subject and conclude with an in-depth discussion with teacher and possibly. co-courias.

The presentation and subsequent exchange of the conversation demonstrates the skills of the couriers relating to :

a) the preparation of a problem formulation for a non-disciplinary subject,

b) the preparation of a synopsis,

c) the presentation of a subject on the basis of a synopsis

d) the presentation of an understandable, coherent and predominating language ;

(e) reasoning techniques with a focus on analysis, argument and assessment.

Appendix 12

avu notice, August 2009

Dansk as Second Language, Level D

Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The course of a complex level is dedicated to the four skills : speech, listen, read and write in an integrated whole. The Kursisten must strengthen its Danish language skills in order to form part of society, work and educational relationships. At this level, expectations are being asked for a more precise and nuanced use of and awareness of the language both orally and in writing.

The courier shall be able to :

Read / Wrise

a) I am sure you can read with understanding, empathy and critical and with restraint of relevant reading strategies

b) use a non-professional conceptual framework for analysis, interpretation, assessment, and perspective delivery of newer and legacy legal texts and fixation of fins ;

c) know literary contexts, for example, periods and author

d) to apply knowledge about the operation of news media and different target groups

(e) write analyzing, debatable and commenting in a predominating correct language

(f) begin writing analyzing, discussing and commenting in a number of different genres in a predominance of the correct and consistent language

g) use knowledge of the words and phrase analysis in the work on linguistic correctness and language characterisation of texts ;

Listening / talk

(h) listen with attention and understanding and be able to engage in conversation, discussion and debate

i) express themselves in a nuanced and consistent manner with a reasonable degree of correctness,

j) demonstrating skills in oral presentation, with a focus on content, form and expression,

c) give and receive the response in collaboration with others ;

Language / Identity / Socio-socio-intelligible understanding

I) relate to their own language, including code changes, in different socio-cultural contexts,

m) make presanced elections in relation to clear and relevant communications ; oral and written ;

n) have basic knowledge of differences and similarities between Danish and another of the active languages of the coupage ;

o) could be able to read the context of the text with their socio-cultural context.

2.2 Kernestof

The core is language, literature, and communications. The three metabodes are part of a close interaction.

The work involves a deepening of different texts for analysis, interpretation and perspective both orally and in writing. Work is being done with :

a) A selection of Danish and translated foreign literature in the rears, epic, poetry and drama of 1870, including at least one text from the past five years. Legacy literature can be read in new Danish version

b) Technical concepts for analysis, interpretation, assessment and perspective of texts, and language characterization

c) One literary period, one literary work, which is read individually

d) A work in the form of a larger aphodion product

(e) Critical and appropriate information search

(f) Rewriting, language, style, write-down, grammar, and syntax

g) Citattechnique and source indication

(h) Tundant dissemination of Danish professional topics

i) Fluency and linguistically correctness in the speech and writing

j) Kursistopchances using different languages, including code changes, in different socio-cultural interconnections, together with theory in the area

c) Possibilities and barriers to successful communication in various informal and formal socio-cultural contexts, both orally and in writing

I) Comparative analysis at the base level of Danish and another of the similarly active language of the coupage

m) Texts written in different socio-cultural contexts, Danish, as well as foreign in Danish translation.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

The Kursist is working with different read strategies, study and information search techniques. The teaching is based on language teaching principles, where the four skills listen, speech, read and write systematically in the work of functional heinous. The Kursisten is given the opportunity to be active in teaching and in relation to its own learning process. Emptasis is placed on independent work with the professional substance, where the courier is presenting and argues for their own views in writing and speaking. In the organization, educational differentiation shall be included with a view to the rate of professional progression of the cousist. Outwarted activities with focus in both language and content are part of the instruction.

3.2 Working types, including written work,

A broad range of forms of work is involved, where the teaching of teachers is exchanged for the self-employed forms of work. In the teaching training course, suitable techniques and tools in the preparation, settlement and evaluation of oral proposals with a professional content are carried out. The teaching of written and verbal Danish is closely linked, so that it is written on the basis of read texts. The Kursist is working with analysing, debatable and commenting on a different regent. We are working on citli-techniques and source declarations.

3.3 IT

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

4.2 Test Forms

There shall be a written test and an oral test.

The test in writing.

The duration of the test is four hours. The test shall be carried out on the basis of a centrally placed task set. A 24-hour period of preparation is provided and a text is delivered to the examiner at the start of the preparation time. The text of the text must not be brought into the test. At the beginning of the test, a new identical text booklet is handed out to be performed. The use of dictionaries alone must be used for aid.

The oral test

The proposal shall consist of an unknown text of not more than 5 normal pages selected by the teacher and shall be sent to the censor to approve this prior to the test. The unknown text is assigned to the examination by drawing. The Committee of Examine is preparing a brief proposal for the content, form and genre of the allocated text, after which the examination forms as a professional conversation about the text. Preparation time is 60 minutes, and the examination time is 30 minutes.

4.3 Assessment criteria

The assessment is an assessment of the degree to which the performance of the examiner fulfils the professional objectives set out under point. 2.1.

The written test

The emphasis is placed on the fact that the examiner can write coherent and comprehensive about a given theme.

One character is given.

The oral test

The emphasis is placed on the fact that the examiner may :

a) demonstrating text understanding

b) use a professional conceptual concept ;

c) express itself correctly, cohesive and varied and with linguistic precision ;

d) argus for their own views.

One character is given.

Appendix 13

avu notice, August 2009

English Base

1. Identity and purpose

1.1 Identities

English is a skill class, a science class and a culture class. The Fame deals with english languages, English language cultures and global relationships. The profession includes the use of English language as a means of communication in writing and in writing and knowledge of the subject matter of trade.

1.2 Foraims

The purpose of teaching in English is to strengthen the communicative competence of the courier, so that they can understand and speak English and express verbal and written words. The aim is also to ensure that the Kurds through work on the profession gain insight into culture and social conditions in English-speaking countries and that the Kurds thereby strengthen their international understanding and understanding of their own culture. The teaching of the various areas of the profession contributes to the development of the linguistic and cultural knowledge and awareness of the couriers, as well as their general learning competence.

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

Communicative skills

a) understand main content and specific information of the word English on key topics from the daily life of the day ;

b) read short, language simple texts on everyday topics

c) answer questions to the understanding of simple texts on a known topic

d) implementing dialogues in a single language

(e) orally formulate and disseminate a map on a known subject in English ;

(f) express in writing in a single language in the form of letters and brief descriptions and messages ;

Language and language usage

g) apply a central vocabable vocabable vocabindo,

(h) speaking and write English to a single level

i) express an intelligible statement

Language Accution

j) the application of linguistic corpses to general situations in daily life,

c) use appropriate listener, speech and study strategies ;

I) use IT in connection with the information search

m) demonstrate a basic knowledge of the use of dictionaries, simple grammatical views, spelling and similar language aids ;

Culture and social conditions

n) recognise and talk about culture and living conditions in English-speaking countries in the area of close and everyday topics ;

o) give examples of differences and similarities between the language of culture and culture.

2.2 Kernestof

The core matter is :

a) Elements of the central grammar of the English language, including central grammar rules, concerning in particular the words of the words, the singular and majority of the substance and the verbers of the present and the time of the day,

b) Exorbit and vocabable

c) Simple communication strategies

d) Shorter texts on everyday topics

(e) Basic knowledge of living conditions in one or more English-speaking countries.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core matter and extend the professional horizons of couriers. There are texts and other forms of expression, which deal with the English-speaking world. The extent of the additional substance is approximately approximately 5 10%. of the training period.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching is based on a professional level corresponding to primary school 7. class steps. The work on the linguistic aspects is still being done in the language of use, so that the teaching of the greatest possible degree in English is to be used as a matter of priority. The emphasis is placed on the course of the coupage's own language production. Furthermore, emphasis is placed on the fact that the body is experienced as a whole. The centre of education is the professional progression of individual courists.

3.2 Working types, including written work,

The work is organised mainly through a number of subjects, starting with the subject matter of the subject matter of the substance and in supplementary material. The teaching is organised with variation and progression in the choice of forms of working, so that the couriers achieve a certain degree of independence in the work. The focus is on working forms that develop the communicative competence of the couriers. Written work supports the oral competence, as it reinforces the mediating capacity and language security of the coupage.

3.3 IT

The cursists are introduced from the beginning to IT-based forms of work. It plays a key role in the work in English and is used in both education, home work and communication. It is also used in the context of information search, just as it supports listen-and read-training.

3.4 Collections with other subjects

English may be included in interactions with other subjects to the extent that the organization makes it possible. Interdisciplinary work must be planned, taking into account the professional objectives.

4. Evaluation

4.1 Ongoing Evaluation

The oral and written competences of the Kursists are constantly evaluated in terms of skills, knowledge and effort. The evaluation shall provide knowledge of the position of the courier in relation to the professional objectives and thus provide an overview of their own learning, and contribute to the planning of the continuing progression of the coupage. The basis for evaluation must be the professional objectives. The evaluation shall also be evaluated on an ongoing basis in terms of its content and planning in relation to the technical objectives. The evaluations may be carried out in an oral or written form.

4.2 Faglig Documentation

The Kursist is preparing a map of education, a map, orally based on an image material for a self-chosen subject, which the teacher has already found fit to be. The Kursisten training period is also, in the course of training, independent a list of relevant glossals for the image. The list is delivered to the teacher. The presentation and the Globe list form the basis of a conversation with the teacher in English.

Appendix 14

avu notice, August 2009

English level G

1. Identity and purpose

1.1 Identities

1.2 Foraims

The purpose of teaching in English is to strengthen the communicative competence of the courier, so that they can understand and speak English and express verbal and written words. Through the work of the profession, the couriers also gain insight into culture and social conditions in English-speaking countries. The Kursists thus strengthen their international understanding and understanding of their own culture. The teaching of the various areas of the profession contributes to the development of the linguistic and cultural knowledge and awareness of the couriers, as well as their general learning competence.

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

Communicative skills

a) understand the main content of conversations on known topics

b) speak in a single language of general and societal relations in English ;

c) Read and understand texts in everyday languages in known topics

d) refer and describe in a single language in the everyday topic

(e) presenting a prepared topic in a single language

(f) express in writing in an understandable language ;

Language and language usage

g) express orally in a single and comprehensible English language ;

(h) have a vocabable vocabable vocabable vocabable vocabable vocabable vocabable vocabable vocabinas to be able

i) use synonyms or rewrites when the vocabularies are not sufficiently available ;

j) Writing short, simple texts on everyday topics

Language Accution

c) work with their own English language strengths and weaknesses ;

I) choose appropriate listener, speech, and read strategies

m) use IT in connection with information search and communication

n) use dictionaries, grammatical views, spelling and similar language aids ;

Culture and social conditions

o) apply a basic knowledge of cultural and social conditions in English-speaking countries ;

p) recognise and talk of differences and similarities between English-language cultures and their own culture.

2.2 Kernestof

The core matter is :

a) The central grammar of the English language

b) Exorbit and vocabable

c) Simple communication strategies

d) Different types of fictional and non-fictional texts on general issues

(e) Knowledge of culture and social conditions in English-speaking countries.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core matter and extend the professional horizons of couriers. There are texts and other forms of expression, which deal with the English-speaking world. The extent of the additional substance is approximately approximately 5 10%. of the training period.

3. Organisation of the Organisation

3.1 Didatical principles

The work on the linguistic aspects is still being done in the language of use, so that the teaching of the greatest possible degree in English is to be used as a matter of priority. The emphasis is placed on the course of the coupage's own language production. Furthermore, emphasis is placed on the fact that the body is experienced as a whole. The centre of education is the professional progression of individual courists.

3.2 Working types, including written work,

The work is organised mainly through a number of subjects, starting with the subject matter of the subject matter of the substance and in supplementary material. The training shall be organised with variation and progression in the selection of forms, so that the couriers achieve learning competence and independence in the work. The focus is on working forms that develop the communicative competence of the coupage. The written work is part of an important competence in English, as it reinforces the mediating capacity and language security of the coupage.

3.3 IT

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

The oral and written competences of the Kursist are evaluated on an ongoing basis in terms of skills, knowledge and effort. The evaluation must provide knowledge of the position of the courier in relation to the objectives of the profession and thus provide an overview of their own learning and contribute to the planning of the continuing progression of the coupage. The basis for evaluation must be the professional objectives. The evaluation shall also be evaluated on an ongoing basis in terms of its content and planning in relation to the technical objectives. The evaluations may be carried out in an oral or written form.

4.2 Test Forms

A written test shall be conducted in a study understanding and an oral test.

The written test in read understanding

The duration of the test is one hour. The task is central.

The oral test

At the end of the training period, the examination produces an examination of its own choosing within one of the topics that has been read. The proposal must contain a written item by the examination, for example, a picture collage of text boxes. The study shall be assessed by the teacher as suitable for use at the test. The pre-examination must be delivered before the test and sent to the censor. The end of the exam shall begin with the examination of the examination card. On the basis of the presentation and the written item, a conversation between examiner and examiner shall commentate.

The exam time is 20 minutes.

4.3 Assessment criteria

The assessment is an assessment of the extent to which the achievement of the examiner fulfils the professional objectives set out under point. 2.1.

The written test in read understanding

The examination shall be evaluated by the examination by examination of the examination certificate.

One character is given.

The oral test

The capacity of the examiner shall be given the ability to :

a) conversation in English

b) presenting his proposal

c) perspectives on the topic that is read.

The sample supplement is not included in the assessment.

One character is given.

Appendix 15

avu notice, August 2009

English level F

1. Identity and purpose

1.1 Identities

1.2 Foraims

The purpose of teaching in English is to strengthen the communicative competence of the courier, so that they can understand and speak English and express verbal and written words. Through the work of the profession, the couriers also gain insight into culture and social conditions in English-speaking countries. The Kursists thus strengthen their international understanding and understanding of their own culture. The teaching of the various areas of the profession contributes to the development of the linguistic and cultural knowledge and awareness of the couriers, as well as their general learning competence.

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

Communicative skills

a) understand English in ordinary situations from daily life and social life.

b) express himself orally in a single and coherent language, which enables the conversation of known subjects ;

c) formulate views and arguments

d) Read and understand texts in everyday languages in known topics

(e) account for content and views on commonly known topics

(f) presenting a prepared topic in a single language

g) express in writing in a single language in the context of a known subject ;

Language and language usage

(h) express orally and in writing in a single and comprehensible language ;

i) use synonyms or rewrites when the vocabularies are not sufficiently available ;

j) contain a vocabable vocabable vocabable vocabable vocabable vocabinas to allow participation in an English-speaking conversation ;

c) start to match the communication of the recipient, intent and content

Language Accution

I) be aware of their own English language strengths and weaknesses ;

m) choose listen, and to read and read strategies in relation to text type, situation, and purpose

n) use IT in connection with information search and communication

o) use dictionaries, grammatical views, spelling and similar language aids ;

Culture and social conditions

p) apply a basic knowledge of cultural and social conditions in English-speaking countries ;

q) could draw comparisons between English-language cultures and their own culture.

2.2 Kernestof

The core matter is :

a) The central grammar of the English language and orthograph

b) Exorbit and vocabable

c) Communication strategies in general communication situations

d) Various types of fictional and non-fictional texts on general and societal issues

(e) Cultural and social conditions in English-speaking countries.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core matter and extend the professional horizons of couriers. There are texts and other forms of expression, which deal with the English-speaking world. The extent of the additional substance is approximately approximately 5 10%. of the training period.

3. Organisation of the Organisation

3.1 Didatical principles

The work of languages, text and culture must be integrated, so that the courier is a clear correlation between the expression of expression, substance and communication. We need to work on listening, reading and communication strategies, and the emphasis is placed on the language production of the coupage, why the teaching of the greatest possible degree in English is to be done. Education differentiation shall be used as one of several methods to ensure the professional progression of each coupage. The teaching includes innovative elements, such as a creative approach to dissemination and understanding of topics.

3.2 Working types, including written work,

3.3 IT

The Kursisten is introduced from the beginning to IT-based forms of work. It plays a central role in the work in English and is also used in the context of the information search, just as it supports listen-and to read-and read-and read.

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

4.2 Faglig Documentation

The Kursist's training period is preparing a map, oral presentation in English on a subject that relates to the teaching. The subject is selected in consultation with the teacher. The Kursist training period will also, in the course of training, be independently available in English for the post. Dispositioning is delivered to the teacher. The presentation and the enceptions form the basis for a brief conversation in English with the teacher.

Appendix 16

avu notice, August 2009

English Level E

1. Identity and purpose

1.1 Identities

1.2 Foraims

The purpose of teaching in English is to strengthen the communicative competence of the courier, so that they can understand and speak English and express verbal and written words. Through the work of the profession, the couriers also gain insight into culture and social conditions in English-speaking countries. The Kursists thus strengthen their international understanding and understanding of their own culture. The teaching of the various areas of the profession contributes to the development of the linguistic and cultural knowledge and awareness of the couriers, as well as their general learning competence.

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

Communicative skills

a) understand English on general issues

b) express orally in a coherent language,

c) participate immediately in conversations on known topics ;

d) formulate views and arguments

(e) read and understand texts in English on issues of general relevance

(f) account for content and views on commonly known topics

g) comment and comment on views and opinions ;

(h) presenting a prepared topic

i) express opinions and knowledge of an alment subject in a coherent form ;

j) deter a written text in relation to the recipient,

Language and language usage

c) express an oral and written written language in a cohesive language of the consiginate, intent and content ;

I) use synonyms or rewrites when the vocabularies are not sufficiently available ;

m) contain a vocabable vocabable vocabable vocabable vocabable vocabinas to allow participation in an English-speaking conversation ;

n) use a comprehensible English language,

Language Accution

o) be aware of the way in which he or she is most dedicated to english ;

p) choose appropriate listener, speech, and read strategies

q) use dictionaries, grammatical views, spelling and similar language aids ;

r) use IT in connection with information search and communication

Culture and social conditions

(s) apply a basic knowledge of cultural and social conditions in English-speaking countries ;

t) outlook texts for English-speaking countries and to their own culture in the field of general issues.

2.2 Kernestof

The core matter is :

a) The central grammar of the English language and orthograph

b) Exorbit and vocabable

c) Communication strategies

d) English as global communication language

(e) Different types newer texts

(f) Key analytic basic concepts

g) Signature of the culture and social conditions in English-speaking countries.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core matter and extend the professional horizons of couriers. There are texts and other forms of expression, which deal with the English-speaking world. The extent of the additional substance is approximately approximately 5 10%. of the training period.

3. Organisation of the Organisation

3.1 Didatical principles

The work of languages, text and culture must be integrated, so that the courier is a clear correlation between the expression of expression, substance and communication. Work on listening, reading and communication strategies must be worked out. The emphasis is placed on the language production of the courier in the course of the coupage, why the instruction is as far as possible in English. Education differentiation shall be used as one of several methods to ensure the professional progression of each coupage. The teaching includes innovative elements, such as a creative approach to dissemination and understanding of topics.

3.2 Working types, including written work,

3.3 IT

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

The oral and written competences of the Kursists are constantly evaluated in terms of skills, knowledge and effort. The evaluation must provide knowledge of the position of the courier in relation to the objectives of the profession and thus provide an overview of their own learning and contribute to the planning of the continuing progression of the coupage. The basis for evaluation must be the professional objectives. The evaluation shall also be evaluated on an ongoing basis in terms of its content and planning in relation to the technical objectives. The evaluations may be carried out in an oral or written form.

4.2 Faglig Documentation

The Kursisten will deliver 2 written products in English, which may include a film / book notification, letters / emails or responses based on a scholar to which is written in the training period. Products to be used for professional documentation must not have been judged in the teaching. The products are delivered to the teacher.

