Order On Adult Education (Avu-Order)

Original Language Title: Bekendtgørelse om almen voksenuddannelse (avu-bekendtgørelsen)

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Read the untranslated law here: https://www.retsinformation.dk/Forms/R0710.aspx?id=123914

Overview (table of contents)
Chapter 1 curriculum mm
Chapter 2 Other educational activities
Chapter 3 of training
Chapter 4 deals outside the training time
Chapter 5 Supply and establishing disciplines
Chapter 6 Internal evaluation
Chapter 7 Certificates and certificate
Chapter 8 Tests and exams
Chapter 9 Recording
Chapter 10 Active and order
Chapter 11 Merit
Chapter 12 Læreplaner
Chapter 13 Self Students
Chapter 14 Exemptions from the Order.
Chapter 15 Complaints
Chapter 16 Entry
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Annex 10
Annex 11
Annex 12
Annex 13
Annex 14
Annex 15
Annex 16
Annex 17
Annex 18
Annex 19
Annex 20
Annex 21
Annex 22
Annex 23
Annex 24
Annex 25
Annex 26
Annex 27
Annex 28
Annex 29
Annex 30
Annex 31
Annex 32
Annex 33
Annex 34
Annex 35
Annex 36
Annex 37
Annex 38
Annex 39
Annex 40
Annex 41
Annex 42
Annex 43
Annex 44
Annex 45
Annex 46
Annex 47
Annex 48
Annex 49
Annex 50
Annex 51
Annex 52
Annex 53
The full text
Order on Adult Education (avu order)
Pursuant to § 2. 3, § 11, § 12 paragraph. 2, § 13 paragraph. 3, 14, paragraph. 3, § 15, § 19 and § 24 paragraph. 1 of Law no. 311 of 30 April 2008 on general adult education and the recognition of prior learning in relation to the subject in general adult education, the higher preparatory training and education to secondary school (avu-law) the following:
Chapter 1
Curriculum mm
§ 1. General adult education (AVU) is organized as single subject courses offered at the basic level and at levels G, F, E and D, where D is the highest level.
§ 2. Institutions that are approved to offer avu, provider as core subjects:



1) Danish at baseline and at levels G to D.
2) Danish as a second language at a basic level and at levels G to D.
3) English at a basic level and at levels G to D.
4) Mathematics at baseline and at levels G to D.
5) Science at levels G to D.
6) History of level D or social sciences at the levels G and D.
7) German or French at a basic level and at levels G to D.


PCS. 2. The institution offers at least annually, the subjects listed in paragraph. 1, see. § 16.
§ 3. Institutions that are approved to offer avu can as tilbudsfag offer:



1) Fine at level D.
2) Communication at level D.
3) Basically it at a basic level and on a par G.
4) Sports Science at level D.
5) Latin on the levels of E and D.
6) view of life at level D.
7) Psychology at level D.
8) Collaboration and communication at level G.


PCS. 2. The institution must help to ensure a diverse range of subjects pursuant to subsection. 1, see. § 16.
§ 4. In the subjects of education included the following topics, see. Annex 50:



1) Professional reading.
2) Sustainable development.


PCS. 2. The subjects of education be included professional and methodological guidance in the individual subjects and the interaction between subjects in which this occurs.
§ 5. The range of subjects may include elements of subjects from foundation program, see. §§ 2 and 3.
PCS. 2. A subject element must be a defined unit and may be up to half of the course's training time. Subject element may not be offered as part of a fully fagforløb or offered in combination with other courses or subjects.
PCS. 3. The institution shall, for each course prepare a description of the content must be within the course's goals. Students must be made aware of the content description.
§ 6. The professional tenders will be published on the institution's website.
§ 7. The Minister may, after consultation of the institutions add new levels and add new subjects to the range of subjects mentioned in §§ 2 and 3.