Appendix 17

avu notice, August 2009

English level D

1. Identity and purpose

1.1 Identities

1.2 Foraims

The purpose of teaching in English is to strengthen the communicative competence of the courier, so that they can understand and speak English and express verbal and written words. Through the work of the profession, the couriers also gain insight into culture and social conditions in English-speaking countries. The Kursists thus strengthen their international understanding and understanding of their own culture. The teaching of the various areas of the profession contributes to the development of the linguistic and cultural knowledge and awareness of the couriers, as well as their general learning competence.

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

Communicative skills

a) understand English on general issues

b) express orally in a coherent language,

c) engage actively and immediately in a conversation on known topics ;

d) formulate views and arguments

(e) read and understand texts in English on issues of general relevance

(f) account for content and views on commonly known topics

g) comment and comment on views and opinions ;

(h) presenting a prepared topic from a written product

i) express opinions and knowledge of an alment subject in a coherent form ;

j) deter a written text in relation to the recipient,

Language and language usage

c) express an oral and written written language in a cohesive language of the consiginate, intent and content ;

I) use synonyms or rewrites when the vocabularies are not sufficiently available ;

m) contain a vocabable vocabable vocabable vocabable vocabable vocabinas to allow participation in an English-speaking conversation ;

n) use a comprehensible English language,

o) recognise different types of texts

Language Accution

p) be aware of the way in which he or she is most dedicated to english ;

q) choose appropriate listener, speech, and read strategies

r) selecting appropriate write strategies and apply knowledge of the phases of the write-process

(s) use IT in connection with information search and communication

t) use dictionaries, grammatical views, spelling and similar language aids ;

Culture and social conditions

u) apply a basic knowledge of cultural and social conditions in English-speaking countries ;

(v) outlook texts for English-speaking countries and to their own culture in the field of general issues.

2.2 Kernestof

The core matter is :

a) The central grammar of the English language and orthograph

b) Exorbit and vocabable

c) Communication strategies

d) English as global communication language

(e) Different types of newer, fictional and nonfictional texts

(f) Text analytic basic concepts

g) Signature of the culture and social conditions in English-speaking countries.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core matter and extend the professional horizons of couriers. There are texts and other forms of expression, which deal with the English-speaking world. The extent of the additional substance is approximately approximately 5 10%. of the training period.

3. Organisation of the Organisation

3.1 Didatical principles

The work of languages, text and culture must be integrated, so that the courier is a clear correlation between the expression of expression, substance and communication. Work on listening, reading and communication strategies must be worked out. The emphasis is placed on the language production of the courier in the course of the coupage, why the instruction is predominating in English. Education differentiation shall be used as one of several methods to ensure the professional progression of each coupage. The teaching includes innovative elements, such as a creative approach to dissemination and understanding of topics.

3.2 Working types, including written work,

The work is organised mainly through a number of subjects, starting with the subject matter of the subject matter of the substance and in supplementary material. The teaching is organised with variation and progression in the choice of forms of work, so that the couriers gain an overview of their own learning and independence in the work. The focus is on working forms that develop the communicative competence of the coupage. The written work is part of an important competence in English, as it reinforces the mediating capacity and language security of the coupage.

3.3 IT

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

4.2 Test Forms

A written and oral test shall be held.

The written test

The duration of the test is four hours. The task set is at the core.

The oral test

At the end of the lesson, the examination will choose the degrees below to guide the teacher a delimited subtopic within one of the topics that read topics. Outside of education, exams are seeking even information about the delineated sub-issue and then producing a service in English at some time. 1 page of a piece on the part topic. The division shall be evaluated by the teacher as suitable for use at the test.

The examination shall be given to the examiner another unknown. 1-2 normal pages. The unfamiliar text, which is provided by the teacher, has an eminent connection with the self-chosen subject. Disposition and unknown text are sent to a censor.

The Ekbermine is preparing for 25 minutes on the unknown text. The end of the examination shall begin with the examination of the examiner ' s English language of five minutes from the outline of the completed disposal. Expermeator and censor may then have the opportunity to ask you a detailed question. This follows a conversation in English between degrees and examiner, starting with the unknown text, which is in perspective to other loaded texts that are relevant to the selected topic. The exam time is 25 minutes.

4.3 Assessment criteria

The assessment is an assessment of the degree to which the performance of the examiner fulfils the professional objectives set out under point. 2.1.

The written test

The emphasis is placed on the examiner's

a) control of the English language,

b) textual understanding

c) fertility in writing.

One character is given.

The oral test

Empamine attention shall be given to the capacity of the examiner to understand and cohesive English in the following :

a) presenting his proposal

b) perspectives up to the read topic and other relevant texts

c) engage actively and immediately in a conversation

d) express views and arguments.

The availability of the Ekberman is not included in the assessment.

One character is given.

Appendix 18

avu notice, August 2009

French, Base

1. Identity and purpose

1.1 Identities

French is a skill class, a science class and a culture class. The Fame deals with the French language, culture and social conditions in France and other French-speaking countries. The centre of the profession is the practical dimension, so that the couriers develop skills in using French as a means of communication and written in French.

1.2 Foraims

The purpose of the French education is that the couriers are dedicated to knowledge and skills that enable them to communicate orally and in writing in French. Through the work of the profession, the educational and social conditions in France and other French-speaking countries are able to gain insight into the culture and social conditions of France and thereby strengthen their intercultural understanding and understanding of their own culture. It also contributes to the development of the knowledge of the French language and language skills, and awareness of the language of self-procreation. In addition, the teaching of the couriers contributes to the use of the desire to engage in French language and culture.

2. Fact objectives and professional content

2.1 Fagable targets

The lesson is the emphasis on the listening and spoketedness of the speech. The teaching must be directed towards the fact that the couriers are dedicated to knowledge and skills in the following areas where they are to be able to :

Communicative skills

a) understand short, simple phrases and expressions in connection with recognisable topics

b) Read and understand the main content of language very simple texts on recognizable topics

c) understand each selected sound and image media on recognisable recognisable topics

d) conversation through small dialogues in a single language on recognizable topics

(e) presenting content images of recognisable topics

(f) write words, expressions, and simple statements in recognisable topics

Language and language usage

g) express itself with a reasonably comprehensible pronunbation and intonation,

(h) use an adequate vocabable vocabable vocabary ;

i) apply single regular terms and terms ;

j) spell simple words and phras;

c) using simple statement building

Language Accution

I) use simple and appropriate listener, speech and study strategies ;

m) recognizable similarities in French and other languages, as the coupage knows ;

n) demonstrate a basic knowledge of the use of dictionaries and simple grammatical views ;

o) use it for simple information search and communications ;

p) use a practical-musical expression in connection with a presentation

Culture and social conditions

q) knowledge of culture and living conditions in France and in French-speaking countries within selected and recognizable topics ;

r) see individual differences and similarities between the French and its own culture within selected topics ;

(s) use the language as a means of communication with French speakers.

2.2 Kernestof

The core matter is :

a) Transparent words in the work of similarities in French and other languages, which the coupage knows

b) Basic elements in French pronouns and intonation

c) Knowledge of the words classes that are relevant to a simple statement building

d) Simple statement-building, including elements from basic French grammar

(e) Basic vocabable vocabable items

(f) Short simple texts on close and recognizable topics

g) Simple communication strategies

(h) French and francopying culture and social conditions within selected recognizable subjects.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The complementary substance is deepening the linguistic knowledge and awareness of the Kursist, as well as perspectives for a broader understanding of French language and culture. The additional substance is made up of texts and other forms of expression, which deal with the French-speaking countries.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching is based on a specialistic level without knowledge of the French language and culture. The emphasis is placed on the fact that the work on the various disciplines of the profession is leviated as a whole, focusing on the language of use and the language production of the coupage, why the education is as far as possible in French. The written dimension is a sign of support for the other disciplines of the trade. The centre of education is the professional progression of individual courists. As a result, teaching differentiation is essential in the organisation of education. The training must promote the creativity and the ability of the coupage to think outside the box.

3.2 Working types, including written work,

The focus is on working types and to task types that develop the communicative skills and creative skills of the coupage. The work is organised mainly through various issues, and it is ensured that the professional targets are integrated into this work. The written work is part of the support of the oral dimension.

3.3 IT

The Kursisten is introduced from the beginning to IT-based forms of work. It is used in connection with language learning, information search and communication.

3.4 Collections with other subjects

French can be included in interactions with other subjects where appropriate and possible. Interdisciplinary work must be planned, taking into account the professional objectives.

4. Evaluation

4.1 Ongoing Evaluation

The professional objectives are the basis for an ongoing evaluation of the oral position of the Kursist. The skills and knowledge of the Kursist skills shall be regularly evaluated in a forward-looking perspective ; the involvement of activities with evaluations in oral or written form forms part of a interaction with individual guidance ; the self-evaluation of the coupage.

4.2 Faglig Documentation

The courier produces an independent text list for an image material for a subject that relates to the content of the notification. The procuring list shall be delivered to the teacher, assessing whether the material is suitable as a technical dossier. The images provided by the teacher form, together with the wording, the starting point for a short dialogue in French between teacher and couriers. The verbal performance of the Kursist must demonstrate skills in the talks on recognizable matters.

Appendix 19

avu notice, August 2009

French, Level G

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The lesson is the emphasis on the listening and spoketedness of the study. The teaching must be directed towards the fact that the couriers are dedicated to knowledge and skills that enable them to :

Communicative skills

a) understand the main content of the single-speaking French for close and familiar topics

b) Read and understand the main content of simple texts about close and familiar topics

c) understand the main content of selected sound and image media, about close and known topics ;

d) conversation on simple everyday situations in close and known topics

(e) explaining and telling in a single language within close and known topics

(f) presenting a prepared topic in a single language within close and known topics

g) perspectives to other close and familiar topics

(h) express in writing in simple, comprehensible and coherent phrases ;

Language and language usage

i) express themselves with a reasonably comprehensible pronunbation and intonation,

j) apply a single vocabable vocabable vocabable vocabary,

c) use appropriate regular expression within close and known topics,

I) use a basic knowledge of the statement building of the language ;

m) Writing simple, intelligible and coherent statements

Language Accution

n) apply appropriate listener and read strategies ;

o) apply relevant communication strategies,

p) using dictionaries and grammatical views

q) use IT in connection with information search and communication

r) recognizable similarities between French and other languages, which the coupage knows ;

(s) Using a beginner's understanding of their own ability to dedicate himself to the French

t) use a practical-musical expression in connection with a presentation

Culture and social conditions

u) knowledge of the culture and living conditions of France and the French-speaking countries within selected close and known subjects ;

(v) see differences and similarities between French and own culture within selected close and known topics ;

w) use the language as a means of communication with French speakers.

2.2 Kernestof

The core matter is :

a) Listening and intercom strategies

b) Basic French vocabadvice

c) Extinence and intonation

d) Simple statement building, including basic French grammar and orthograph

(e) Knowledge of similarities between French and other languages, which the coupage knows

(f) French and Francophaone culture and social conditions within close and known topics

g) Different types of lyrics about close and familiar topics.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The complementary substance is deepening the linguistic knowledge and awareness of the Kursist, as well as perspectives to a broader understanding of the French culture. The additional substance is made up of texts and other forms of expression, which deal with the French-speaking countries.

3. Organisation of the Organisation

3.1 Didatical principles

The emphasis is placed on the fact that the work on the various disciplines of the profession is leviated as a whole, focusing on the language of use and the language production of the coupage, why the education is as far as possible in French. The written dimension is a sign of support for the other disciplines of the trade. The centre of education is the professional progression of individual courists. As a result, teaching differentiation is essential in the organisation of education. The training must promote the creativity and the ability of the coupage to think outside the box.

3.2 Working types, including written work,

The focus is on working types and to the task types that develop the communicative skills, independence and creative ability of the coupage. The work is organised mainly through various issues, and it is ensured that the professional targets are integrated into this work. Written work is part of the training to develop and strengthen the written communication, as well as read-, listen-and speech training. In addition, work is being worked on items from the stages of the desktop.

3.3 IT

It is part of the education in French as a support for reading-, listen-and speech training. The Kursisten uses elementary text processing for the written work as a tool in the write process. It is part of the nature of the information search, language learning and communication.

3.4 Collections with other subjects

French can be included in interactions with other subjects where appropriate and possible. Interdisciplinary work must be planned, taking into account the professional objectives.

4. Evaluation

4.1 Ongoing Evaluation

The professional objectives are the basis for an ongoing evaluation of the oral and written position of the Kursist. The skills and knowledge of the Kursist skills shall be regularly evaluated in a forward-looking perspective ; the involvement of activities with evaluations in oral or written form forms part of a interaction with individual guidance ; the self-evaluation of the coupage.

4.2 Test form

An oral test will be held.

Outside the training period, the examiner shall produce an image collage in the form of an image collage within one of the topics that has been read. The plant must be evaluated by the teacher as suitable for use at the test and to be sent to the centre. The Committee shall present a short presentation of French in relation to the selected topic, and the presentation is followed by an in-depth discussion in French on the subject, where the final examination includes relevant parts of the substance of the other substance. The exam time is 20 minutes.

Self-students

The self-scholain passes to the institution 14 days before the examination of the test, an image collage within one of the issues that has been read.

4.3 Assessment criteria

The assessment is an assessment of the degree to which the performance of the examiner fulfils the professional objectives set out under point. 2.1.

The emphasis is placed on the fact that the examiner may :

a) presenting a proposal

b) conversation in French

c) perspectives to the selected topic.

The sample supplement is not included in the assessment.

One character is given.

Appendix 20

avu notice, August 2009

French, Level F

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The teaching places the main emphasis on listening, reading and spoke-provered. In addition, we are working on less written work, where the written report supports and supplements the oral expression. The teaching must be directed towards the fact that the couriers are dedicated to knowledge and skills that enable them to :

Communicative skills

a) understand the main content of single-speaking French, of known topics,

b) read and understand the main content in different simple text types about known topics

c) understand the main content of selected sound and image media on known topics ;

d) conversation in a single language of known topics

(e) refer in a single language within known topics

(f) presenting a prepared topic in a single language within a known topic

g) express in writing in a single, comprehensible and reasonably coherent language on a known subject ;

Language and language usage

(h) express an understandable pronunbation and intonation,

i) use a central vocabable vocabable vocablist,

j) frequently use forequarters and permanent terms ;

c) use knowledge of the structure of the language ;

I) to write simple and reasonably concogent of a known subject ;

Language Accution

m) be aware of similarities between French and other languages ;

n) use read and communication strategies ;

o) using dictionaries and grammatical views

p) use it for information search, language learning and communications ;

q) knowing its own linguistic strengths and actively involve them in the learning of learning ;

r) use a practical-musical expression in connection with a presentation

Culture and social conditions

(s) use knowledge of the cultural and living conditions of France and French-speaking countries within selected known topics ;

t) see differences and similarities between the French and its own culture, within known topics ;

u) use the language as a means of communication with French speakers.

2.2 Kernestof

The core matter is :

a) Listening and intercom strategies

b) Central Dicit Councils

c) Extinence and intonation

d) Simple statement building, including basic French grammar and orthograph

(e) French and Francophaone culture and social conditions within known topics

(f) Various types of fictional and non-fictional texts on known subjects.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The complementary substance is deepening the linguistic knowledge and awareness of the Kursist, as well as perspectives to a broader understanding of the French culture. The additional substance is made up of texts and other forms of expression, which deal with the French-speaking countries.

3. Organisation of the Organisation

3.1 Didatical principles

The emphasis is placed on the fact that the work on the various disciplines of the profession is leviated as a whole, focusing on the language of use and the language production of the coupage, why the education is as far as possible in French. The written work is a competence in French, with a view to strengthening the mediating capacity and language security of the coupage. The centre of education is the professional progression of individual courists. As a result, teaching differentiation is essential in the organisation of education. The training must promote the creativity and the ability of the coupage to think outside the box.

3.2 Working types, including written work,

3.3 IT

3.4 Collections with other subjects

French can be included in interactions with other subjects where appropriate and possible. Interdisciplinary work must be planned, taking into account the professional objectives.

4. Evaluation

4.1 Ongoing Evaluation

4.2 Faglig Documentation

The coupage is selected to select a presentation material-an image or a subject of a subject that relates to the content of the notification. The Kursisten shall prepare independently, in writing, to obtain written presentation expressions for the selected image or object. The presentation material shall be delivered to the teacher, assessing whether the material is suitable as a technical dossier. The Kursisten is preparing a brief presentation in French on the subject of afset in the selected material. The presentation is followed by a deepening session between courier and teacher and possibly co-courias. The performance of the Kursist must demonstrate skills in the presentation of an issue and skills in concluding a conversation on known subjects.

Annex 21

avu notice, August 2009

French, Level E

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The lesson is the emphasis on the listening and spoketedness of the study. In addition, in writing, we are working on written language production to support and complement the oral expression. The teaching must be directed towards the fact that the couriers are dedicated to knowledge and skills that enable them to :

Communicative skills

a) understand single-speaking French on known topics

b) read and understand different texts on known topics

c) understand relevant sound and image media about known topics

d) conversation in a single language of known topics

(e) refer in a single language within known topics

(f) formulate their views and arguments

g) presenting a prepared topic

(h) express in writing in a single, comprehensible and reasonably coherent language on a known subject ;

Language and language usage

i) express himself with a pronunbation and an intonation that makes the language clear and understandable.

j) use a central vocabable vocabable vocablist,

c) frequently use forequarters and permanent terms ;

I) use knowledge of the structure of the language ;

m) use an understandable French

n) to write on a known subject in a single, comprehensible and reasonably coherent form ;

Language Accution

o) use knowledge of listening, read, and communications strategies ;

p) use the knowledge of the phases of the process

q) use IT and media capabilities in connection with information search, communication and text production

r) using dictionaries and grammatical views,

(s) knowing its own linguistic strengths and actively involve them in the learning of learning ;

t) use a practical-musical expression in connection with a presentation

Culture and social conditions

u) use knowledge of cultural and social conditions in France and French-speaking countries, within known topics ;

(v) see differences and similarities between the French and its own culture, within known topics ;

w) use the language as a means of communication with French speakers.

2.2 Kernestof

The core matter is :

a) Communication strategies

b) Extinence and intonation

c) Central Dicit Councils

d) Central Syntactic Structures, including grammar and orthography

(e) French and Francophaone culture and social conditions within known topics

(f) Various types of fictional and non-fictional texts on known subjects.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The complementary substance is deepening the linguistic knowledge and awareness of the Kursist, as well as perspectives to a broader understanding of the French culture. The additional substance is made up of texts and other forms of expression, which deal with the French-speaking countries.

3. Organisation of the Organisation

3.1 Didatical principles

The emphasis is placed on the fact that the work on the various disciplines of the profession is leviated as a whole, focusing on the language of use and the language production of the coupage, why the education is as far as possible in French. The written work is an important competence in French, as it reinforces the mediating capacity and language security of the coupage. The centre of education is the professional progression of individual courists. As a result, teaching differentiation is essential in the organisation of education. The training must promote the creativity and the ability of the coupage to think outside the box.

3.2 Working types, including written work,

The focus is on working types and to task types that develop the communicative skills, independence and creative ability of the couriers. The work is organised mainly through various issues, and it is ensured that the professional targets are integrated into this work. Written work is part of the training to develop the written communication, as well as read-, listen-and speech training. In addition, we are working on the phases of the write

3.3 IT

3.4 Collections with other subjects

French can be included in interactions with other subjects where appropriate and possible. Interdisciplinary work must be planned, taking into account the professional objectives.

4. Evaluation

4.1 Ongoing Evaluation

4.2 Faglig Documentation

The courier produces an independent disposition to a subject that relates to the content of the notification. The division shall be delivered to the teacher, assessing whether it is suitable as a technical dossier. The Kursist is preparing, starting with the outline, a presentation in French on the selected topic. The presentation is followed by a deepening session between courier and teacher and possibly co-courias. The performance of the Kursist is evaluated by the teacher in a conversation with the Kursist. The performance of the Kursist must demonstrate skills in the presentation of an issue and skills in concluding a conversation on known subjects.

Appendix 22

avu notice, August 2009

French, Level D

1. Identity and purpose

1.1 Identities

1.2 Foraims

It also contributes to the development of the knowledge of the French language and language skills, and awareness of the language of self-procreation. In addition, the teaching of the couriers contributes to the use of the desire to engage in French language and culture.

2. Fact objectives and professional content

2.1 Fagable targets

The emphasis shall be the main focus of listening, read and spokeholder, at the same time as the work on the written dimension is expanded. The teaching must be directed towards the fact that the couriers have dedicated themselves to knowledge and skills that enable them to :

Communicative skills

a) understand single-speaking French of selected general issues

b) read and understand different texts within selected general topics

c) understand the content of sound and image media within selected general topics ;

d) participate actively in a conversation within selected general issues,

(e) presenting and explaining a prepared subject ;

(f) perspectives for other known topics

g) comment and comment on their own views and opinions ;

(h) express in writing in a single, comprehensible and coherent language on selected general issues to be read and purpose ;

Language and language usage

i) express an opinion and intonation, which makes the language clear and comprehensible.

j) express orally and in writing in a single, comprehensible and coherent language within selected general topics ;

c) frequently use prefixed regular expressions and idiomatic terms ;

I) apply the basic principles of the structure of the language,

m) Writout in a single, comprehensible and coherent language on general issues to be read and purpose ;

Language Accution

n) use knowledge of listening, read, and communications strategies ;

o) selecting appropriate write strategies

p) using dictionaries, grammatical views, and rods and grammar records ;

q) use IT and media capabilities in connection with information search, communication and text production

r) knowing its own linguistic strengths and actively involve them in the learning of learning ;

(s) knowledge of learning strategies to know how best to use the French language in an appropriate manner.

t) use a practical-musical expression in connection with a presentation

Culture and social conditions

u) use knowledge of the cultural and social conditions of France and the French-language countries within selected general issues ;

(v) see differences and similarities between the French and their own cultures within selected general issues ;

w) use the language as a means of communication with French speakers.

2.2 Kernestof

The core matter is :

a) Communication strategies

b) Extinence and intonation

c) Central Syntactic Structures, including grammar and orthography

d) Central Dicit Councils

(e) Various types of fictional and non-fictional texts on selected general issues

(f) French and francopha; culture and social conditions within selected general issues.

2.3 Supplementary substance

It will not be possible to meet the professional objectives on the basis of the nuclear material alone, the additional substance, the language knowledge and awareness of the coupage, as well as perspectives to a broader understanding of French culture, will not be able to meet. The additional substance is made up of texts and other forms of expression, which deal with the French-speaking countries.

3. Organisation of the Organisation

3.1 Didatical principles

The emphasis is placed on the fact that the work on the various disciplines of the profession is leviated as a whole, focusing on the language of use and the language production of the coupage, why the education is as far as possible in French. The written work is an important competence in French, as it reinforces the mediating capacity and language security of the coupage. The centre of education is the professional progression of individual courists. As a result, teaching differentiation is essential in the organisation of education. The training must promote the creativity and the ability of the coupage to think outside the box.

3.2 Working types, including written work,

The focus is on working types and to task types that develop the communicative skills, independence and creative ability of the couriers. The work is organised mainly through various issues, and it is ensured that the professional targets are integrated into this work. The written work is part of the development of the written competence, and it also supports the study, listen and the speech training. In addition, we are working on the phases of the write

3.3 IT

3.4. Collections with other subjects

French can be included in interactions with other subjects where appropriate and possible. Interdisciplinary work must be planned, taking into account the professional objectives.

4. Evaluation

4.1 Ongoing Evaluation

4.2 Test Forms

There shall be a written test and an oral test.

The written test

The duration of the test is three hours. The task set is placed centrally.

The oral test

Before the test, the course of the courier produces a French over a self-appointed subject that has been worked on in the teaching. The division that is about to be at some point in time. and a half-page shall be evaluated by the teacher as suitable for use at the test. The examination shall be given to the examiner another unknown. 1 normal side that has the eminent connection with the self-selected topic. The unfamiliar text provided by the teacher shall be forwarded together with the currisis of the courier to the centre.

The Eksamine is preparing for the unknown text for 20 minutes. Subsequently, the examiner second will present the body of the unknown text in French, where examiners can put out an in-depth question. Subsequently, the examination will continue with a brief presentation of its chosen topic in French, with a set of actions, and ends with a brief extermination call in French on the subject of examination and examiner. The same unknown sample material may not be more than 3 exams on the same day.

Preparation time is 20 minutes, and the examination time is 20 minutes.

Self-students

The self-student will deliver to the institution 14 days before the examination of the test, a self-selected subject that has been worked on in the teaching. The division shall be assessed by the institution as suitable for use at the test.

4.3 Assessment criteria

In the written and oral examination, it shall be assessed in the performance of the examiner ' s performance of the professional objectives set out in the text. 2.1.

The written test

The emphasis is placed on the fact that the examiner can

a) express in writing in a comprehensible and coherent language on general issues ;

b) apply proper legal write-down within an alment vocablep;

c) understand the content of a text proposal.

One character is given.

The oral test

The emphasis is placed on the fact that the examiner of an understandable and coherent French can be :

a) presenting a proposal

b) engage actively in conversation

c) express their views and arguments

d) perspectives for the selected topic.

The test proposal for the ex-party is not included in the assessment.

One character is given.

Appendix 23

avu notice, August 2009

Story D

1. Identity and purpose

1.1 Identities

History is a knowledge class that deals with events, development lines and contexts in Denmark's history. Where appropriate, the involvement of a local, European and / or global perspective.

1.2 Foraims

The purpose of teaching is that the Kursisten is aware of the Danish society and cultural life and the development that has shaped society. It is crucial that the courier achieves knowledge of how people have lived together, learning how to interpret tracks, the historical process has left behind. The teaching must strengthen the possibility and interest of the coupage in using historical knowledge as a basis for understanding the societies of today.

2. Fact objectives and professional content

2.1 Fagable targets

The goal of teaching is that the courier :

a) account for significant development lines and central events and institutions in Denmark's history ;

b) can demonstrate chronological overview

c) the knowledge of the interaction between nature, individual and society in a historical context,

d) may take a critical and nuanced view of historical production ;

(e) can use historical knowledge in the present time perspective

(f) can provide an overview of a substance, structure and disseminate it in a coherent manner.

2.2 Kernestof

The nuclear material is Danish history :

a) Chronological overview

b) Continuity and fractures

c) Community structure and type of governance

d) Life of life in interaction with culture and nature

(e) Cultural heritage and identity

(f) Local, European & Global Perspective

g) The little story in the big one.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

Work has been carried out with content, which integrates experience, the acquisition of knowledge, skills learning and cohesion, in such a way that the substance is viewed in a wider context. Historical perspective is an important element of the business. Some courses are set in a problem, others have a more overviewable character. It shall be organised in such a way as to ensure that content and historical contexts appear to be alive and relevant to the couriers, which are involved in the choice of matter, problem positions and work forms. Various types of material are added to the work on the substance and additive.

3.2 Workshapes

The working form forms an integral part of the content and organisation of the notification and depends on objectives and professional content. The roadmap contains targets that require concrete forms of working as reading, discussion, discussion, and the preparation of written presentation as a basis for presentation. It is essential that the courier works actively, experimenting with and trained in working with the professional content.

3.3 IT

It is involved where it is relevant and where it can support and strengthen the training and professional level of courics. The courier must be able to apply for substance and be critical and nuanced to it.

3.4 Collections with other subjects

Where appropriate and where possible, the training may be organised in cooperation with other subjects.

4. Evaluation

4.1 Ongoing Evaluation

The Teacher shall carry out an ongoing evaluation in relation to the professional objectives. Evaluation must make the rate of couture visible in relation to the objectives and help shape the course of the course of the course. The visibility and clarity of the objective of education strengthens the idea of the profession of the profession and the intention of teaching.

4.2 Preview

An oral test will be held.

At the end of the training period, the examination will select a time section or a subject that is based on the substance used in the teaching. If the larer finds the time section or subject suitable, it is issued in association with an unknown material which may be a picture, a map, an object, or a short text. The Committee of Exper-Minor shall draw up a written notice on the subject outside of the training period. The written document which contains the issues, outline and literature, together with the supplied material exposition base, which is delivered to teacher and censor prior to the test.

The other person shall be based on the written presentation of an oral presentation at a maximum of 1/3 of the examination period. After that, the examination itself is a professional conversation about the issues at which the examiner has been appointed. The exam time is 25 minutes. The degree of examination shall be given in the preparation of a final 25 minutes to prepare material, including written notice, cards, pictures, board or otherwise.

Self-students

The self-students choose a basis for the sample and hand it over to the institution. Where the basis is suitable, an unknown material shall be provided, after which the self-student shall draw up and submit a written notice.

4.3 Assessment criteria

The assessment is an assessment of the extent to which the performance of the examiner complies with the professional objectives specified in point. 2.1.

The emphasis is given in the assessment that the examiner may :

a) demonstrating chronological understanding

b) manufacture the essence of the work on the selected time section or topic in a clear and manageable manner.

c) interpreting events and development lines with the inclusion of professional arguments.

The written report of the Ekberman shall not be included in the assessment.

One character is given.

Appendix 24

avu notice, August 2009

Math, Basic

1. Identity and purpose

1.1 Identities

In mathematics, the work on the understanding of the professional concepts is at the heart of the heart. The insight gained will be used in so many different everyday contexts that the concepts become operational. The mathematics of the Avu are characterized by being a language that can examine and describe links between the concrete and the abstract world. The Union is based on skill and reasoning, and covers a wide range of methods for solving general mathematical issues.

1.2 Foraims

The basic level education must develop the mathematics of the courier's mathematics to follow the teaching of mathematics at higher levels. The aim is to allow the couriers to improve their understanding, conceptual understanding and mathematical skills to enable them to actively apply mathematics in the daily life. Education must promote understanding, insights, creativity and critical sense.

2. Fact objectives and professional content

2.1 Fagable targets

The objective of the knowledge is that the courier can :

a) understand the structure of the numbers in the positioning system, and multiply and divide by a multiple of 10

b) understand the four types of reg; and choose appropriate solution methods and instruments for the purpose of arithmetic tasks ;

c) apply overestimate to estimate the size of a result of the result

d) understand the fraction of the fraction and calculate a fraction of a whole

(e) understand the percentage concept, calculate percentages, and add a percentage to and draw a percentage from

(f) understand the connection between fractions, decimal numbers and percentages, and converts between these ;

g) converting between ordinary units for the length, weight and volume of the volume ;

(h) identify the characteristics of simple geometric shapes and describe everyday objects by using the geometrical language

i) use calcularial aids.

2.2 Kernestof

The core matter is :

Numbers and algebra

a) Position system

b) The four types of earthling within the rationale

c) Roar concept

d) Percentage of

(e) Deviation with devices

(f) Geometric shapes

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core matter and extend the professional horizons of couriers. The supplementary matter includes the reading of tables and charts and topics from their daily lives, which outlook the number and algebra perspective.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching is based on the daily life of the Kurds and their current figures-and conceptual understanding. The professional content is delimited. Work is being done thoroughly with the understanding of the individual professional concepts. In the work many different activities, concrete materials, different illustrations and different symbols are used. The linguistic dimension of mathematicism and the use of the concepts in different contexts are being used in various contexts on our daily lives. In this phase of the professional work, the task paradigm has been put aside in the interest of the work on a thorough understanding of the concepts.

When there is a greater understanding and understanding of a concept, the concept is used many times in many different everyday situations and in many different ways, so that routine and security will be achieved in the work.

It is not a question of obtaining routine by counting large quantities of the person's tasks, but about achieving a routine in :

a) to assess problems in many different everyday relationships,

b) to select correct solution strategies

c) to perform the required calculations in appropriate ways.

In the course of the calculation algorithms, the cursiest approach is based on the right methods. The emphasis is placed on the fact that the Kursisten is faced with the existence of several different methods. The training will work there to assess when it is appropriate to carry out calculations as the main account and when using calculus aids can be used. The training must be organised so that the work on the mathematical language has a prominent place. In the training, solution strategies are included that will make mathematical issues of assistance to help understand the problem.

3.2 Working types, including written work,

In the teaching of forms, a variety of forms of work is being used so that the exchange rate also experiences the professional concepts in different ways. In the very large extent the forms of work are being used so that the coupage is actively involved in examining and working on the trade in trade. Pair and group work is often used so that the language of mathematical information and solution strategies are being trained.

3.3 IT

The training shall be organised in such a way that the use of IT is integrated into the teaching of the degree in which it is estimated to be able to increase the understanding, conceptual understanding and the arithmities.

3.4 Collections with other subjects

The profession may form part of interaction with other subjects of the purpose of organising professional procedures, which include the use of mathematics. The professional objectives must also be taken into account in interdisciplinary activities.

4. Evaluation

4.1 Ongoing Evaluation

The teacher and the Kursist are constantly evaluating the form and content of the notification and the learning process and professional progress of the coupage. As part of the ongoing evaluation, the courier will draw up a portfolio. The evaluation shall take on the basis of the professional objectives that are subcontracted to the Kursisten class.

4.2 Faglig Documentation

At the end of the training course, the Kursisten will respond to a set of tasks in mathematical skills. The tasks shall allow the evaluation of the skills of the couriers to the positioning system, the four types of earthling, the fraction of the concept, the percentage concept and the calculation of units.

Appendix 25

avu notice, August 2009

Math, Level G

1. Identity and purpose

1.1 Identities

In stu-math, work with practical and usage-oriented topics from everyday life and social life through modeling and problem care are worked out. The mathematics of the Avu are characterized by being a language that can examine and describe links between the concrete and the abstract world. The Union is based on skill and reasoning, and covers a wide range of methods for solving general mathematical issues.

1.2 Foraims

On the basis of concrete knowledge and concrete skills, the training courses must develop skills so that they can ask and answer, with and on mathematics, and can handle the language and tools of mathematics. Education must promote understanding, insights, creativity and critical sense. The Kursisten must acknowledge the possibilities and limitations of mathematics as description and decision-making basis.

2. Fact objectives and professional content

2.1 Fagable targets

In the use of a few professional mathematical disciplines and simple mathematical techniques, the courier could :

a) compile, solve and evaluate simple mathematical problems from the daily life, open and closed ;

b) to analyse, decode and take critical account of existing simple models and perform active model building rendering the move from the daily litigo

c) devise, follow and evaluate simple mathematical reasoning, including understanding the meaning of a fashion example

d) decode, translate, process and operate by simple symbolic statements and expressions including simple formulae ;

(e) enter and interpret not complex mathematical statements and could express in writing, oral and visually on mathematical matters.

2.2 Kernestof

The core matter is :

Numbers and algebra

a) The four types of earthling within the rationale

b) Percentage

c) Potenses, square-and-ball-wrenched

d) Reduction of simple letter expression

(e) Parentheses

(f) Solution of Simple Equations

g) The overhead.

Geometry

a) Rover between devices

b) Space Calculation of Simple Figupes

c) Space fanning calculation of simple spatial characters

d) Measconstable conditions

(e) Density

(f) Pythagoras ' Reasset

g) Constructions.

Features

a) Variable term

b) Feature concept

c) Coordinate system

d) Linear functions.

Statistics

a) Simple descriptive statistics in connection with single-line observations and grouped observations, including tables, charts, graphs, and average.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core matter and extend the professional horizons of couriers. The supplementary matter may include topics from the daily life that perspectives to work with numbers and algebra, geometry, functions and statistics.

3. Organisation of the Organisation

3.1 Didatical principles

The training shall be organised in order to facilitate the development of mathematical skills development in problem-handling, reasoning, modeling, symbolic treatment and communication. These powers must be developed by means of close contact and employment with a broad spectrum of very different concrete mathematical substances.

This is happening by :

a) the competence is exercised in respect of a given substance, that is to say, come into play and expression in the way of this substance, and

b) the competence is developed, i.e. created or consolidated at the time of a given substance.

In the work on competences and the mathematical substance, it is therefore important to focus on the exercise of competences in selected drug areas. A method for the reunification of this is a matrix structure in which the five competences are the rows, and the mathematical fabric of the area comprise the pillars :

Stofzone / skills	Numbers and algebra	Geometry	Features	Statistics	Supplemental fabric
Problem processing
Rowsoning
Modeling
Symbol processing
Communications

In this framework, a specific position must be given to closer interaction between the area of substance and the relevant competence of each cell. The nature of this interaction may vary from cell to cell depending on whether the focus is on the substance and / or on the skill. The structure must take a position on which content should be in which cells in the matrix. There will not necessarily be any content in all cells, but at least one cell in each row and each column must be in play.

The development of the competencies of the Kurds must be done by applying many different activities, concrete materials, different illustrations and different symbols. In addition, developments must be made aware that the course of the courier will independently handle mathematical issues and tasks by independent, to select, interpret, process and evaluate mathematical issues, not only by hearing and reading about them or by : perform contextual study (s).

The mathematical understanding of the Kursist must be promoted through simulation and experimental approach to issues and tasks, as well as the work on conceptual understanding and mathematicism as languages must be given prominence. A great deal of emphasis is placed on the application of mathematics. The Kursisten must see the way in which mathematical methods can be used in various phenomena from the daily life.

The training shall be organised with progression in working methods and professional content, while at the same time as basic skills and paratability are maintained by regularly being taken up.

3.2 Working types, including written work,

In the instruction, a variety of diverse activities and forms of work together are used to develop the overall mathematical powers of the coupage, together with the combined development of the coupage. A large part of education is organised on the basis of everyday life. In the very large extent the forms of work are being used so that the coupage is actively involved in examining and working on the trade in trade. Pair and group work is often used so that the language of mathematical information and solution strategies are being trained. The written, oral or visual presentation of the results shall be included in the teaching. Work with IT based solutions of tasks must be included in the training.

3.3 IT

The training shall be organised in such a way as to be integrated as a natural and necessary means of aid in the course of the coupage with the development of the mathematical competencies. It is used where the problem position can be resolved using IT tools.

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

The evaluation shall take on the basis of the professional objectives that are subcontracted to the Kursisten class. The teacher and the couriers are constantly evaluating the form and content of the notification. In the context of the ongoing evaluation, the training course shall draw up a portfolio of training and technical progress, in particular on the basis of the content of the portfoliosis.

4.2 Preview

A combined written and oral test shall be held.

The combined written and oral test

The test is based on a task that is based on problems from everyday life, which will be subject to mathematical problems. The task must allow the examiner other means through seamless and modeling to use reasoning and symbolic treatment in order to demonstrate insight and skills that relate to mathematics and mathematics.

The tasks together must cover the professional content. The tasks shall be drawn up by the teacher and assigned by drawing.

While the examiners are working, examiners are talking degrees and censor on individual examiners. Conversations are based on the mathematical issues of the task. Between the talks, the examiner will work in writing with the task. The use of IT must be included in the work on the task response for the individual examiner. Other issues related to the professional content can be included in the conversation.

The test shall be organised so that 3-4 degrees of examiner works simultaneously and carries out the test in 2 hours.

4.3 Assessment criteria

The assessment is an assessment of the extent to which the achievement of the examiner fulfils the professional objectives set out under point. 2.1.

The combined written and oral test

The emphasis is placed on the fact that the examiner may :

a) adopt appropriate methods and use these for the resolution of submitted problems ;

b) present an approach to the solution of a mathematical problem,

c) build models and discuss the range of available mathematical models ;

d) perform simple mathematical reasoning

(e) use mathematical symbolic language and mathematical concepts.

In addition, the emphasis is given that the exams may use the calculator and IT tools appropriate.

One character is given.