§ 8. Educational institutions approved under avu Act § 3, paragraph. 2 decides the extent to which lessons are offered and created within the range that the institution is approved.
PCS. 2. The Ministry of Education can simultaneously with the authorization under. Paragraph. 1, fix the approval duration and terms.
Chapter 2
Other educational activities
Additional, differentiated instruction
§ 9. In addition to the individual subject, the institution must offer students additional, differentiated instruction. The training will give the student the opportunity for special academic concentration or a more thorough review of difficult technical issues and more. for the individual student's needs and requirements, see. Annex 51. Tuition is outside the individual subjects of education.
PCS. 2. The institution decides for each student placement of teaching by paragraph. 1. Participation in education should not be a prerequisite for the student's benefit from the ordinary teaching.
PCS. 3. Participation in the course is voluntary and unpaid for the participant.
Introductory training
§ 10. The institution may need to offer specially organized introductory lessons designed to give students an introduction to the individual subjects and a general insight into the working methods, see. Annex 52. The teaching is organized so that it can be combined with or can be followed by ordinary teaching . The training should include educational guidance and contribute to cover the students' academic qualifications and educational opportunities.
PCS. 2. The institution shall decide on the organization and planning of teaching within a framework of 22-45 hours of training time.
PCS. 3. Education after paragraph. 1 does not require that the student follows another training under this Order, and participation in education should not be a prerequisite for admission to the subject in the ordinary teaching.
PCS. 4. Participation in the course is free of charge.
Chapter 3
Length of training
§ 11. Training time for each student covers the entire teacher-led student activity, ie the time the participant participates in various forms of teacher-led activity, organized by the institution for the realization of the subject targets under the curriculum, including the technical documentation described. § 21 additional, differentiated instruction, see. § 9, introductory lessons , see. § 10.
PCS. 2. Training time is measured in periods of 60 minutes.
PCS. 3. Training time for each subject is given in Annex 2.
§ 12. Student The preparation for teaching, the written submissions, the official samples guidance for the implementation of training and educational and vocational guidance is not covered by the training period.
§ 13. Up to 80 per cent. of a bay or fagelements training time, see. § 11, can take place as teaching that does not require the simultaneous presence of teacher and student (virtual teaching).
Chapter 4
Offers outside training time
§ 14. The institution must offer students career guidance, see. Rules accordingly.
§ 15. The institution must offer students individual and group counseling and guidance for the implementation of the program, cf.. Rules accordingly.
Chapter 5
Supply and establishing disciplines
§ 16. The institution decides on the supply of core subjects and tilbudsfag, see. §§ 2 and 3 on the creation of subjects and about at what point in the course the year the individual subjects to be offered and created.
PCS. 2. The provision of core subjects occurs at all levels and in a way so the students as far as possible follow the teaching of a subject's lowest and to the highest level without interruption.
PCS. 3. Supply and establishing tilbudsfag is based on the expected and identified needs and in collaboration with other providers in the committed cooperation described. Rules accordingly.
§ 17. Course year covers the period from 1 August to 31 July.
Chapter 6
Internal evaluation
§ 18. The ongoing evaluation to ensure that each student gets a clear picture of their own strengths and weaknesses in terms of progress and progression within academic and learning skills and provide the basis for adjusting teaching.
PCS. 2. Results of the evaluation forms the basis of the advice of each student in terms of professional development and working methods, see. § 4, paragraph. 2.
PCS. 3. Technical advice is targeted and coordinated with instructions for the implementation of the program, cf.. Rules accordingly.

§ 19. Education shall be continuously evaluated to ensure that the planning and implementation of education meet course goals and aims of the program. Results of the evaluation are discussed with the participants and used to adjust the teaching progression and organization in relation to the students' professional capabilities.
§ 20. The internal evaluation of educational and teaching matters, follow the rules of Executive Order on quality and performance assessment within avu.
§ 21. To conclude the basic level and at level F and E must participant in training time develop a product that is suitable as technical documentation. The product is presented by the student and evaluated by the student's teacher.
Chapter 7
Certificates and certificate
§ 22. The institution shall, upon request a test certificate to a student or even students who have passed a test in the subject.
§ 23. The institution shall, upon request a participation certificate to a student who has completed training at the basic level, at level F or E, see. § 21, where the conditions of the subject's curriculum are met, including that the technical documentation is suitable for evaluation.
§ 24. The institution shall, upon request a certificate to a student who has completed training in a course. The certificate must contain the content description of the subject element.
PCS. 2. The institution shall, upon request a certificate for the completed training in a discipline or a course that a student has participated in, without completing this.
§ 25. It is a condition for participation certificate and attestation under §§ 23 and 24 that the student has met their active participation in class, see. § 32.
§ 26. The institution shall, upon request a diploma to a student who has passed each of the tests included in the subjects in a general preparatory examination, see. § 28, referred to. However, § 34.
Chapter 8
Examinations
§ 27. Teaching at level G and Level D ends with test under the rules of the curriculum.
PCS. 2. Specific rules on access to the presentation of test and requirements for testing and qualifications stated in the examination order.
General preparatory examination
§ 28. General Preparatory Examination is a comprehensive exam that includes tests passed in the following 5 subjects referred. However, § 34:



1) Danish level D or Danish as a second language level D
2) English level D
3) Math Level D
4) 2 subjects for the student's choice of at least level G.


PCS. 2. A general preparation exam where in paragraph. 1, no. 4, these subjects are science and one of the subjects of history, social studies, German or French, the requirements of admission to 2-year hf, see. Rules accordingly.
Chapter 9
recording
§ 29. The institution decides on admission to the various subjects and levels or courses based on a specific assessment of the applicant's qualifications to follow the teaching.
PCS. 2. The institution must, before deciding on the admission of an applicant who has completed compulsory education but not yet 18 years at the start of the program, ensure that there is a training from the Youth Guidance, see. Rules accordingly.
§ 30. The institution shall ensure that an applicant when recording the conversation offered guidance, including guidance in the planning of a course program, the choice of subjects or any instructions to another training or the like.
§ 31. Admission is conditional on the payment of participation in education paid in accordance with the rules thereof. The same goes for independent students who want to audition, and after an interview is set to take the examination.
Chapter 10
Active and order
§ 32. The student must participate actively in class.
PCS. 2. The institution shall lay down rules on the active participation and order and of the consequences, including the possibility of expulsion that can be implemented for a student who does not comply with the rules.
PCS. 3. The institution also lays down rules on the documentation and registration of students' active participation. The student must be able to check and make comments on the registration.
PCS. 4. The institution may lay down rules on compulsory attendance and the consequences for a student who fails to meet the obligation.
PCS. 5. The rules on participation and order must appear on the institution's website. By recording informed participant accordingly.
Chapter 11
merit

§ 33. The institution may, upon application by the beginning of the course provide the applicant credit for parts of teaching when the institution after an assessment of the person's particular academic and study assumptions or based on a certificate of competence issued pursuant to the IKV Executive Order specifically consider that that person qualifications can replace parts of the teaching.
PCS. 2. For a student who has received credit under subsection. 1, the institution may organize special courses in the subjects with shorter training time.
§ 34. The institution may, upon application, based on an estimate by the issuance of evidence of general preparation exam give credit for a course, including subjects not covered by avu-foundation program, see. However paragraph. 2.
PCS. 2. The institution may allow a student merit without character transfer for 1-2 courses corresponding to at least 3 subjects must be passed and assessed by the grading scale order.
PCS. 3. To earn credit in a general preparatory examination for courses which are offered under the previous notice provided. § 43 paragraph. 2, first sentence. Are shown in Annex 53.
§ 35. The institution may require that a person applying for credit, submit documentation of the process which forms the basis of the application for credit, including a certificate or proof of education, trying something that can demonstrate his or her skills.
§ 36. A person applying for credit, respectively, a student can appeal the decision of the institution for credit assessment pursuant to § 31, see. § 24 paragraph. 2, in avu Act.
Chapter 12
Læreplaner
§ 37. The teaching of individual subjects offered under this regulation appendix 2-49 where for each subject in the curriculum laid down rules on:



1) of training.
2) Purpose.
3) Measure.
4) Content.
5) Test or other form of technical documentation.
6) Any restrictions on the use of aids in tests.
7) Special conditions for independent students.