Appendix 26

avu notice, August 2009

Math, Level F

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

In the use of a number of professional mathematical disciplines and simple mathematical techniques, the courier could :

a) compile, resolve and evaluate more complex mathematical issues from the daily life and social life, open, as well as closed ;

b) to analyse, decode and respond critical to existing models, and perform active model building rendering the move from the daily litigo

c) devise, follow and evaluate a slightly more complex mathematical reasoning, including understanding the meaning of a fashion example

d) decode, translate, process, and operate on a little more complex symbolic statements and expressions, including simple formulae ;

(e) enter and interpret mathematical statements and be able to express written, oral and visually with a certain professional precision of mathematical matters.

2.2 Kernestof

The core matter is :

Numbers and algebra

a) The four types of earthling within the rationale

b) Percentage

c) Potences and roots.

Geometry

a) Rover between devices

b) Space Calculation of the aggregator figurines

c) Space catchment calculation of more complex spatial spatial characters

d) Measconstable conditions and incontedness

(e) Constructions

(f) Trigonometric calculations in court-angle triangles

Features

a) Variable term

b) Feature concept

c) Straight up, reversed proportionality.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core matter and extend the professional horizons of couriers. The additional substance includes topics that are in perspective for the work of numbers and algebra, functions and geometry.

3. Organisation of the Organisation

3.1 Didatical principles

This is happening by the fact that

a) the competence is exercised in respect of a given substance, that is to say, come into play and expression at the time of this substance, as well as :

b) the competence is developed, i.e. created or consolidated at the time of a given substance.

Stofzone / skills	Numbers and algebra	Geometry	Features	Supplemental fabric
Problem processing
Rowsoning
Modeling
Symbol processing
Communications

A great deal of emphasis is placed on the application of mathematics. The Kursisten must see how the same mathematical methods can be used in various phenomena from everyday life and social life.

This training shall be organised with progression in working methods and professional content, at the same time as basic skills and paratability are maintained by regularly being taken up.

3.2 Working types, including written work,

In the instruction, a variety of diverse activities and forms of work together are used to develop the overall mathematical powers of the coupage, together with the combined development of the coupage. A large part of education is organised on the basis of everyday life and social life. In the very large extent the forms of work are being used so that the coupage is actively involved in examining and working on the trade in trade. Pair and group work is often used so that the language of mathematical information and solution strategies are being trained.

The written, oral or visual presentation of the results shall be included in the teaching. Work with IT based solutions of tasks must be included in the training.

3.3 IT

The teaching is organised, so it is integrated as a natural and necessary aid in the course of the couriers ' work in the development of mathematical competences. It is used where the problem position can be resolved using an IT tool.

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

The evaluation shall take on the basis of the professional objectives that are subcontracted to the Kursisten class.

The teacher and the couriers are constantly evaluating the form and content of the notification. As part of the ongoing evaluation, the courier will draw up a portfolio. The teaching process and technical progress of the Kursist shall be evaluated, inter alia, on the basis of the content of the portfolios.

4.2 Faglig Documentation

During the training period, the Kurds are drawn up individually or in groups a synopsis. The teacher formulates one or more mathematical issues related to the everyday life or social life as a starting point for the work. At the end of the training course, the couriers present the work on the problem area. The presentation shall demonstrate whether the courier in relation to the professional objectives may :

-WHAT? resolve mathematical problems with appropriate methods,

-WHAT? using mathematical models

-WHAT? introduce procedures for resolution of the problem area.

Appendix 27

avu notice, August 2009

Math, Level E

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

In the use of several professional mathematical disciplines and a slightly more advanced mathematical techniques, the courier could :

a) compile, resolve and evaluate more complex mathematical issues from the daily life and social life, open, as well as closed ;

b) to analyse, decode and respond to existing models, and to perform active model building rendering the move from the daily life and life of life ;

c) devise, follow and evaluate mathematical reasoning, including understanding the meaning of a fashion example

d) decode, translate, process, and service themselves of symbolic statements and expressions including formulas ;

(e) enter and interpret mathematical statements and be able to express written, oral and visually with a certain professional precision of mathematical matters.

2.2 Kernestof

The core matter is :

Numbers and algebra

a) The four types of earthling within the rationale

b) Percentage

c) Talon follows.

Features

a) Variable term

b) Feature concept

c) Linear functions, graphical solution of two equations with two unknowns.

Statistics

a) Descriptive statistics on each and grouped sightings, including tables, charts, graphs, averages, average, index and vault lot.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core matter and extend the professional horizons of couriers. The supplementary matter includes combinations and probability and topics that perspectives to work with numbers and algebra, functions and statistics.

3. Organisation of the Organisation

3.1 Didatical principles

a) the competence is exercised in respect of a given substance, that is to say, come into play and expression at the time of this substance, as well as :

b) the competence is developed, i.e. created or consolidated at the time of a given substance.

Stofzone / skills	Numbers and algebra	Features	Statistics	Supplemental fabric
Problem processing
Rowsoning
Modeling
Symbol processing
Communications

The mathematical understanding of the Kursist must be promoted through simulation and experimental approach to issues and tasks, as well as the work on conceptual understanding and mathematicism as languages must be given prominence. A great deal of emphasis is placed on the application of mathematics. The Kursisten must see how the same mathematical methods can be used in various phenomena from everyday life and social life.

The training shall be organised with progression in working methods and professional content, while at the same time as basic skills and paratability are maintained by regularly being taken up.

3.2 Working types, including written work,

In the instruction, a variety of diverse activities and forms of work together are used to develop the overall mathematical powers of the coupage, together with the combined development of the coupage. A large part of education is organised on the basis of everyday life and social life. In the very large extent the forms of work are being used so that the coupage is actively involved in examining and working on the trade in trade. Pair and group work is often used so that the language of mathematical information and solution strategies are being trained.

The written, oral or visual presentation of the results shall be included in the teaching. Work with IT based solutions of tasks must be included in the training.

3.3 IT

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

The evaluation shall take on the basis of the professional objectives that are subcontracted to the Kursisten class. The teacher and the couriers are constantly evaluating the form and content of the notification. As part of the ongoing evaluation, the courier will draw up a portfolio. The teaching process and technical progress of the Kursist shall be evaluated, inter alia, on the basis of the content of the portfolios.

4.2 Faglig Documentation

During the training period, the Kurds are drawn up individually or in groups a synopsis. The Kursisten selects with the teacher a problem area from everyday life or social life. The teacher then formulates one or more mathematical issues relating to the issue as a starting point for the work. At the end of the training course, the couriers present the work on the problem area. The presentation must demonstrate the courier in relation to the professional objectives :

-WHAT? resolve mathematical problems with appropriate methods,

-WHAT? using mathematical models

-WHAT? introduce procedures for resolution of the problem area.

Appendix 28

avu notice, August 2009

Math, Level D

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

In the use of many professional mathematical disciplines and advanced mathematical techniques, the couriers must be able to :

a) compile, resolve and evaluate more complex mathematical issues from the daily life and social life, open, as well as closed ;

b) analyze, decode and address critical to existing more complex models and perform active model building rendering features from everyday life and social life

c) devise, follow and evaluate mathematical reasoning, including understanding the meaning of a fashion example

d) decode, translate, process and operate with complex symbolic statements and expressions, including formulae

(e) enter and interpret mathematical statements and be able to express in writing, oral and visually with professional precision on mathematical matters.

2.2 Kernestof

The core matter is :

Numbers and algebra

a) The four types of earthling within the actual number

b) Percentage

c) Potences and roots

d) Solution of equations, including reduction and parenthesis rules.

Features

a) Variable term

b) Feature concept

c) Linear Functions

d) Exponential Functions

(e) Potensfunctions.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core matter and extend the professional horizons of couriers. The additional substance may include topics that are in perspective for work with numbers and algebra and functions.

3. Organisation of the Organisation

3.1 Didatical principles

a) the competence is exercised in respect of a given substance, that is to say, come into play and expression at the time of this substance, as well as :

b) the competence is developed, i.e. created or consolidated at the time of a given substance.

Stofzone / skills	Numbers and algebra	Features	Supplemental fabric
Problem processing
Rowsoning
Modeling
Symbol processing
Communications

A great deal of emphasis is placed on the application of mathematics. The Kursisten must see how the same mathematical methods can be used in various phenomena from everyday life and social life.

This training shall be organised with progression in working methods and professional content, at the same time as basic skills and paratability are maintained by regularly being taken up.

3.2 Working types, including written work,

In the instruction, a variety of diverse activities and forms of work together are used to develop the overall mathematical powers of the coupage, together with the combined development of the coupage. A large part of the teaching is organised on the basis of everyday life or social life. In the very large extent the forms of work are being used so that the coupage is actively involved in examining and working on the trade in trade. Pair and group work is often used so that the language of mathematical information and solution strategies are being trained.

The written, oral or visual presentation of the results shall be included in the teaching. Spreadsheets must form an IT-based help for solving tasks. The Kursists are working individually or in groups with a faculty-approved problem area containing one or more mathematical issues. In the course of the work, the synopsis is prepared to be included in the oral test.

3.3 IT

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

The evaluation shall take on the basis of the professional objectives that are subcontracted to the Kursisten class.

4.2 Preview

A written and oral test shall be held.

The written test

The duration of the test is four hours. The task set is placed centrally. The Ekberman must have access to use of spreadsheets and other IT tools that have been used in the instruction.

The oral test

The oral test of the oral test is the synopsis of the examiner's synopsis, which has been drawn up on the basis of a problem area found fit by the teacher on the basis of examination.

The oral test consists of two parts :

1) The other person shall give a brief oral statement to the problem area.

The statement shall include description of :

-WHAT? objectives for the work of the problem area,

-WHAT? content

-WHAT? arithmetic disciplines used

-WHAT? conclusion on the basis of the work.

2) This is the basis of the synopsis and the examination of the examiner's report on the issue of the problem.

Other issues related to the professional content must be included in the conversation.

The exam time is 25 minutes. A preparatory time of 25 minutes is given to clarify the use of IT, transparency, models, or other materials.

Self-students

Self-students make the synopsis on the basis of a problem area that has been found fit to be appropriate by the institution.

4.3 Assessment criteria

The assessment is an assessment of the extent to which the performance of the examiner complies with the professional objectives specified in point. 2.1.

The written test

The emphasis is placed on the fact that the examiner may :

a) use mathematical symbolic language and mathematical concepts

b) perform mathematical reasoning

c) adopt appropriate methods and use these for the resolution of submitted problems ;

d) present an approach to the solution of a mathematical problem,

(e) use a submitted mathematical model.

In addition, the emphasis is placed on the appropriate use of IT tools.

One character is given.

The oral test

The emphasis is placed on the fact that the examiner may :

a) present the selected problem area

b) adopt appropriate methods and apply these within the selected problem area ;

c) present an approach to the solution of a mathematical problem,

d) select, establish and discuss the range of mathematical models

(e) account for mathematical reasoning.

In addition, the emphasis is given that the exams may use the calculator and IT tools appropriate.

The synopsis of Eksamine is not included in the assessment.

One character is given.

Appendix 29

avu notice, August 2009

Science, Level G

1. Identity and purpose

1.1 Identities

The educational profession is both an educational and a study of study. It offers a specialized language that enables us to be precise and nuanced about nature trade issues. Concepts from the specialising biology, chemistry, nature geography and physics are part of description tools and illus the interaction between human, nature, technology and health. The coherence and development of nature is a basic understanding of the matter for the trade. In addition, the historical dimension is included in the understanding of nature scientists ' work and results. The teaching profession gives insight into the working methods of nature scientists.

1.2 Foraims

The teaching profession of science must support and promote the curiosity and commitment of couriers in the areas of nature. The Kursists need to realise the importance of having a natural knowledge of science, which illustrate nature and historical issues in the present and historical perspective ; they must dedicate themselves to knowledge of issues and contexts that link themselves to human, nature, technology. and health, including understanding humans as a biological entity. The couriers must be able to relate to the possibilities and limitations of nature science and to compare them with social, local, global and ethical conditions. The couriers must be able to use professional languages to describe the nature of nature and problem positions.

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

Working methods and thinking

a) apply basic natural scientifically, including symbolic language,

b) applying simple natural scientific models,

c) perform sightings, collect data and process these ;

Explanations of nature

d) demonstrating knowledge of the concept of energy,

(e) description of circuits in nature

(f) the bodies and circuits of the body ;

Human and nature

g) demonstrating knowledge of factors affecting human health ;

(h) demonstrating knowledge of the interaction between human and nature ;

Development Over Time

i) demonstrating knowledge of world images before and now

j) demonstrate knowledge of processes in nature.

2.2 Kernestof

The core material is as follows :

a) Stofopbuildings, including the perioded; and Bohr's atomic model ;

b) Chemical reactions, including acids and bases

c) Energy concept, including photosynthesis and respiration

d) Cell building

(e) Bodies and circuits of the body

(f) Nutrition and digestion

g) Vands circuits

(h) Geological circuits

i) Working with maps and globus

j) Weather and Climate

c) The solar system

I) World pictures.

2.3 Supplementary substance

The Kursisten will not be able to fulfil the technical objectives solely through the use of the nuclear material. The teacher and couriers ' choice of supplementary matter is deepening and outwiping the nuclear material.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching is based on the basic nature of nature and issues, on the one hand, and the use of the natural scientists. Practical work is an integral part of the profession. Work on scientific notions, tools and methods must stimulate the activity and creativity of the courials. It is important that, in the course of education, a professional language should be used to provide the courier with the opportunity to dedicate themselves to the concepts of nature and in order to be able to communicate its knowledge. This is done through the involvement of both oral and written expressions. In the greatest possible extent, the learning basis must be included in the training basis.

3.2 Workshapes

The training shall be organised with different forms of work for variation and professional progression. In the choice of forms of work, consideration must be given to the fact that the Kursist is brought into an active learning role and that the exchange rate experience of individual and collective forms of work is being developed. Mundant and written manufacture shall form a natural part of the work of the profession. Mundant manufacture may include presentation and presentation, dialogue and debate. Written presentation may include written presentation on a professional subject as the basis for oral presentation, the dissemination of the scientific knowledge in the form of presentation, short reports on the basis of practical work, logbook write, etc.

3.3 IT

The training shall be arranged in such a way as to be involved as a tool for achieving the professional objectives. It will primarily apply to write, presentations, data collection and processing, use of IT programs with natural content, and information searching on the Internet.

3.4 Collections with other subjects

The goals of the flag will be strengthened through interaction with other subjects when the content of the subject is being taken into content in other fields from the professional row. Technical cooperation shall be taken into account in so far as the organization makes it possible to do so.

4. Evaluation

4.1 Ongoing Evaluation

Continuous evaluation shall ensure the quality of education and the training of the courier. Ongoing evaluation shall also show where the courier is professionally in relation to the subject ' s objectives. This is ensured, among other things, by the teacher's feedback on both the oral and the written work. Education evaluations are based on the day-to-day learning. This is where the teacher and courier are assessing together whether adjustments and changes to working methods are needed so that the objectives of the trade can be achieved.

Evaluation shall be carried out in such a way as to ensure that both written and oral evaluations have been used at the end of the notification.

4.2 Test Forms

An oral test will be held.

At the end of the training period, the examiner will select a subject within the framework of the profession and draw up a written outline for a proposal on the subject. In addition, the examination may also include additional material illuminated by the selected topic. The teacher assesses the suitability of the subject and the disposition of the examinations. Topic and Disposition are sent to the center.

The ex-wife starts the test with a short oral proposal, which must last 7 to 10 minutes. The examination will then shape the examination as a conversation between examination and examiner, on the basis of the oral question. The exam time is 25 minutes.

Self-students

The self-student will return the examination of the examination basis to the institution within three weeks before the test is held. The institution shall assess the suitability of the subject and the nature of the examination as an examination basis.

4.3 Assessment criteria

The assessment is an assessment of the extent to which the achievement of the examiner fulfils the professional objectives set out under point. 2.1.

The emphasis is placed on the fact that the examiner may :

a) apply basic natural scientifically technical languages and simple natural scientific models ;

b) describe relevant circuits

c) demonstrate knowledge of health factors in which it makes sense.

d) demonstrating knowledge of the interaction between human and nature ;

(e) demonstrating knowledge of processes in nature,

(f) perspectives on natural issues and issues.

The written outline of the Ekberman shall not be included in the assessment.

One character is given.

Appendix 30

avu notice, August 2009

Science, Level F

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

Working methods and thinking

a) apply basic natural scientifically, including symbolic language,

b) applying simple natural scientific models,

c) perform sightings, collect data, process and interpret these ;

Explanations of nature

d) describe energy restatements

(e) description of circuits and balances,

Human and nature

(f) demonstrate knowledge and give examples of factors affecting human health ;

g) demonstrate knowledge and give examples of the interaction between human and nature ;

Development Over Time

(h) describe changes in nature.

2.2 Kernestof

The core matter is :

a) Stofbuilding, including the perioded; and Bohr's atomic model

b) Chemical reactions

c) Energy-conditions in the body

d) Codes of ingredients

(e) Motion and health

(f) Arv and evolution.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

3.2 Workshapes

3.3 IT

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

Continuous evaluation shall ensure the quality of education and the training of the courier. Ongoing evaluation shall also show where the courier is professionally in relation to the subject ' s objectives. This is ensured, among other things, by the teacher's feedback on both the oral and the written work. Education evaluations are based on the day-to-day learning. This is where the teacher and courier are assessing together whether adjustments and changes to working methods are needed, so that the subject's objectives can be met. Evaluation shall be carried out in such a way as to ensure that both written and oral evaluations have been used at the end of the notification.

4.2 Faglig Documentation

The Kursisten shall draw up and deliver at the time of education with the teacher at least two written work. The teacher will comment on the written work and then the courier will have the opportunity to qualify them. The written work is based on the core material and comprise the product, which is the professional documentation at the level F. The Product must demonstrate knowledge of basic professional, diet and health, as well as the legacy and evolution of the product.

Annex 31

avu notice, August 2009

Natural science, Level E

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

Working methods and thinking

a) apply basic natural scientifically, including symbolic language,

b) select and apply simple natural scientific models, including simple calculations ;

c) perform sightings, collect data, process and interpret these ;

Explanations of nature

d) account for the energy consumption and resources of society, including simple calculations of energy levels ;

(e) the incorporation of circuits and balances on the explanation of natural trade ;

Human and nature

(f) an account of the interaction between human and nature

Development Over Time

g) account for the processes of nature and technological change.

2.2 Kernestof

The core material is as follows :

a) Stofbuilding, including the perioded; and Bohr's atomic model

b) Chemical reactions

c) Energy in society, including energy sources and energy supply

d) Carbon Circulating

(e) Climate and environmental impacts, including sustainability.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

3.2 Workshapes

3.3 IT

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

Evaluation shall be carried out in such a way as to ensure that both written and oral evaluations have been used at the end of the notification.

4.2 Faglig Documentation

The Kursisten shall draw up and deliver at the time of education with the teacher at least two written work. The teacher will comment on the written work and then the courier will have the opportunity to qualify them. The written work is based on the core material and comprise the product, which is the professional documentation at Level E. Product, must demonstrate knowledge of basic professional languages, energy in society, carbon, and climate-and environmental impacts.

Appendix 32

avu notice, August 2009

Natural science, level D

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

Working methods and thinking

a) apply basic natural scientifically, including symbolic language,

b) select and apply the natural scientific models, including simple calculations ;

c) perform observations, collect data, process, interpret and evaluate these ;

Explanations of nature

d) use energy considerations for the scientific knowledge of nature and technical matters,

(e) the incorporation of circuits and balances for the explanation and assessment of the nature of nature ;

(f) account for basic biological processes,

Human and nature

g) account and evaluate factors affecting human health ;

(h) account and assess the societal consequences of the interaction between human and nature ;

Development Over Time

i) account and evaluate processes in nature and technology changes.

2.2 Kernestof

The core material is as follows :

a) Stofbuilding, including the perioded; and Bohr's atomic model

b) Chemical reactions

c) DNA and genes

d) Technology and ethics

(e) Radio activity

(f) Drinking water and drinking water

g) Kelective circuit circuit

(h) Ecosystems, including sustainability.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

3.2 Workshapes

Mundant and written manufacture shall form a natural part of the work of the profession. Mundant manufacture may include presentation and presentation, dialogue and debate. Written presentation may include written presentation on a professional subject as the basis for oral presentation, the dissemination of the scientific knowledge in the form of presentation, short reports on the basis of practical work, logbook write, etc.

3.3 IT

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

Continuous evaluation shall ensure the quality of education and the training of the courier. Ongoing evaluation shall also show where the courier is professionally in relation to the subject ' s objectives. This is ensured, among other things, by the teacher's feedback, both the oral and the written work. Education evaluations are based on the day-to-day learning. This is where the teacher and courier are assessing together whether adjustments and changes to working methods are needed, so that the subject's objectives can be met. Evaluation shall be carried out in such a way as to ensure that both written and oral evaluations have been used at the end of the notification.

4.2 Test Forms

An oral test will be held.

At the end of the training period, the examiner will select a subject within the framework of the profession and draw up a written outline for a proposal on the subject. In addition, the examination must also include additional material illuminated by the selected topic. The teacher assesses the suitability of the subject and the disposition of the examinations. Topic and Disposition are sent to the center.

Self-students

4.3 Assessment criteria

The assessment is an assessment of the extent to which the achievement of the examiner fulfils the professional objectives set out under point. 2.1.

The emphasis is placed on the fact that the examiner can

a) apply basic natural scientifically professional languages and natural scientific models ;

b) the incorporation of circuits and balances for the explanation and assessment of the nature of nature ;

c) account and assess health factors in which it is meaningful ;

d) account and assess the societal consequences of the interaction between human and nature ;

(e) account and assess the processes of nature and technological change ;

(f) perspectives on natural issues and issues.

The written outline of the Ekberman shall not be included in the assessment.

One character is given.

Appendix 33

avu notice, August 2009

Samscience class, Level G

1. Identity and purpose

1.1 Identities

Society studies are about Danish and international social conditions. The Fame provides an empirical and theoretical basis knowledge and understanding of modern, globalised society's dynamism and complexity by linking the current social development to social, economic and political concepts, so that they can be used to make them more difficult. qualify your own positions and ability to act.

1.2 Foraims

The purpose of teaching is to promote the desire and ability of the couriers to be able to navigate democracy, orient and participate in public debate. The content and forms of work of knowledge shall contribute to the understanding of the couriers to themselves and others as part of society, which they are influenced by and influenced by society in a social and historical perspective, the Kursists. develop a critical sense of action, skills and a personal dedicated value basis, which reinforses their preconditions for active participation in a democratic society.

2. Fact objectives and professional content

2.1 Fagable targets

The Kursisten must be able to dedicate itself to democracy and to basic social life by means of :

a) understand democratic processes as a method of resolving conflicts and creating changes

b) account for the main lines of the Danish democratic system, including the differences between the legislative, the executive and the judiciary ;

c) explain the basic features of the Danish welfare model and clarify the financing of it ;

d) To explain and relate to the interaction between individual and communities, including various life-forms and family types.

2.2 Kernestof

The core matter is :

Policy

a) Democracy and human rights

b) The political system, including the political parties,

c) The Constitution.

d) The judiciary.

Finance

(e) The welfare society

(f) Financial Act

Sociology

g) Life forms and family types

(h) Social and cultural differences in Denmark.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core matter and extend the professional horizons of couriers. The additional substance is typical of the nature of current political, cultural and economic events, which are used to further concrete form of professional relations. The complementary substance is looking at the nuclear material together, providing an overview and insight and thus facilitates the possibility of couriers to navigate within the complex society and thus gain a democratic understanding.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching must be organised in thematic areas, which are the basis of the knowledge and curiosity of the course of the Kurds in the current social and economic conditions. The thematic hemities together must involve the core material for the purpose of meeting the professional objectives. The emphasis must be placed on the interaction between the inductive and the deductive principle, which requires a clear delimitation of issues and clear objectives. The emphasis is given to the fact that the individual couriers are given the opportunity to discuss in a fundamental technical level a debate on social issues.

3.2 Workshapes

In the teaching, the exchange and training-tactic forms of work must be used that can promote innovative processes. Work formulacies can be role-playing, discussions in groups and plenary, computer simulations, visits to appropriate resource people and turned activities.

3.3 IT

In social studies, IT is used for the information search and the display of authentic material. The use of IT must help ensure that the Kursists gain knowledge of IT and develop the ability to evaluate information retrieved from the Internet. The Kursists need to be strengthened in assessing IT as a communication and media instrument in relation to other mass media.

3.4 Collections with other subjects

Community studies can be included in interactions with other subjects where appropriate and possible. The professional objectives must also be taken into account in interdisciplinary activities.

4. Evaluation

4.1 Running Evaluation

The continuous evaluation must strengthen the learning of courids. The current evaluation shall also show where the courier is professionally in relation to the technical objectives. Evaluation shall be carried out during the course of the oral and written form.

4.2 Test Forms

An oral test will be held.

No later than 14 days before the test, the examiner ' s examination shall either have a single / particle / chart (maximum 2 normal pages) or a video clip (maximum 10 min) or a poster or other material of similar scopes which will form the basis for examination. The choice may have been known as unknown material from the class. The choice is justified by the couriers of the teacher. The Teacher shall find the material suitable for examination. Subsequently, the teacher will prepare a four-six in-depth written question with progression. The selected material and the written questions shall form the basis of the examination basis, which shall be the 24-hour period before the test is delivered to the final preparation of the test. The base base shall be sent to the censor.

The examination shall begin the examination by answering the questions asked, after which the test forms as a conversation between examination and examiner, starting with the questions answered.

The exam time is 25 minutes.

4.3 Assessment criteria

The assessment is an assessment of the degree to which the performance of the examiner fulfils the professional objectives set out under point. 2.1.

The emphasis is placed on the fact that the examiner can

a) demonstrate the relevant use of professional concepts,

b) enter into a dialogue on a technical issue,

c) take a position on relevant professional issues,

d) demonstrate the ability to gather additional information to answer the questions that have been raised.

One character is given.

Appendix 34

avu notice, August 2009

Conscience class, Level D

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

a) account for the political system, parties, democratic processes and decisions ;

b) the labour market organisation and operation of the labour market ;

c) explain welfare models and understand the preconditions for the change of welfare society

d) understand basic economic contexts

(e) an account of the importance of international content for Denmark's action,

(f) understand and explain the reasons for social, cultural and religious differences in society.

2.2 Kernestof

The core matter is :

Policy

a) The political system in Denmark, including decision-making processes at local, regional and national level

b) Political parties

c) Behaviors

d) The labour market, including the organisation and operation of the labour market

Finance

(e) Economic circuit

(f) Economic policy, in particular fiscal policy

g) EUs significance for Denmark's economy

International relations

(h) Denmark and the EU

i) Denmark and international organisations

Sociology

j) Identity formation

c) Keep between invid and communities.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core matter and extend the professional horizons of couriers. The additional substance is typical of the nature of current political, cultural and economic events, which are used to further confining and outlook vocational relationships, including the importance of global and European conditions for development ; in Denmark.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching must be organised in thematic areas, which are the basis of the knowledge and curiosity of the course of the Kurds in the current social and economic conditions. The thematic hemities together must involve the core material for the purpose of meeting the professional objectives. The emphasis is placed in the emphasis on inductive and innovative principles. The emphasis must be given to the fact that the individual courier is given the opportunity to debate social issues on a personal basis on a personal basis.

3.2 Workshapes

In the teaching process, the exchange of information and exchange rates must be used, so that the couriers are given good opportunities to gain knowledge and to apply that knowledge in democratic contexts. Through dialogue, space must be created for the very own positions and respect for the views of others. Employers must be able to develop creativity and idea wealth for the illumination of societal problems and conflicts. Overall, the work forms of the training of education must promote the couriers ' ability to identify, document and disseminate societal contexts.

3.3 IT

Electronic media forms an essential part of the media ' media worldwide and news information, and must therefore be included in the teaching. In social studies the electronic media are used for the information search and the display of authentic material. The use of these must contribute to the fact that the Kursists are developing the ability to evaluate information obtained from the electronic media.

3.4 Collections with other subjects

A society subject may engage in interplay with other subjects of the purpose of deepening and taking perspective of the core. The professional objectives must also be taken into account in interdisciplinary activities.

4. Evaluation

4.1 Running Evaluation

4.2 Test Forms

An oral test will be held.

The teacher shall draw up a material consisting of either a text / article / chart (maximum 2 normal pages) or video lip (maximum of 10 minutes) or a poster or other material to form the basis for the examination. The material is unknown to the examiner. The base base shall be sent to the censor.

24 hours prior to the test, the examination will draw the base of the examination. The Committee shall draw up an outline of a problem position as the material described .2-4 courier may choose to draw the same examination grounds. The Kursists will thus have the opportunity to discuss the post before they prepare their disposal.

The test shall initiate the sample with a 7-10 minute leave on the basis of the enacting arrangements. Then shape the test as a conversation between examination and diploma, starting with the post.

The exam time is 25 minutes.

4.3 Assessment criteria

The assessment is an assessment of the degree to which the performance of the examiner fulfils the professional objectives set out under point. 2.1. The emphasis is placed on the fact that the examiner may :

a) demonstrate correlations between the base and the selected problem position in the post ;

b) demonstrate the relevant use of professional concepts,

c) demonstrating overview and professional contexts ;

d) remain critical of social issues, on a personal basis, to a dedicated basis.

The written outline of the Ekberman shall not be included in the assessment.

One character is given.

Appendix 35

avu notice, August 2009

German, base

1. Identity and purpose

1.1 Identities

German is a skill class, a science class and a culture class. The Fame deals with German language, culture and social conditions in Germany and other German-speaking countries. The centre of the profession is the practical dimension, so that the couriers develop skills in using German as a means of communication in the spoken and written German.

1.2 Foraims

The purpose of the teaching in German is that the Kursists are dedicated to knowledge and skills that enable them to communicate orally and in writing in German. Through the work of the profession, the educational and social conditions of the Kurds in Germany and other German-language countries, thereby strengthening their intercultural understanding and understanding of their own culture, will be able to gain insight into the culture and social conditions in Germany. It also contributes to the development of the awareness of the Kursists in German language and language, as well as awareness of self-procreation. In addition, the teaching of the couriers contributes to the use of the desire to engage in German language and culture.

2. Fact objectives and professional content

2.1 Fagable targets

Communicative skills

a) understand short, simple phrases and expressions in connection with recognisable topics

b) Read and understand the main content of language very simple texts on recognizable topics

c) understand each selected sound and image media on recognisable recognisable topics

d) conversation through small dialogues in a single language on recognizable topics

(e) presenting content images of recognisable topics

(f) write words, expressions, and simple statements in recognisable topics

Language and language usage

g) express itself with a reasonably comprehensible pronunbation and intonation,

(h) use an adequate vocabable vocabable vocabary ;

i) apply single regular terms and terms ;

j) spell simple words and phras;

c) using simple statement building

Language Accution

I) use simple and appropriate listener, speech and study strategies ;

m) recognizable similarities in German and other languages, as the courier knows ;

n) demonstrate a basic knowledge of the use of dictionaries and simple grammatical views ;

o) use it for simple information search and communications ;

p) use a practical-musical expression in connection with a presentation

Culture and social conditions

q) knowledge of the culture and living conditions in Germany and in German-language countries within selected and recognisable topics ;

r) see individual differences and similarities between German and own culture within selected topics ;

(s) the use of language as a means of communication with a German-speaking.

2.2 Kernestof

The core matter is :

a) Transparent words in the work of similarities in German and other languages, as the courier knows

b) Basic elements in German pronouns and intonation

c) Knowledge of the proverb that is relevant to a simple statement building, including elements from basic German grammar

d) Basic vocabable vocabable items

(e) Short simple texts on close and recognizable topics

(f) Simple communication strategies

g) Cultural and social conditions in Germany and other German-speaking countries within selected recognizable matters.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The complementary substance is deepening the linguistic knowledge and awareness of the Kursist, as well as perspectives to a broader understanding of the German language and culture. The additional substance is made up of texts and other forms of expression, which deal with German-language countries.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching is based on a specialistic level without knowledge of the German language and culture. The emphasis is placed on the fact that the work on the various disciplines of the profession is being experienced as a whole, with a focus on the language of use and the language production of the coupage, why the teaching of the greatest possible degree in German is being used. The written dimension is a sign of support for the other disciplines of the trade. The centre of education is the professional progression of individual courists. As a result, teaching differentiation is essential in the organisation of education. The training must promote the creativity and the ability of the coupage to think outside the box.

3.2 Working types, including written work,

3.3 IT

The Kursisten is introduced from the beginning to IT-based forms of work. It is used in connection with language learning, information search and communication.

3.4. Collections with other subjects

German can be included in interactions with other subjects where appropriate and possible. Interdisciplinary work must be planned, taking into account the professional objectives.

4. Evaluation

4.1 Ongoing Evaluation

4.2 Faglig Documentation

In the course of education, the Kursisten is eminent a glossary of an image material on a subject that is related to the content of the notification. The procuring list shall be delivered to the teacher, assessing whether the material is suitable as a technical dossier. The images provided by the teacher form, together with the wording, the starting point for a brief dialogue in German on the subject between teacher and couriers.

Appendix 36

avu notice, August 2009

German, level G

1. Identity and purpose

1.1 Identities

1.2 Foraims

The purpose of the teaching in German is that the Kursists are dedicated to knowledge and skills that enable them to communicate orally and in writing in German. Through the work of the profession, the education and social relations in Germany and other German-speaking countries will gain insight into their intercultural understanding and understanding of their own culture. It also contributes to the development of the awareness of the Kursists in German language and language, as well as awareness of self-procreation. In addition, the teaching of the couriers contributes to the use of the desire to engage in German language and culture.

2. Fact objectives and professional content

2.1 Fagable targets

The lesson is the emphasis on the listening and spoketedness of the study.

The teaching must be directed towards the fact that the couriers are dedicated to knowledge and skills that enable them to :

Communicative skills

a) understand the main content of the single-speaking German on close and familiar topics

b) Read and understand the main content of simple texts about close and familiar topics

c) understand the main content of selected sound and image media, about close and known topics ;

d) conversation on simple everyday situations in close and known topics

(e) explaining and telling in a single language within close and known topics

(f) presenting a prepared topic in a single language within close and known topics

g) perspectives to other close and familiar topics

(h) express in writing in simple, comprehensible and coherent phrases ;

Language and language usage

i) express themselves with a reasonably comprehensible pronunbation and intonation,

j) apply a single vocabable vocabable vocabable vocabary,

c) use appropriate regular expression within close and known topics,

I) use a basic knowledge of the statement building of the language ;

m) Writing simple, intelligible and coherent statements

Language Accution

n) apply appropriate listener and read strategies ;

o) apply relevant communication strategies,

p) using dictionaries and grammatical views

q) use IT in connection with information search and communication

r) recognizable similarities between German and other languages, which the coupage knows ;

(s) Using a beginner's understanding of their own ability to dedicate himself to German

t) use a practical-musical expression in connection with a presentation

Culture and social conditions

u) knowledge of the culture and living conditions in Germany and German-language countries within selected close and known subjects ;

(v) see differences and similarities between German and own culture within selected close and known topics ;

w) the use of language as a means of communication with a German-speaking.

2.2 Kernestof

The core matter is :

a) Listening and intercom strategies

b) Basic German vocababad-

c) Extinence and intonation

d) Simple statement building, including basic German grammar and orthograph

(e) Knowledge of similarities between German and other languages, which the coupage knows

(f) Cultural and social conditions in Germany and other German-language countries in the area of close and known topics

g) Different types of lyrics about close and familiar topics.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance is deepening the linguistic knowledge and awareness of the Kursist, as well as the perspectives of the core substance, to a broader understanding of German culture. The additional substance is made up of texts and other forms of expression, which deal with German-language countries.

3. Organisation of the Organisation

3.1 Didatical principles

The emphasis is placed on the fact that the work on the various disciplines of the profession is being experienced as a whole, with a focus on the language of use and the language production of the coupage, why the teaching of the greatest possible degree in German is being used. The written dimension is a sign of support for the other disciplines of the trade. The centre of education is the professional progression of individual courists. As a result, teaching differentiation is essential in the organisation of education. The training must promote the creativity and the ability of the coupage to think outside the box.

3.2 Working types, including written work,

3.3 IT

It is part of the education in German as a support for reading-, listen-and speech training. The Kursisten uses elementary text processing for the written work as a tool in the write process. It is part of the nature of the information search, language learning and communication.

3.4. Collections with other subjects

German can be included in interactions with other subjects where appropriate and possible. Interdisciplinary work must be planned, taking into account the professional objectives.

4. Evaluation

4.1 Ongoing Evaluation

4.2 Test form

An oral test will be held.

Outside the training period, the examiner shall produce an image collage in the form of an image collage within one of the topics that has been read. The plant must be evaluated by the teacher as suitable for use at the test and to be sent to the centre. The Committee of Examine shall present a short presentation of German in relation to the selected topic, and the presentation is followed by an in-depth discussion in German on the subject, where the final examination includes relevant parts of the substance of the other substance. The exam time is 20 minutes.

Self-students

The self-scholar passes to the institution 14 days before the examination of the test, an image collage representative of the professional content of the readers.

4.3 Assessment criteria

The assessment is an assessment of the degree to which the performance of the examiner fulfils the professional objectives set out under point. 2.1.

The emphasis is placed on the fact that the examiner may :

a) presenting a proposal

b) conversation in German

c) perspectives to the selected topic.

The sample supplement is not included in the assessment.

One character is given.

Annex 37

avu notice, August 2009

German, level F

1. Identity and purpose

1.1 Identities

1.2 Foraims

The purpose of the teaching in German is that the Kursists are dedicated to knowledge and skills that enable them to communicate orally and in writing in German. Through the work of the profession, the education and social relations in Germany and other German-speaking countries will gain insight into their intercultural understanding and understanding of their own culture. It also contributes to the development of the awareness of the Kursists in German language and language, as well as awareness of self-procreation. In addition, the teaching of the couriers contributes to the use of the desire to engage in German language and culture.

2. Fact objectives and professional content

2.1 Fagable targets

The lesson is the emphasis on the listening and spoketedness of the study. In addition, we are working on less written work, where the written report supports and supplements the oral expression. The teaching must be directed towards the fact that the couriers are dedicated to knowledge and skills that enable them to :

Communicative skills

a) understand the principal contents of single-speaking German on known subjects

b) read and understand the main content in different simple text types about known topics

c) understand the main content of selected sound and image media on known topics ;

d) conversation in a single language of known topics

(e) refer in a single language within known topics

(f) presenting a prepared topic in a single language within a known topic

g) express in writing in a single, comprehensible and reasonably coherent language on a known subject ;

Language and language usage

(h) express an understandable pronunbation and intonation,

i) use a central vocabable vocabable vocablist,

j) frequently use forequarters and permanent terms ;

c) use knowledge of the structure of the language ;

I) to write simple and reasonably concogent of a known subject ;

Language Accution

m) be aware of similarities between German and other languages ;

n) use read and communication strategies ;

o) using dictionaries and grammatical views

p) use it for information search, language learning and communications ;

q) knowing its own linguistic strengths and actively involve them in the learning of learning ;

r) use a practical-musical expression in connection with a presentation

Culture and social conditions

(s) use knowledge of the culture and living conditions of Germany and German-language countries within selected known subjects ;

t) see differences and similarities between the German and their own culture, within known subjects ;

u) the use of language as a means of communication with a German-speaking.