§ 38. The language of instruction is Danish. The Minister of Education may approve the language of instruction is English, German or French.
PCS. 2. The teaching institution uses a common grammatical terminology. Foreign language texts may be used in the teaching of all subjects and in their possible interaction.
§ 39. The instruction must include training in the subject's sample forms, including a written assignment under exam-like conditions.
Chapter 13
Even Students
§ 40. Persons who are not enrolled in a program, you can take the test in a subject which even students the same conditions as participants, unless otherwise provided by the curriculum. Although students are offered professional guidance given individually or in groups of independent students.
PCS. 2. Specific rules on access for independent students to audition appears from the examination order.
Chapter 14
Deviations from the Order.
§ 41. The Ministry of Education may approve deviations from the Order as part of the trial and development company.
PCS. 2. Ministry of Education may approve deviations from the Order when it is justified by exceptional circumstances.
Chapter 15
Complaints
§ 42. The student can appeal to the head teacher of the institution's decisions taken pursuant to this Order. If the participant is subject to custody, the complaint also made by the custodial parent. Complaints must be filed in writing within two weeks of notification of the decision.
PCS. 2. If the head teacher does not give the student upheld the appeal, the student or the custodial parent complaint to the Ministry of Education if the complaint concerns legal issues. The complaint must be submitted in writing to the Head of institution within two weeks that this has informed the complainant of its decision. Head of the institution shall forward the complaint to the Ministry of Education together with its own opinion in this case. Before the case is forwarded, the head teacher allowing the complainant to within one-week period to comment on the statement. The complainant's any comments should be forwarded to the Ministry of Education.
Chapter 16
Commencement
§ 43. This Order shall enter into force on 1 August 2009.

PCS. 2. Order no. 1480 of 15 December 2005 on teaching. in general adult education (avu order) termination. Subject to paragraph. 3. Order no. 717 of 19 July 2000 on adult learning centers and Executive Order no. 608 of 21 June 2004 on the division of powers at adult education centers that provide education at secondary level, and if the superintendent has no teaching qualifications at upper secondary or hf's range of subjects, repealed.
PCS. 3. Students who due to illness or other approved reason she has not taken the test before 1 August 2009 can take the test in August / September 2009, following the rules of the paragraph. 2, first sentence. Notice mentioned.
Ministry of Education, April 1, 2009
Jarl Damgaard
Education Director
/ Kirsten Krogstrup
Annex 1
avu Executive Order, in August 2009
Summary of the Order contents and list of Annex
Notice content





Chapter 1


-


Curriculum mm (§§ 1-8)



Chapter 2


-


Other educational activities, supplementary instruction, introductory lessons (§§ 9-10)



Chapter 3


-


Length of training (§§ 11-13)



Chapter 4


-


Offers outside the training time (§§ 14-15)



Chapter 5


-


Supply and establishing disciplines (§§ 16-17)



Chapter 6


-


Internal evaluation (§§ 18-21)



Chapter 7


-


Certificates and certificate §§ 22-26)



Chapter 8


-


Examinations (§§ 27-28)



Chapter 9


-


Shooting (§§ 29-31)



Chapter 10


-


Active and order (§ 32)



Chapter 11


-


Merit (§§ 33-36)



Chapter 12


-


Learning Plans (§§ 37-39)



Chapter 13


-


Even Students (§ 40)



Chapter 14


-


Deviations from the Order (§ 41)



Chapter 15


-


Complaint (§ 42)



Chapter 16


-


Entry into force (§ 43)




Notice curricula, etc..





Appendix 2


-


Overview of the foundation program mm, fagrækkens levels and hours (in training)