2.2 Kernestof

The core matter is :

a) Listening and intercom strategies

b) Central Dicit Councils

c) Extinence and intonation

d) Simple statement building, including basic German grammar and orthograph

(e) Cultural and social conditions in Germany and other German-speaking countries within known topics

(f) Various types of fictional and non-fictional texts on known subjects.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

The emphasis is placed on the fact that the work on the various disciplines of the profession is being experienced as a whole, with a focus on the language of use and the language production of the coupage, why the teaching of the greatest possible degree in German is being used. The written work is a competence in German, with the aim of strengthening the mediating capacity and language security of the coupage. The centre of education is the professional progression of individual courists. As a result, teaching differentiation is essential in the organisation of education. The training must promote the creativity and the ability of the coupage to think outside the box.

3.2 Working types, including written work,

The focus is on working types and to the task types that develop the communicative skills, independence and creative ability of the coupage. The work is organised mainly through various issues, and it is ensured that the professional targets are integrated into this work. The written work is part of the development of the written competence, and it also supports the study, listen and the speech training. In addition, we are working on the phases of the write

3.3 IT

3.4. Collections with other subjects

German can be included in interactions with other subjects where appropriate and possible. Interdisciplinary work must be planned, taking into account the professional objectives.

4. Evaluation

4.1 Ongoing Evaluation

4.2 Faglig Documentation

The coupage is selected to select a presentation material-an image or a subject of a subject that relates to the content of the notification. The Kursisten shall prepare independently, in writing, to obtain written presentation expressions for the selected image or object. The presentation of the material shall be delivered to the teacher who assesses the material as a technical dossier. The Kursisten is preparing a presentation in German on the subject of afset in the selected material. The presentation is followed by an in-depth discussion.

Appendix 38

avu notice, August 2009

German, Level E

1. Identity and purpose

1.1 Identities

1.2 Foraims

The purpose of the teaching in German is that the Kursists are dedicated to knowledge and skills that enable them to communicate orally and in writing in German. Through the work of the profession, the education and social relations in Germany and other German-speaking countries will gain insight into their intercultural understanding and understanding of their own culture. It also contributes to the development of the awareness of the Kursists in German language and language, as well as awareness of self-procreation. In addition, the teaching of the couriers contributes to the use of the desire to engage in German language and culture.

2. Fact objectives and professional content

2.1 Fagable targets

The teaching places the main emphasis on listening, reading and spoke-provered. In addition, in writing, we are working on written language production to support and complement the oral expression. The teaching must be directed towards the fact that the couriers are dedicated to knowledge and skills that enable them to :

Communicative skills

a) understand single spoke German of known topics

b) read and understand different texts on known topics

c) understand relevant sound and image media about known topics

d) conversation in a single language of known topics

(e) refer in a single language within known topics

(f) formulate their views and arguments

g) presenting a prepared topic

(h) express in writing in a single, comprehensible and reasonably coherent language on a known subject ;

Language and language usage

i) express himself with a pronunbation and an intonation that makes the language clear and understandable.

j) use a central vocabable vocabable vocablist,

c) frequently use forequarters and permanent terms ;

I) use knowledge of the structure of the language ;

m) use a comprehensible German

n) to write on a known subject in a single, comprehensible and reasonably coherent form ;

Language Accution

o) use knowledge of listening, read, and communications strategies ;

p) use the knowledge of the phases of the process

q) use IT and media capabilities in connection with information search, communication and text production

r) using dictionaries and grammatical views,

(s) knowing its own linguistic strengths and actively involve them in the learning of learning ;

t) use a practical-musical expression in connection with a presentation

Culture and social conditions

u) use knowledge of cultural and social conditions in Germany and German-language countries, within known topics ;

(v) see differences and similarities between the German and their own culture, within known subjects ;

w) the use of language as a means of communication with a German-speaking.

2.2 Kernestof

The core matter is :

a) Communication strategies

b) Extinence and intonation

c) Central Dicit Councils

d) Central Syntactic Structures, including grammar and orthography

(e) Cultural and social conditions in Germany and other German-speaking countries within known topics

(f) Various types of fictional and non-fictional texts on known subjects.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

The emphasis is placed on the fact that the work on the various disciplines of the profession is being experienced as a whole, with a focus on the language of use and the language production of the coupage, why the teaching of the greatest possible degree in German is being used. The written work is an important competence in German, as it reinforces the mediating capacity and language security of the coupage. The centre of education is the professional progression of individual courists. As a result, teaching differentiation is essential in the organisation of education. The training must promote the creativity and the ability of the coupage to think outside the box.

3.2 Working types, including written work,

The focus is on working types and to task types that develop the communicative skills, independence and creative ability of the couriers. The work is organised mainly through various issues, and it is ensured that the professional targets are integrated into this work. The written work is part of the development of the written competence, and it also supports the study, listen and the speech training. In addition, we are working on the phases of the write

3.3 IT

3.4. Collections with other subjects

German can be included in interactions with other subjects where appropriate and possible. Interdisciplinary work must be planned, taking into account the professional objectives.

4. Evaluation

4.1 Ongoing Evaluation

4.2 Faglig Documentation

The courier produces an independent disposition to a subject that relates to the content of the notification. The division shall be delivered to the teacher, assessing whether the material is suitable as a technical dossier. The Kursist is preparing as a starting point for a presentation in German on the chosen topic. The presentation is followed by an in-depth discussion.

Appendix 39

avu notice, August 2009

German, level D

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The teaching shall focus on listening, read and spokeholder, at the same time as the work on the written dimension is expanded. The teaching must be directed towards the fact that the couriers have dedicated themselves to knowledge and skills that enable them to :

Communicative skills

a) understand simply German for selected general issues

b) read and understand different texts within selected general topics

c) understand the content of sound and image media within selected general topics ;

d) participate actively in a conversation within selected general issues,

(e) presenting and explaining a prepared subject ;

(f) perspectives for other known topics

g) comment and comment on their own views and opinions ;

(h) express in writing in a single, comprehensible and coherent language on selected general issues to be read and purpose ;

Language and language usage

i) express an opinion and intonation, which makes the language clear and comprehensible.

j) express orally and in writing in a single, comprehensible and coherent language within selected general topics ;

c) frequently use prefixed regular expressions and idiomatic terms ;

I) apply the basic principles of the structure of the language,

m) Writout in a single, comprehensible and coherent language on general issues to be read and purpose ;

Language Accution

n) use knowledge of listening, read, and communications strategies ;

o) selecting appropriate write strategies

p) using dictionaries, grammatical views, and rods and grammar records ;

q) use IT and media capabilities in connection with information search, communication and text production

r) knowing its own linguistic strengths and actively involve them in the learning of learning ;

(s) knowledge of learning strategies to know how best to use the German language in an appropriate manner.

t) use a practical-musical expression in connection with a presentation

Culture and social conditions

u) use knowledge of the cultural and social conditions in Germany and German-language countries within selected general issues ;

(v) see differences and similarities between German and own culture within selected general issues ;

w) the use of language as a means of communication with a German-speaking.

2.2 Kernestof

The core matter is :

a) Communication strategies

b) Extinence and intonation

c) Central Syntactic Structures, including grammar and orthography

d) Central Dicit Councils

(e) Various types of fictional and non-fictional texts on selected general issues

(f) Cultural and social conditions in Germany and other German-speaking countries within selected general issues.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

The emphasis is placed on the fact that the work on the various disciplines of the profession is being experienced as a whole, with a focus on the language of use and the language production of the coupage, why the teaching of the greatest possible degree is in German. The written work is an important competence in German, as it reinforces the mediating capacity and language security of the coupage. The centre of education is the professional progression of individual courists. As a result, teaching differentiation is essential in the organisation of education. The training must promote the creativity and the ability of the coupage to think outside the box.

3.2 Working types, including written work,

3.3 IT

3.4 Collections with other subjects

German can be included in interactions with other subjects where appropriate and possible. Interdisciplinary work must be planned, taking into account the professional objectives.

4. Evaluation

4.1 Ongoing Evaluation

4.2 Test Forms

There shall be a written test and an oral test.

The written test

The duration of the test is three hours. The task set is placed centrally.

The oral test

Before the test, the courier prepares a predisposition to German over a discretionary subject that has been used to work in the training period. The division that is about to be at some point in time. and a half-page shall be evaluated by the teacher as suitable for use at the test. The examination shall be given to the examiner another unknown. 1 normal side that has the eminent connection with the self-selected topic. The unfamiliar text provided by the teacher shall be forwarded together with the currisis of the courier to the centre.

The Eksamine is preparing for the unknown text for 20 minutes. Subsequently, the examiner second will present the body of the unknown text in German, where examiners can put an in-depth question. Subsequently, the examiner will continue with a brief presentation of his chosen subject in German, with a deposition in the enclosure, and ends with a brief extermination call in German on the subject of examiner and examiner. The same unknown sample material may not be more than 3 exams on the same day. The exam time is 20 minutes.

Self-students

4.3 Assessment criteria

In the written and oral examination, it shall be assessed in the performance of the examiner ' s performance of the professional objectives set out in the text. 2.1.

The written test

The emphasis is placed on the fact that the examiner can

a) express in writing in a comprehensible and coherent language on general issues ;

b) apply proper legal write-down within an alment vocablep;

c) understand the content of a text proposal.

One character is given.

The oral test

The emphasis is placed on the fact that the examiner of an understandable and coherent German can be attached ;

a) presenting a proposal

b) engage actively in conversation

c) express their views and arguments

d) perspectives for the selected topic.

The test proposal for the ex-party is not included in the assessment.

One character is given.

Appendix 40

avu notice, August 2009

Image art, level D

1. Identity and purpose

1.1 Identities

The Prisoner's primary gentry field is an art. The cover also includes visual expressions from popular culture. Throughout history, the function of the art has had its own various purposes, for example, to reproduce, to investigate, to challenge and to change our view of the world through perception and realisation. In the work of caption and imaging knowledge, the courier is given the opportunity to strengthen its own personal express expression and extend its image of an image of an arts-professional understanding. The art phase is based on issues linking theory and practice. The strength of the Fagus is that it activates every sense of the senses and weighs it experimental.

1.2 Foraims

The purpose of teaching is to provide the exchange rate with knowledge and skills in understanding imagery. This understanding is achieved by means of captivating work, which is constantly linked to the theory of image knowledge through conversation. The European Union must provide the courier with the opportunity to develop confidence in the visual expression of art and popularity with the visual expression of the culture, so that the Kursisten will be able to assess and formulate its significance in Western Europe and other cultures.

2. Fact objectives and professional content

2.1 Fagable targets

The objective of the knowledge is that the courier can

a) work in a practical and theoretical language with the image of the image

b) experimentation with imaging techniques and instruments and the function of concrete images ;

c) distinguishing between a personal experience of art and an art professional approach to art.

d) describing, analyzing and interpreting images

(e) characterizing the art history of art thistoria.

2.2 Kernestof

The core matter is :

a) Practical and experimental imaging

b) Knowledge of materials and techniques

c) Knowledge of imaging instruments, including colors, lights and shade, composition, perspective and space

d) Characteristics of selected customer history, including conccuissate

(e) Exawards activities

(f) Examples of the visual expression of the popularcultural expression

g) Examples of visual expression from other cultures other than Western European.

2.3 Supplementary substance

In the lesson to be part

a) working on live images, for example, music videos and advertising of the art of art

b) video installations and performance in connection with the flow of images being used in spaces

c) imaging and image processing on the PC.

3. Organisation of the Organisation

3.1 Didatical principles

The training shall be organised in such a way as to enable the courier without prior knowledge of the profession. The education is divided into topics. The individual issue must be organised as a development from teacher-driven education for more self-employed work. The proposal must clarify the objectives of the target. It is important to make changing exhibitions with the couriers ' work. Through discussion in plenary, the Kursisten will have the opportunity to reflect on their own image work in the context of other people's pictures. In the sculpture of the courier, the focus is on the visual and experimental, and not on the artistic quality of the image.

By working in imaging, the Kursisten will get a greater understanding of others (s) and therefore an approach to look at the arts and reflexes of visual expressions. The profession is both a practical and a theoretical subject. The strength of the Fagus is that it allows the use of all senses and weighing the experimental. The theory is combined with the different types of image production, so theory and practice in each way exploring the same issues. The knowledge of selected areas of the traditions and means of art must be included in the work on the subjects.

3.2 Working types, including written work,

The body must be weighted working methods on the basis of the experimentation. The forms of the trade between faculty, bundles and individual images of work shall be exchanged. Canvases and bundles of tasks provide theoretical and practical tools that the coupage uses in the individual image work. A significant part of the education is aimed at getting the couriers to express themselves in pictures and talks about them. All image work will be saved. This applies to sketches, both choices and phrases, as all material is part of the process. The image shall be given name and date, as well as the cuisal notes of the couriers in the form of theoretical considerations.

3.3 IT

It is used to search information and display images for example. It may be possible. are used for image processing and image processing.

3.4 Collections with other subjects

Picture art can be part of interaction with other subjects where relevant and possible. In interdisciplinary interaction, the professional goals of imaging must be taken into account.

4. Evaluation

4.1 Ongoing Evaluation

The practical work of the Kursist works and provides the starting point for the selection of the final exhibition. In the subways, we are talking about the work of the practical and theoretical issues of work, and this is evaluated in relation to the professional objectives. In addition, the organisation and content of the notification shall be regularly reviewed between the course and the learning of the training.

4.2 Test form

An oral test will be held.

The proposal is an exhibition which is arranged at the end of the examination path and which is representative of the professional content of the readers. The exhibition shall enter into a recognised artistic work, which is to be subjected to an elementary image analysis and interpretation. The value must be related to the education and to the exhibition. The other portion of the examiner's manufactured material shall be accessible to examiner and censor.

The test shall be based on the analysis and interpretation of the selected work to be related to the exhibition. Then the examination examiner and examiner of the exhibition, where work is accounted for with the image formulae and the imaging techniques and their function.

The exam time is 30 minutes.

Self-students

Self-students organise an exhibition which is representative of the professional content of the readers. The exhibition shall enter into a recognised artistic work, which is to be subjected to an elementary image analysis and interpretation. The value must be related to parts of the professional content of the readers and to the exhibition.

4.3 Assessment criteria

The assessment is an assessment of the degree to which the performance of the examiner fulfils the professional objectives set out under point. 2.1. The test shall be attached to the fact that the examiner may :

a) distinguishing between a personal experience of art and an art professional approach to art.

b) describe, analyze, and interpret the selected image

c) account for the selected billed art history characteristics

d) relate the selected image to the practical and theoretical work with the image formulae

(e) refer to its experiments with imaging techniques, and can provide an account of the operation of the image of the image.

In addition, the emphasis is placed on the fact that the examiner has put together an exhibition which is representative of the professional content of the readers.

One character is given.

Appendix 41

avu notice, August 2009

Dissemination, Level D

1. Identity and purpose

1.1 Identities

Midling is an oral communication class that has rhetoric as a moderator. Midling provides practical tools for communicating with a particular target group. The set is therefore focused on the various aspects of communication situations itself. In addition to the production of their own statements, such as the analysis and assessment of their own and other people's opinions, are concerned. Dissemination contributes to reflection on the verbal and non-verbal communication, which forms the oral communication in speeches, debates and speeches. In addition to their oral statements and reflection on them, the midline commices together theory and practice. The main activity of the economy is therefore to work with rhetorical theory and practice rhetorical practice. Elementary arguments are a passing element in the business.

1.2 Foraims

The Kursists achieve competencies in reflecting and practising rhetorical practices. Competencies will be developed through knowledge and use of the instruments of the oral language and the situation in which it is determined. In this way, the opportunities for the couriers are strengthened to participate actively and qualified in a democratic society. The latter may also be considered in multi-disciplinary contexts, as the currists of working, reflecting with the methods of working, are gained experience in shaping and making statements of professional and sustainable form in an appropriate verbal form.

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

a) demonstrating insights to disseminate a case in relation to a particular recipient group

b) communicate a matter credibly and convincingly through the use of knowledge, experience, ideas, feelings and creativity ;

c) arguing for a standpoint in relation to a particular recipient group

d) use the verbal and non-verbal language appropriately and varied ;

(e) dispense with the subject cohesive and manageable ;

(f) using visual aids appropriately ;

g) evaluate the dissemination of their own and other people in relation to the context ;

(h) give and receive constructive criticism.

2.2 Kernestof

The core matter is :

a) Arguments including appeals

b) Communications Models

c) Constructive Critics

d) Disposition

(e) Numeracids

(f) Language Scalable

g) Visual aids

(h) Nonverbale expression

i) Five processing phases of the authority

j) Practical medications.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core and, in the whole, broadening the trade horizons. The supplementary matter in the dissemination can be : debate, voice-over, interviewing situations, working on figures, reading, pamphlets, or reading strategies.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching is weighing theory and practice equally. Praccal exercises are carried out in relation to different subobjectives and communications situations. The theory of the flag is linked to the practice in which the instruction is set up. It is characteristic of the fact that it may be difficult to correct the verbal assertion, both because of the personal sensitivity towards equality and the same level of equality. However, the greater the need for the understatement to draw attention to this issue and try to break the barrier. The teaching focuses on constructive criticism, which includes both teaching and courier as critics, giving the individual courier a chance to increase its communicative awareness and to strengthen its intermediaries.

3.2 Workshapes

The training shall be organised with variation and progression in the choice of forms of working life. In the choice of forms of work, consideration must be given to the fact that the Kursist is brought into an active learning role, and that the exchange rate experience of both individual and collective working methods is being developed. The practical tasks of the Kursist are at the heart of the fact that the theoretical elements of the trade are progressively involved. The subsequent constructive criticism is given orally in response groups, in plenary and in writing from Kursist to Kursist. Video can be included in the teaching, partly as media for the analysis of rhetorical examples, partly as a possibility for the recording of the course of the coupage's distribution tasks.

3.3 IT

The training shall be arranged in such a way as to be involved as a tool for achieving the professional objectives. It will primarily apply to manuscripts, information searches on the Internet and using presentation programs as support for the dissemination.

3.4 Collections with other subjects

The professional objectives are strengthened through professional interaction, given that the trade is outright for the purpose of nuclear or supplemental substances in other subjects from the trade union. The amount of professional interaction shall be taken into account in the appropriate manner and in which the organization will be made possible.

4. Evaluation

4.1 Ongoing Evaluation

The continuous evaluation shall strengthen the training of courias and ensure the quality of education. The current evaluation shall also show where the courier is professionally in relation to the technical objectives. Evaluation shall be carried out during the course of the oral and written form. This can be done by providing and receiving constructive criticism of its mediation tasks in response groups, providing constructive criticism, and structuring written criticism of its intermediate tasks in a process folder.

4.2 Test Forms

An oral test will be held.

At the end of the training period, the examiner may either select or have a topic delivered for an intermediation assignment with informative or arguments. The other person shall deliver a brief written statement indicating the subject, intent, receiving group and communications situation. The Teacher shall find the account suitable as an examination basis. The deposition is being sent to the censor.

In the light of the examination of the examiner, the examination must carry out its intermediate task, which may be 7 to 10 minutes. It then forms the examination as a conversation about the decisions concerning the presentation of the mediation task and other intermediate considerations. The exam time is 25 minutes.

Self-students

The self-student will return the examination of the examination basis to the institution within three weeks before the test is held. The institution shall evaluate the suitability of the examination base for assessment.

4.3 Assessment criteria

The assessment is an assessment of the extent to which the achievement of the examiner fulfils the professional objectives set out under point. 2.1, since theory and practice are given the same weight.

The emphasis is placed on the fact that the examiner can

a) demonstrating insights to disseminate a case in relation to a particular recipient group

b) to make a case understandable, credible and convincing ;

c) use the verbal and non-verbal language appropriately and varied ;

d) dispense with the subject cohesive and manageable ;

(e) assess its own dissemination in relation to the context.

The written statement of the Ekberman shall not be included in the assessment.

One character is given.

Appendix 42

avu notice, August 2009

Basic IT Base

1. Identity and purpose

1.1 Identities

The knowledge society is based on information technology. As well as education, work-like the private sphere, there is a demand for the active use of IT. The necessary IT skills are a prerequisite for being able to participate actively in a democratic society in its development, which is why it is essential that people control fundamental IT, as are ever more information sources, available only electronically. A growing part of the communication takes place with the use of IT, as is increasingly an electronic means of information.

The basic IT is being worked there in various areas, with a solution to a number of concrete issues which show advantages for using IT.

1.2 Foraims

The purpose of the lesson is that the courier experience the computer as a useful and useful medium and applicability. The Kursisten must dedicate skills and routine into the use of IT as a personal tool for further education and for solving tasks in work and private life.

2. Fact objectives and professional content

2.1 Fagable targets

The aim is to ensure that the courier in an appropriate manner is :

a) start and end a work by a computer

b) manage heterogeneous programs with petriuse and keyboard

c) save and retrieve files on appropriate save media

d) use basic functions in a browser application to find information on the basis of address, links, and simple search.

(e) use the Internet for electronic communications.

2.2 Kernestof

The core matter is :

a) Use of petriuse and keyboard in different programmes

b) Simple File Management for Save

c) Working with the Internet

d) Electronic communications.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The supplementary matter must deepen and outlook the nucleus. The additional substance may, inter alia, be the entry of limited data volumes and simple editing, and the solution of specific tasks that are in perspective and deepening parts of the nuclear material.

3. Organisation of the Organisation

3.1 Didatical principles

The body is directed towards the Kursist, which is not one or only a few experiences in the use of computer and which wants to learn the basic use of the computer with associated equipment.

Work is being done thoroughly with keyboard and petricare, so that the couriers will be familiar with these as management tools of various programmes. Several different programmes are presented to the coupage, to see the uniformity in the management of these. In the teaching, the relevant terms and concepts are used for the profession. Work routines, terms and concepts are explained simply without detailed and engineering depth. It is important that the basic course be presented at a moderate pace, so that the new knowledge and the new skills can be accumulated.

3.2 Working types, including written work,

The rate of self-employed in the course of the computer will fill a large part of the training period. This work can be launched by a faculty document that demonstrates relevant issues and puts concrete work into a wider context. It is being sought that the courier will have an experimental working method, where the testing of the possibilities of the programmes is prevalent.

3.3 IT

Specifically, the use of IT will be prominently in the training to show how the computer can be a useful and useful medium and applicability.

3.4 Collections with other subjects

The basic IT skills obtained will be able to be used in any other subject to the integration of it.

4. Evaluation

4.1 Ongoing Evaluation

The teacher and the courier shall regularly evaluate the form and content of the notification and the learning process and the technical progress in relation to the technical objectives specified for the courier. Evaluation may be written, oral or electronic.

4.2 Faglig Documentation

On the basis of teachers ' questions, the Kursisten is looking for information on the Internet. The answers are sent in an e-mail to the teacher.

The task solution must document that the courier can start and finish a work by a computer, use petriuse and keyboard and find information based on address, links, and simple search and email.

Annex 43

avu notice, August 2009

Basic IT, Level G

1. Identity and purpose

1.1 Identities

The knowledge society is based on information technology. As well as education, work-like the private sphere, there is a demand for the active use of IT. The necessary IT skills are a prerequisite for being able to participate actively in a democratic society in the future, and that is why it is vital for the citizens to master fundamental IT. A growing part of the communication takes place with the use of IT, as well as the largest and most used information sources available electronically. The basic IT is being worked there in various areas, with a solution to a number of concrete issues which show advantages for using IT.

1.2 Foraims

The purpose of teaching is that the Kursisten experience the computer as a useful and useful medium, work and communication tool. The Kursisten must dedicate skills and routine into the use of IT as a personal tool for further education and for solving tasks in work and private life.

2. Fact objectives and professional content

2.1 Fagable targets

The aim is to ensure that the courier in an appropriate manner is :

a) use a browser application to find information based on address, links, and qualified search

b) assess the credibility of and reprocessing found information ;

c) use the Internet for electronic communications ;

d) organizing and structuring data

(e) use it for the solution of specific tasks related to training, private or working life ;

(f) present IT-based solutions of concrete tasks.

2.2 Kernestof

The core matter is :

a) Working with the Internet

b) Electronic communications

c) File Management

d) Solution of specific tasks on the basis of the Kursist wishes

(e) Presentation of task solution.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The supplementary matter must deepen and outlook the nucleus. Among other things, the incorporation of text, work with publications, image processing, work with sound, working on material, work with internal and external potatoes, and handling of the operating system may include, inter alia, the handling of the text.

3. Organisation of the Organisation

3.1 Didatical principles

The line is directed towards the Kursist, which has some experience in the use of computer, and who wants to work with it to solve specific tasks. Work with different programmes so that the coupage achieves a certain routine in the use of these. The Kursisten also has to be aware that different programmes have different applications, but at the same time a certain uniformity in the user's surface. The European Union must support the Kursisten understanding that new programmes, new software versions and new applications of application are instrumental in developing it constantly.

In the work on the solution of the specific tasks of the Kursist, focus on the personal wishes and needs of the courier, the work on these individual tasks will require different programmes. Therefore, a particular programme cannot be at the heart of the lesson. On the other hand, the specific individual tasks are set up and determinant for the work and for the selection of programmes.

3.2 Working types, including written work,

The rate of self-employed in the course of the computer will fill a large part of the training period. This work, in the context of the common core material, can be launched by a faculty document that demonstrates relevant issues and puts concrete work into a wider context. It is being sought that the courier will have an experimental working method, where the testing of the possibilities of the programmes is prevalent.

3.3 IT

The concrete use of IT will be prominently in the teaching to show how the computer and optionally. other digital media may be useful and useful work tools.

3.4 Collections with other subjects

The basic IT skills obtained will be able to be used in any other subject to the integration of it.

4. Evaluation

4.1 Ongoing Evaluation

4.2 Preview

A combined oral and practical test shall be held.

The proposal for the test is the synopsis of the examiner's synopsis, which has been drawn up on the basis of a problem area which is found fit by the teacher. The synopsis includes a brief description of the selected IT tools. Censor has been made aware of the synopsis prior to the test.

The test consists of a conversation between the exams and examiners. The end user provides a statement for the problem area, as well as a description and assessment of selected IT solutions. During the conversation, the final application demonstrates the use of the selected IT tools. The exam time is 25 minutes.

Self-students

Self-students make the synopsis on the basis of a problem area that has been found fit for the institution as an examination basis.

4.3 Assessment criteria

The assessment is an assessment of the extent to which the performance of the examiner complies with the professional objectives specified in point. 2.1.

The attention shall be given to the examiner ' s :

a) presentation and assessment of the selected problem,

b) the solution of the selected problem

c) handling the selected IT tools.

One character is given.

Appendix 44

avu notice, August 2009

Ikilt, level D

1. Identity and purpose

1.1. Identity

Fail sport is based on physical activity and involves knowledge from nature and health sciences and humanist and social sciences. The father provides insight into the importance of physical activity to the health of the broadest sense. Physical activity and knowledge gives experience of body control and, through the inclusion of theory, creates understanding of the values of sport.

1.2 Foraims

The aim of education in sport is to promote the desire and motivation of the couriers to physical education. Through diverse sporting events, the Kurds must obtain a basic diversion in the exercise and health promotion lifestyle, and thus an understanding of the contribution of sport to the development of personal identity and social skills. The Kursists need to develop competences that enable them to be able to assess links between diet, exercise and lifestyle and to discuss different sporting activities and their qualities.

2. Fact objectives and professional content

2.1 Fagable targets

Focus area of physical expression and training

The courier shall be able to :

a) enter into a range of different physical activities ;

b) seek out their own physical and mental facilities and limitations ;

c) include in different types of collaboration relationships.

The Kursists must have knowledge of :

a) the basic methods of training in the form of fitness, strength and coordination ;

b) physiological tests,

c) the basic principles of heating and voltage.

Focus area exercise and health promotion

The cursists must :

a) develop understanding of the relationship between diet, exercise and lifestyle.

b) be able to discuss and assess various sporting activities and their quality ;

c) be able to analyse and evaluate different forms of exercise based on a personal objective, in order to strengthen their preconditions and deduction ;

d) prepare a training diary for use in the field of self-training,

(e) have insight into the importance of the relationship between lifestyle and social resources.

2.2 Kernestof

The core matter is :

a) Axile forms of exercise and activities that account for body control

b) Basic training and basic athletic concepts of training, lifestyles and modation practices

c) Physical activities that focus on cooperation and promote self-esteth

d) To keep the practice journal.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

The training shall be organised in such a way as to enable the courier without prior knowledge of the profession. The starting point is physical activity and physical activity, with a reflection of the link between theory and practice. The emphasis placed on the emphasis on the practice of professional practice involves the interaction between physical activity, training and lifestyle. In the light of the role of the physical activity, the professional and personal gain of the individual courics and the consequential motivation to continue to exercise exercise must take account of progression, variation and security.

3.2 Workshapes

The training shall be organised in such a way as to provide physical expression of 70 pctment while the theoretical part amounts to 30%. To the extent that it is possible, the theory of practical expression is linked to practical expression. The teaching of the class shall be organized in the following main areas :

a) body and individual

b) body and community

c) body and lifestyle

d) body and community.

At least one subject must be worked out in each of the main areas.

3.3 IT

The training shall be arranged in such a way as to be involved as a tool for achieving the professional objectives. It will primarily be involved in the preparation of the training journal and in connection with various types of test and the preparation of it. The Kursists can make use of IT to gain knowledge and information about health, lifestyle and sports habits.

3.4 Collections with other subjects

Sport may be included in interactions with other subjects where appropriate and possible. The technical objectives must also be taken into account in a multidisciplinary course.

4. Evaluation

4.1 Ongoing Evaluation

4.2 Test Forms

A combined oral and practical test shall be held.

The other person shall choose the end of the class to be a subject in relation to one of the four main areas. Before the end of the training period, at the time of education, the examination time draws up a written outline to be found suitable as an examination basis.

The division shall contain the following :

1. Main Area

2. Topic

a) description of the correlation between the main areas and subject matter ;

b) reasons for topic selections.

3. Physical Activity

a) a description of the connection between the subject and physical activity ;

b) justification for the choice of physical activity.

4. Literature

Along with the enceptions, the examiner will also pass his personal training journal to the teacher. The disk spot is sent to censor in advance of the sample. I want you to bring the training journal to the test.

The test shall enter the test with a short oral justification for the selection of the subject and activity (5 minutes). Then the examiner second is demonstrating the practical element, and this part of the test must last 5 to 7 minutes. The following forms the test of a conversation between examiner and examiner examiner and censor. The conversation shall be included in the conversation from one or more of the other main areas and the personal training journal of the examiner.

The duration of the test is 25 minutes. The examination is given to practical preparations for the practical presentation and a little warming.

Self-students

The self-student chooses a subject in relation to one of the four main areas, then draws up the self-schoon a written outline to be found to be suitable for assessment.

The division shall contain the following :

1. Main Area

2. Topic

-WHAT? description of the correlation between the main areas and subject matter ;

-WHAT? reason for topic selections

3. Physical Activity

-WHAT? a description of the connection between the subject and physical activity ;

-WHAT? justification for physical activity selection

4. Literature

Together with the enceptions, the self-students hand in a training diary for an exams. The disk spot is sent to censor in advance of the sample. The self-student must include training for a training diary for the test.

4.3 Assessment criteria

The emphasis is placed on the fact that the examiner may :

a) control basic athletic skills,

b) work independently and engage in cooperation relations ;

c) coating theory, practice and training for heating, training programmes and thematic courses ;

d) account for the correlation between diet, exercise and lifestyle ;

(e) assess their own physical and mental capacity and limitations.

One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.

Appendix 45

avu notice, August 2009

Latin, Level E

1. Identity and purpose

1.1 Identities

Latin is a language and culture class. The structure and history of the Latin language as a basis for understanding and knowledge of languages in general, as well as the Latin culture and its influence on linguistic and cultural conditions in Europe.

1.2 Foraims

Through the work of easier Hispanic texts, the exchange rate will gain an insight into Roman culture and its influence on European culture and history. This insight contributes to the understanding of the arts and intercultural understanding of the Kursist. The Kursists are familiar with fundamental grammar, as well as the basic principles of borrowing and foreign language in European languages. The Latin view in Latin strengthens linguistic imagination and provides a system that is effective for the hermansion of Danish and for the dedication of foreign languages.

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

a) translate lighter texts using auxiliaries as dictionaries and grammatical views and understand the contents of the text

b) use knowledge of word classes and elementary bending shapes ;

c) analyzing statements

d) identify central words and concepts and recognize them in other European languages that the coupage is aware of ;

(e) provide basic knowledge of relevant historical and cultural matters.

2.2 Kernestof

The core matter is :

a) Easier construed Latin texts

b) Primary buoys and caret

c) Latin terminology

d) Basal Latin gloses

(e) Latin in European languages

(f) Culture and history.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core material, ease the Latin texts, and extend the professional horizons of couriers.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching is based on a professional level without knowledge. The emphasis is placed on the fact that the various disciplines of the profession are being experienced as an integrated whole, where the work on translation, understanding and syntax in a interaction with the cultural fabric is seen in a wider context. The work is being organised through one or more subjects selected from the interests of the coupage group. In the linguistic work, emphasis is placed on the fact that the courier is dedicated to a common method, which can be used in the work on analysis and text understanding.

3.2 Workshapes

The teaching is organised with variation and progression in the choice of forms of work, so that the couriers achieve gradual autonomy in the work. Although the emphasis is on language learning, the cultural fabric is involved from the outset.

3.3 IT

It is used for the search of additional material for the purpose of deepening the core.

3.4 Collections with other subjects

Latin may be included in interactions with other subjects where appropriate and possible. The professional objectives must also be taken into account in interdisciplinary activities.

4. Evaluation

4.1 Ongoing Evaluation

The professional objectives are the basis for an ongoing evaluation of the position of the Kursist. On-site evaluations shall be regularly evaluated using the material areas of the subcommittee in order to ensure the continuing progression of the coupage.

4.2 Faglig Documentation

The teacher shall choose or draw up a brief slightly unchargeable Latin text within a subject that has been worked on in the teaching. In the course of training, the courier must demonstrate an appropriate working method in order to understand the content of the text within the training period of an individual written product. In a subsequent evaluation, the product shall be evaluated in relation to the technical objectives :

a) understanding of an easier letter of Latin.

b) translation of a slightly Latin text

c) analysis of statements

d) knowledge of relevant historical and cultural circumstances.

Appendix 46

avu notice, August 2009

Latin, level D

1. Identity and purpose

1.1 Identities

1.2 Foraims

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

a) Read and understand simple Latin texts

b) translate simple Latin texts to reasonably correct Danish languages, using auxiliaries as dictionaries and grammatical views

c) recognise and identify elementary bending shapes ;

d) analyzing statements

(e) identify Latin elements in foreign words and loan words

(f) relate to relevant historical and cultural matters of selected topics ;

g) use knowledge of cultural links between antique and modern European culture.

2.2 Kernestof

The core matter is :

a) Constructed Latin texts

b) Basic Latin morfology and syntax focused on the casussystem

c) Basal Latin word forvice

d) Latin terminology

(e) Latin in European languages

(f) Culture, history and society.

2.3 Supplementary substance

3. Organisation of the Organisation

3.1 Didatical principles

The emphasis is placed on the fact that the various disciplines of the profession are being experienced as an integrated whole, where the work on translation, understanding and syntax in a interaction with the cultural fabric is seen in a wider context. The work is organized through one or more subjects selected from the interests of the coupage group. In the linguistic work, emphasis is placed on the fact that the courier is dedicated to a common method, which can be used in the work on analysis and text understanding.

3.2 Workshapes

3.3 IT

It is integrated as a natural and necessary aid in the course of the courier's work in seeking information on historical and cultural matters, in order to deepen the core.

3.4 Collections with other subjects

Latin may be included in interactions with other subjects where appropriate and possible. The professional objectives must also be taken into account in interdisciplinary activities.

4. Evaluation

4.1 Ongoing Evaluation

The professional objectives are the basis for an ongoing evaluation of the position of the Kursist. Ongoing with relevant tests shall be regularly evaluated, starting with the training to ensure the continuing progression of the coupage.

4.2 Test form

An oral test will be held. The test consists of two parts :

1) a linguistic part,

2) a culture historically part.

Language part

The teacher chooses an unknown underwriting Latin text on a half-normal side in one of the subjects that has been working on the teaching. The phrases selected in the text are predefined in the context of translation and analysis. The statements must be such that examinations are given the opportunity to demonstrate the fulfils of the professional objectives. In addition, a few Latin words are highlighted, which are to be set out in the context of borrowing and foreign language in modern European languages.

Cultural Part

One question that is emsentinely relates to the Latin text. The question is supplemented by a picture that illuses the subject. In addition to the proposal, the examination must relate to relevant historical, social and cultural contexts.

Half of the examination time is to be used for the linguistic part.

Preparation time is 60 minutes, and the examination time is 30 minutes.

4.3 Assessment criteria

The assessment shall be attached to the extent to which the achievement of the examiner complies with the professional objectives specified under point. 2.1. The emphasis is given in the assessment that the examiner may :

a) translate reasonably correctly to Danish,

b) set the text of the text

c) recognise and identify elementary bending shapes ;

d) use the morphological knowledge in the syntactic analysis,

(e) place the text in an appropriate historical, cultural and social context.

One character shall be given in the form of an overall evaluation of the performance of the examiner ' s performance, where the linguistic section is measured by 2/3 in the assessment of the performance, and the cultural historical section weighs 1/3 in the performance of the performance.

Appendix 47

avu notice, August 2009

Lifesanction, level D

1. Identity and purpose

1.1 Identities

Lifesander is a learning profession that deals with the existential issues that are created by the human life. The Fame involves philosophical, religious and societal views on human, society and culture. Lifetrusion is based on the interaction between the said perspectives and focuses on the aspect of value added. Endances in the profession are an historical dimension that can outlook human life terms and conditions.

1.2 Foraims

The courses shall be made through the teaching of life-vision and theories that make their own life scissors in perspective ; the teaching of life scissors must enable the couriers to relate to the statements and arguments that are based ; on a variety of values. The teaching is to develop the course of the Kurds themselves and the world understanding that relates to both national and international relations in the global community. In this way, life support will help create a professional basis for personal and responsible positions and actions towards the human being in a modern, multicultural and democratic society.

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

a) identify and describe the existential and ethical issues ;

b) account for any theories that are made up of philosophical, religious and societal considerations ;

c) demonstrate understanding of the significance of life scissors for individual, society and culture ;

d) assess the statements and arguments based on different views and values of values ;

(e) the historical and the current importance of life scisators.

2.2 Kernestof

The core matter is :

a) Estonian positions

b) Existence philosophy

c) Religious and atheistic life forms

d) Society, democracy and human rights

(e) Identification of identity before and now.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. Supplementary additive and outperspective the core. Supplementary material in life scissors may be different philosophical, religious and societal angles in the human life anchorage in the daily life of the Kursist.

3. Organisation of the Organisation

3.1 Didatical principles

The teaching of the faction is as a interaction between theory and practical examples. The lesson is based mainly on dialogue, where arguments and reasoning forms the basis for the dedication of the trade union. The teaching is based on a wide variety of professional literature, journalistic phrasecs, artistic expressions and media-based materials. By setting up fora where the courier is given the opportunity to express themselves in relation to different outlook for life and values, the course of the coupage itself and the world understanding is developed. Written is an essential element in achieving the objectives of the trade and maintaining the trade union.

3.2 Workshapes

The training shall be organised with variation and progression in the choice of forms of work, taking into account the fact that the couriers may take an active learning role. Discussion, debate and various role-play forms can take account of this learning role.

The Kursisten can also be challenged through meetings with people who can report on specific experience of existential conditions.