Appendix 3


-


Danish, basic



Appendix 4


-


Danish, level G



Appendix 5


-


Danish, level F



Appendix 6


-


Danish, level E



Appendix 7


-


Danish, level D



Appendix 8


-


Danish as a second language, basic



Appendix 9


-


Danish as a second language, level G



Annex 10


-


Danish as a second language, level F



Annex 11


-


Danish as a second language, level E



Annex 12


-


Danish as a second language, level D



Annex 13


-


English, basic



Annex 14


-


English, Level G



Annex 15


-


English, level R



Annex 16


-


English, Level E



Annex 17


-


English, level D



Annex 18


-


French, basic



Annex 19


-


French, level G



Annex 20


-


French, level F



Annex 21


-


French, level E



Annex 22


-


French, level D



Annex 23


-


History, level D



Annex 24


-


Mathematics, basic



Annex 25


-


Mathematics, level G



Annex 26


-



Mathematics, level F



Annex 27


-


Mathematics, level E



Annex 28


-


Mathematics, level D



Annex 29


-


Science, level G



Annex 30


-


Science, level F



Annex 31


-


Science, level E



Annex 32


-


Science, level D



Annex 33


-


Social level G



Annex 34


-


Social, level D



Annex 35


-


German, basic



Annex 36


-


German, level G



Annex 37


-


German, Annex F



Annex 38


-


German, level E



Annex 39


-


German, level D



Annex 40


-


Fine, level D



Annex 41


-


Communication, level D



Annex 42


-


Basic IT, basic



Annex 43


-


Basic IT, level G



Annex 44


-


Sport, level D



Annex 45


-


Latin, level E



Annex 46


-


Latin, level D



Annex 47


-


Philosophy of life, level D



Annex 48


-


Psychology, level D



Annex 49


-


Cooperation and communication level G



Annex 50



-


Topics in subject of education



Annex 51


-


Additional, differentiated instruction



Annex 52


-


Introductory training



Annex 53


-


Overview of meritorious levels of courses offered under the Executive Order no. 1480 of 15 December 2005 on teaching. in general adult education (avu order).



Appendix 2
avu Executive Order, in August 2009
foundation program





foundation program


Levels and hours



Core Subject


Basic


G


F


E


D



Danish


60 (Annex 3)


120 (Annex 4)


60 (Annex 5)


60 (Annex 6)


60 (Appendix 7)



Danish as a second language


90 (Appendix 8)


180 (Annex 9)


75 (Annex 10)


60 (Annex 11)


60 (Annex 12)



English


60 (Annex 13)


105 (Annex 14)


45 (Annex 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)



mathematics


60 (Annex 24)


105 (Annex 25)


60 (Annex 26)


60 (Annex 27)


60 (Annex 28)



Science



90 (Annex 29)


45 (Annex 30)


45 (Annex 31)


45 (Annex 32)



Social



45 (Annex 33)




75 (Annex 34)



German


60 (Annex 35)


105 (Annex 36)


45 (Annex 37)



45 (Annex 38)


45 (Annex 39)



Tilbudsfag








Fine






60 (Annex 40)



Communication






60 (Annex 41)



Basic IT


45 (Annex 42)


45 (Annex 43)






sports






60 (Annex 44)



Latin





45 (Annex 45)


45 (Annex 46)



creed






60 (Annex 47)



psychology






60 (Annex 48)



Cooperation and communication



60 (Appendix 49)






Other offers








Additional, differentiated instruction, Annex 51


X


X


X


X


X



Introductory training, Annex 52


X


X


X


X


X



Appendix 3
avu Executive Order, in August 2009
Danish, basic
1. Identity and purpose
1.1 Identity
The subject's core is the Danish language, literature and communication. Danish is at once a language subject and a subject that deals with literature, communication and media. Central to the course is working with the spoken language (listening and speaking) and written language (reading and writing). Danish course be practiced as a whole, integrating the work of the Danish language and Danish lyrics. It is characteristic that the linguistic, literary and communicative activities are part of a close interaction in both the productive and the receptive dimension of the subject.
1.2 Purpose
The purpose of the Danish education is to enhance the student's experience of language as a source of personal and cultural development. The student must work on the subject acquire knowledge and skills in using the language versatile and personal, nuanced, correct and experimental in interaction with others. The participant must be still better to express themselves deliberately in speech and writing, and to listen to and read different types of text with understanding and personal appropriation. Education shall be the development of Danish professional skills help to strengthen the student's ability to handle information, go behind the words and the lyrics and understand the content and shades and thus promote student's opportunities to orient themselves and act in a modern, democratic and world-oriented community.
2. Academic goals and academic content
2.1 Academic objectives
The goal of the course is that the student at a basic level:
Speaking and listening