A written dimension can be included in the training period in the form of minor write-writing or log-book write, which may consist of its own views, conceptual clarifications, reasoning, realizing of reality, and the establishment of arrangements for the purpose of the operation ; Oral dissolution.

3.3 IT

The training shall be arranged in such a way as to be involved as a tool for achieving the professional objectives. It is mainly used in the case of written work, discussion paper and information search.

3.4 Collections with other subjects

The professional goals are strengthened through interaction with other subjects from the trade union, where appropriate. Technical cooperation shall be taken into account in so far as the organization makes it possible to do so.

4. Evaluation

4.1 Ongoing Evaluation

The continuous evaluation shall ensure the quality of education and the training of the courious coupage. The basis for evaluation is the professional objectives. The evaluation shall be carried out in both the written and oral form, so that the exchange rate is given a clear view of the professional opinion, work and commitment shown in the teaching. In addition, the evaluation forms the basis for a common reflection on the organisation of the notification.

4.2 Test Forms

An oral test will be held.

At the end of the training period, the examiner will choose a subject within the framework of the profession and draw up a written outline for a proposal on the subject. In addition, the examiner chooses to collaborate with the teacher an annex that relates to the topic. The appendix can be a text of 1-2 A4 pages, an image material, or a map digital sequence. The teacher assesses the suitability of the subject and the suitability of the annexes as examinations. Subject, Disposition and attachments are sent to the censor.

The test shall enter the test with a short oral proposal involving the Annex. The presentation must last 7 to 10 minutes. After that, the examination will form a conversation based on the oral question. The exam time is 25 minutes.

Self-students

The self-student will return the examination of the examination basis to the institution within three weeks before the test is held. The institution shall assess the suitability of the subject, its provisions and its suitability for examination.

4.3 Assessment criteria

The assessment is an assessment of the extent to which the achievement of the examiner fulfils the professional objectives set out under point. 2.1.

The emphasis is placed on the fact that the examiner may :

a) identify and describe the existential or ethical issues ;

b) account for any theories that are published by philosophical, religious or societal considerations ;

c) demonstrate understanding of the significance of life scissors for individual, society and culture ;

d) assess the statements and arguments based on different views and values of values ;

(e) perspective the historical or concurrent importance of life scis;

The written outline of the Ekberman shall not be included in the assessment.

One character is given.

Appendix 48

avu notice, August 2009

Psychology, Level D

1. Identity and purpose

1.1 Identities

Psychology is a science class at an alment and basic level. The main area of the region is the thinking, feelings and actions of the normal functioning human being and their coherence and development in interaction with the environment. Psychology is based on research and theory-forming in social psychology, development psychology and personality psychology. The Fame will involve the history and the explanation value of the Psychos Theory, so that the diversity of the theorians can be unfolded. Psychology is also capable of illusory mental illness and therapies of therapies.

1.2 Foraims

Psychology provides the italian insight into theories about the mental life that is being played out in human beings and in its relationships with others. The Kursists have the competence to take a critical view of psychological theories. The teaching of psychology reinforces the opportunities for the Kurds to understand and respect people's personal, social and cultural diversity. In addition, the ability of the couriers to reflect on the psychological issues that they face in their everyday lives are strengthened. At the same time, the Kurds are at the same time a self-realism that makes them better able to expand in a changing world.

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

a) identify, deborder and account for psychological issues ;

b) demonstrating knowledge of psychological theories and concepts

c) use psychological theories and concepts in relation to specific psychological phenomena and problem positions ;

d) assess the role of social and cultural factors in human behaviour ;

(e) reflecting on the correlation between theory and practice,

(f) perspective the psychological issues.

2.2 Kernestof

The core matter is :

Social psychology

a) Groupof sychological processes

b) Family and upbringing.

c) Socialization and Cultural Impact

Development cology

d) The perspective of different psychological theories on human development by means of a life cycle

Personality Spacing

(e) Identity formation

(f) Cognitive processes, learning and intelligence.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. Supplementary additive and outperspective the core. Supplementary substances in psychology can be, for example, mental disorders, crises, stress management and other psychological conditions.

3. Organisation of the Organisation

3.1 Didatical principles

The guiding principle of the organisation is a thematic education. This training shall be based on the basis of experience of the courier as far as possible. In addition, the courier must be trained in the use of a professional language, which makes it possible to dedicate and disseminate psychologically. Personal competences, such as autonomy and accountability, are strengthened through the use of various forms of activity. The teaching must support the critical thinking of the Kursist so that a psychological theory is not perceived as the ultimate truth. The teaching must make the relationship between theory and practice visible.

3.2 Workshapes

The training shall be organised with variation and progression in the choice of forms of working life. The instruction is structured so that the couriers are part of a situation that invites dialogue, debate and reflection. Minor exercises, cases and media-based materials are involved, where appropriate. in writing.-(b) A written dimension can be included in the training period in the form of less writing tasks, the setting of arrangements for oral proposals, log-bogswriting etc.

3.3 IT

The training shall be organised in such a way as to be regularly involved as a tool for achieving the professional objectives. It will mainly apply to writing work, information searches on the Internet and dissemination.

3.4 Collections with other subjects

The trade union goals are strengthened through professional interaction, given that the factions are being targeted at other subjects from the trade union. The amount of professional interaction shall be taken into account in the manner in which the organization is made possible.

4. Evaluation

4.1 Ongoing Evaluation

The continuous evaluation shall ensure the quality of education. The current evaluation shall also show where the exchange rate is professionally in relation to the described skills targets and strengthen the training of the courics. Evaluation shall be carried out in writing and oral form. It may be appropriate to use logbook or evaluation forms as well as short oral proposals or conversations. Testing may also be included in the examination of the professional understanding of the Kurds.

4.2 Test Forms

An oral test will be held.

At the end of the training period, the examiner will select a subject within the framework of the profession and draw up a written outline for a proposal on the subject. In addition, the examiner chooses to collaborate with the teacher an annex that relates to the topic. The appendix can be a text of 1-2 A4 pages or image material. The teacher assesses the suitability of the subject and the suitability of the annexes as examinations. Subject, Disposition and attachments are sent to the censor.

The test shall enter the test with a short oral proposal involving the Annex. The oral question must last 7 to 10 minutes. After that, the examination will form a conversation based on the oral question. The exam time is 25 minutes.

Self-students

The self-student will return the examination of the examination basis to the institution within three weeks before the test is held. The institution shall assess the suitability of the subject, its provisions and its suitability for examination.

4.3 Assessment criteria

The assessment is an assessment of the extent to which the achievement of the examiner fulfils the professional objectives set out under point. 2.1.

The emphasis is placed on the fact that the examiner may :

a) identify, deborder and account for psychological issues ;

b) demonstrate knowledge of psychological theories and concepts and use them on concrete psychological phenomena and issues ;

c) assess the role of social and cultural factors in human behaviour ;

d) reflecting on the correlation between theory and practice,

(e) perspective the psychological issues.

The written outline of the Ekberman shall not be included in the assessment.

One character is given.

Appendix 49

avu notice, August 2009

Collaboration and communications, level G

1. Identity and purpose

1.1 Identities

Cooperation and communication are a subject of relations between people in organisations. The main area of the Flow is theories on cooperation and communications relations that are of practical relevance. In cooperation and communication, social skills are central. The set also places a special focus on reflection on its own importance for group processes. Through cases and minor drills, the couriers are acquiring cooperative and communicative skills, which make it possible to use the knowledge acquired.

1.2 Foraims

Co-operation and communication will enable the couriers to be integrated into contexts that require awareness and skills to work together and communicate. This instruction must allow the couriers to obtain personal and social skills that enhance the conditions of the couriers to participate in different collaborative relationships. Education must also give the exchange sists insight into organisational conditions.

2. Fact objectives and professional content

2.1 Fagable targets

The courier shall be able to :

a) identify and use basic forms of verbal and non-verbal communication ;

b) demonstrating knowledge of life positions as a condition of understanding of communication

c) understand the significance of both positive and negative feedback ;

d) understand and use key concepts for cooperation and group relationships ;

(e) reflecting on own premise and its own influence on cooperation processes ;

(f) identify different types of conflict and know methods for conflict handling ;

g) demonstrate an elementary knowledge of the organizational theory and the interaction between individual and organisation ;

(h) aware of the impact of management in terms of the motivation, commitment and mental health of the management of the management ;

i) put the theoretical substance in relation to practice.

2.2 Kernestof

The core matter is :

a) Communications verbal and non-verbal

b) Groups and Team

c) Conflicting Handling

d) Management and motivation

(e) Psychic Work Environment

(f) Organizational forms.

2.3 Supplementary substance

It will not be possible to meet the professional targets on the basis of the nuclear material alone. The additional substance must deepen and outlook the core and, in the whole, broadening the trade horizons. The complementary substance in cooperation and communication can, for example, be technical technical, technical and feedback, as well as corporate culture. The scope of the supplementary substance is approximately EUR 5 000. 10%. of the training period.

3. Organisation of the Organisation

3.1 Didatical principles

In cooperation and communication, education is based on practical issues. Through a case-based education, the courier's ability to identify, analyze, and structure collaboration and communication situations is strengthened. Where appropriate, organizational conditions are involved. In the greatest possible extent, the learning basis must be included in the training basis. The training shall be organised so that the couriers are challenged both verbally and non-verbally. This includes, amongst other things, less drills in which the courier is given the opportunity to experience themselves and others in cooperation situations. It creates a basis for reflection and realisation. In the teaching, theory and practice are part of a interaction where theory illuminals practices and practice is looking for theory. The communitive dimension is at the heart of a basic perspective.

3.2 Workshapes

The training shall be organised with variation and progression in the choice of forms of working life. The education is structured so that the courier achieves both insight and skills in collaboration and communication, for example through group work and relevant exercises. The Kursisten is included in situations that invite dialogue, discussion, debate and reasoning, where speech and listening are essential elements. A written dimension can be included in the training period in the form of less writing tasks which may have a character of feedback, summaries, log-book writing, the setting of arrangements for oral dismissals, etc.

3.3 IT

The training shall be organised in such a way as to be regularly involved as a tool for achieving the professional objectives. It will be used primarily for minor writing tasks, information searches on the Internet and dissemination.

3.4 Collections with other subjects

4. Evaluation

4.1 Ongoing Evaluation

The continuous evaluation shall ensure the quality of education and the training of the courious coupage. The current evaluation must show, on the one hand, the extent of the coupage, in relation to the described competences, and raising awareness of the coupage of its own learning process.

The evaluation shall be carried out during the course of the classes in written and oral form. It must be ensured that, at the end of the notification, different types of evaluation have been used, for example, case, test and conversation.

4.2 Test Forms

An oral test will be held.

The courier shall choose one of the following two test forms :

A) At the end of the training period, the examiner will choose a subject within the framework of the profession and prepare a written outline for a proposal on the subject. In addition, the examiner chooses to collaborate with the teacher an annex that relates to the topic. The appendix can be a text of 1-2 A4 pages, an image material, or a map digital sequence. The teacher assesses the suitability of the subject and the suitability of the annexes as examinations. Subject, Disposition and attachments are sent to the censor.

B) At the end of the training period, the examiner is working on a case that is made by the teacher after discussion with the examiner. The Casa has to deal with the reality of issues in an organisational context. In relation to the casens, the examiner shall prepare an outline for a proposal on the cass. The teacher assesses the fitness of the disposition as an examination base. The Case and Disposition are sent to the center.

The ex-wife starts the test with a short oral proposal, which must last 7 to 10 minutes. The examination will then shape the examination as a conversation based on the casa and the oral question. The exam time is 25 minutes.

Self-students

Self-students are following a test-form A. The self-student hand checks the examinations to the institution no later than three weeks before the test. The institution shall assess the suitability of the subject, its provisions and its suitability for examination.

4.3 Assessment criteria

The assessment is an assessment of the extent to which the achievement of the examiner fulfils the professional objectives set out under point. 2.1.

The emphasis is placed on the fact that the examiner may :

a) identify and use basic forms of verbal and non-verbal communication ;

b) understand and use key concepts for cooperation and group relationships ;

c) reflecting on own premise and its own influence on cooperation processes ;

d) demonstrating knowledge of conflicts and conflicts of conflict ;

(e) demonstrate an elementary knowledge of the organizational theory and the interaction between individual and organisation ;

(f) demonstrate awareness of the impact of management for their motivation, commitment and mental health of workers ;

g) put the theoretical substance in relation to practice.

The written outline of the Ekberman shall not be included in the assessment.

One character is given.

Appendix 50

avu notice, August 2009

Topics included in the training period of fagens

Faglig read

1. Identity and purpose

1.1 Identities

Reading is an active senseless process. Reading is reading to learn and is characterisation by learning that the reading is used to gain new insights and insight. Fagteachers are important resource people when it comes to the development of the cursiest knowledge of the specialist technical terms, concepts and special text types. The reading involves texts with a specific information structure and a specific wording of the wording, which is designed to achieve a specific purpose. Since all classes are used by texts in vocational training, reading and writing can be regarded as interdisciplinary competences, which all subjects have a common responsibility to develop. Activities with read strategies and awareness of their own literacy and writing techniques are therefore included as a natural element in all subjects.

1.2 Foraims

The purpose of training in professional reading is to develop the coupage for an active reader. Through an ongoing and carefully working language focus, the curriculum and readability of the couriers are developed and developed. The Kursisten must gain knowledge of the requirements of the professional texts of the reader and that reading is a interaction between many knowledge of knowledge that functions at the same time during the reading. It is crucial that education sets up good curricula and strategies that enable the coupage to be able to understand, to understand, to use and reflect on written texts. In the development of the functional legibility of the courier, education must help to achieve the trade union objectives, increase its knowledge and develop its potential.

2. Objective

The courier must be able to use the reading to acquire new insights, including :

a) orient in a technical text and enable background knowledge and experience ;

b) formulate a read purpose

c) manage and regulate legibly on the basis of the purpose of the reading ;

d) evaluate its spoils of reading.

The coupage must be able to understand the language of the text, the structure of the sentence structure and structure, including :

(e) identify words and concepts in the text

(f) understand the meaning of text's keywords

g) enable its knowledge of the subject of the text and create inner imagination images

(h) assimiate and integrate new insights with existing knowledge

i) dragon raids based on interior imaginings

j) achieve a well-functioning working memory

c) taking notes during reading

I) using systematic methods to provide an overview of the texts and substance ;

m) harness the knowledge of text types and rears to select an effective reading strategy.

Sustainable development

1. Identity and purpose

1.1. Identity

The Brundtland Commission defined in 1987 sustainable development as 'a development that satisfies the needs of the current generation without compromising future generations' ability to meet their needs '. This definition is still the basis for reflection on sustainable development. We need to look at Earth's resources. A consequence of this is that the safeguarding of growth and welfare must be linked to the protection of the environment.

Sustainable development requires environmental, economic, social and health measures. A new basis for green growth must be created through, inter alia, increased environmental awareness, changing consumer habits and strategic financial incentives. The challenges are global and therefore a shared responsibility.

Sustainable development, among other things, involves the strengthening of renewable energy, the development of new technologies, the protection of nature, the planning of healthy cities with environmentally friendly transport systems, the strengthening of public health and, above all, increased education and knowledge.

1.2 Foraims

The aim of involving the prospects of sustainable development in the areas is that the Kursisten is dedicated to a knowledge and value-based basis in order to be able to deal with sustainable development. The Kursisten is to gain consciousness that sustainable development is a complex challenge that requires all parties in society to take on joint responsibility in order to contribute to this development.

2. Objective

The aim is to ensure that the courier through participation in general adult education :

a) dedicate themselves to the knowledge of the factors forming part of sustainable development ;

b) the case of sustainable development as a complex challenge

c) see opportunities as a citizen to promote sustainable development

d) perform responsible acts in relation to the common nature,

(e) understand that the road to the sustainable society involves both local and global solutions.

Annex 51

avu notice, August 2009

Supplementary, differentiated education

1. Objective

The purpose of complementary, differentiated education is to strengthen the professional training and the desire to learn the education and training of couriers. The teaching is based on the professional interest of the Kursist, the desire and the need for professional clarification. Work with professional issues and issues after the course of the courier and to present, work out, and incorporate professional methods and strategies.

2. Fagable targets

The courier shall be able to :

a) strengthen its professional knowledge, insight, understanding and skill in the profession ;

b) using learning strategies

c) implementing professional ideas,

d) develop the ability to be creative and innovative ;

(e) develop awareness of appropriate working practices,

(f) develop awareness of appropriate working methods,

g) evaluate the level of competence of the Member.

3. Organisation of the Organisation

3.1 Didatical principles

The courier shall be encouraged to test varied forms of work.

3.2 Workshapes

Differentiated and varied forms of work that are reconciled to the profession and the Kursiest wish for professional issues and problems.

3.3 IT

It is integrated into work with the profession.

4. Evaluation

The learning process of the Kursist and progression shall be regularly evaluated in writing.

Appendix 52

avu notice, August 2009

Introducing training

1. Objective

The purpose of introductive education is to strengthen and promote the conditions of the coupage, motivation and desire for training, and to serve the courier who has the desire and need to get started with education, but which is insecure and foreign. for teaching. The Kursisten is introduced into one or more subjects in the professional row, and in the teaching of the sheep ' s technical objectives, methods and working methods. The intention is to decover the cursiest personal, general and technical resources of the coupage in relation to subjects, training and professions.

2. Objectives and content

2.1 Measure

Kursist will :

a) insight into the content and methods of the profession ;

b) clarification in relation to professional needs and levels ;

c) knowledge of own learning skills,

d) personal clarification in relation to training

(e) guidance on the choice of education and professions in a broad sense.

2.2 Content

a) the view contains a broad introduction to one or more subjects ;

b) the introduction illus illus the identity, method and importance of the profession from a given context ;

c) where a number of subjects are included, the content is organised with the starting point in parts of the trade union objectives ;

d) the conditions and experience of the couriers will be included in the planning and execution of the flow, and reflected in the content ;

(e) the training shall contribute to the recovery of the professional conditions and educational opportunities provided by the courier. Elements of training and professional guidance are being integrated into the process.

3. Organisation of the Organisation

3.1 Didatical principles

The starting point is the recognition of the experience acquired by the courier, resources and competences in relation to education, classes and levels. The teaching shall be organized as far as possible as thematic inteths.

3.2 Workshapes

The work formulae are reconciled to the needs of the courier, in order to promote the motivational aspect of the used-involved working types with high attendance. The cursistence ' s order and curiosity in relation to the individual subjects and elements must form the basis for teaching.

3.3 IT

It is integrated into the work of the profession and areas where appropriate.

4. Evaluation

A continuous evaluation shall be carried out within two fields :

a) Internal evaluation to ensure that the couriers through the reflective questions and dialogue can assess their own learning process and yield

b) Evaluation of the form and content of the notification.

Evaluation methods and methods shall reflect the objectives and content of the subcommittee.

Annex 53

avu notice, August 2009

Summary of the added value levels for the subject of the contract shall be made in accordance with the order of the following notification 1480 of 15. December 2005 on education, etc. in general adult education (avu-prossis) in a general preparation of preparations.

With the avu reform, all subjects are given a level designation, that is to say. the base level and levels G, F, E, and D, which are also used when a coupage is seeking merit.

Fag, where test has been passed after the previous system, cf. Notice no. 1480 of 15. In December 2005 on education, etc. in general adult education (avu-prossis), merit is in a general preparation of preparation, so that step 1 gives merit to Level G and stage 2 for merit on Level E, except :

Imaging art, English, dissemination (outbid as a standard attempt) and social studies at which level E/stage 2 after the previous system provides merit in a level of general preparation of the general preparation.

Other subjects, including courses offered as the standard tests or special offers, do not give full merit.

Order On Adult Education (Avu-Order)

Original Language Title: Bekendtgørelse om almen voksenuddannelse (avu-bekendtgørelsen)

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