A) use spoken language understandable and clear in conversation, cooperation, discussion and presentation
b) listen actively and follow up with questions and comments
c) understand that language choice is determined by the situation and intend
d) use a Danish academic language as the basis of academic thinking

reading


E) read factual texts and fiction texts with understanding, overview and appropriate speed
f) understand the connection between genre, content and form
g) use different reading strategies
h) read own and others' texts up

writing


I) know the difference between written and spoken language and use the language, so it is fit for purpose
j) use written language experimenting and with attention to linguistic norms for spelling, grammar, situation and genre
k) collect material and dispose it from idea to finished text.

2.2 Nuclear Substance
The core fabric is Danish language, literature and communication. Substance areas included in the close interaction in the classroom. Work with:


A) Written language and spoken language
b) Reading
c) language clarity and accuracy
d) Words and meaning
e) the parts of speech and morphology
f) The sentence and its main part
g) Composition and consistency
h) The writing process
i) The overall text types: factual texts and fiction texts
j) Educating genres: narrative, descriptive and argumentative
k) Communication Situation
l) Dictionaries
m) A Danish academic language.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons.
3. Organization
3.1 Didactic principles
Faget Danish focuses on language, its expression and effect. Work with orality and literacy, which connects the four skills: speaking, listening, reading and writing with knowledge of language, communication, literature and media, with an emphasis on integrating the subject's receptive and productive dimension. In teaching used a Danish academic language as the basis of academic thinking.
The academic targets guide the teaching. Work on the subject is based on the student's Danish professional skills and work basalt, thoroughly and experimenting with the objectives of speaking, listening, reading and writing.
The teaching is organized so that work from the simple towards the complex. Simple professional skills learned and trained, then the simple combined into the complex and used in the production and reception of texts. Work is process-oriented with writing drafts. The teaching integrates writing and reading texts so as to largely focus can be on the same professional knowledge in written and read texts.
3.2 Work methods
It involved a wide range of work, where teacher-led instruction alternates with more independent work. The professional target level dictate the choice of work and requires, among other readings, conversation, discussion and presentation. The training includes preparation of draft with associated feedback (response) Written and oral. It is essential that the student both alone and with others actively working and experimenting with the academic content and academic language. The written dimension has a significant place in the profession. Work is well thought-writing as communication writing.
3.3 It
It involved where it can qualify the student's learning and enhance student's academic level. It is used as a tool in the writing process and is also naturally working with spelling, information and visual communication.
3.4 Interaction with other subjects
Danish can interact with other subjects, where appropriate and possible. Also in interdisciplinary work, the Danish professional goals met.
4. Evaluation
4.1 Continuous evaluation
The student gathers all writing tasks in a portfolio, which is the starting point for an ongoing, individual evaluation, so that the student can follow its progression. The portfolio is an evaluation tool which will give the student a clear picture of their own weaknesses and strengths.
The teacher establishes an ongoing evaluation - both written and verbal - in relation to the educational objectives. This formative evaluation shall reflect the student's abilities in relation to the academic objectives and encourage further action.
4.2 Technical Documentation

The technical documentation is written. The student prepares a written product on the basis of a task set by the teacher. The task involves the portfolio. The product must demonstrate knowledge and skills regarding:


A) written
b) clarify the language and correctness
c) coherence in the text
d) the descriptive and narrative genre because
e) communication situation.
Appendix 4
avu Executive Order, in August 2009
Danish, level G
1. Identity and purpose
1.1 Identity
The subject's core is the Danish language, literature and communication. Danish is at once a language subject and a subject that deals with literature, communication and media. Central to the course is working with the spoken language (listening and speaking) and written language (reading and writing). Danish course be practiced as a whole, integrating the work of the Danish language and Danish lyrics. It is characteristic that the linguistic, literary and communicative activities are part of a close interaction in both the productive and the receptive dimension of the subject.
1.2 Purpose
The purpose of the Danish education is to enhance the student's experience of language as a source of personal and cultural development. The student must work on the subject acquire knowledge and skills in using the language versatile and personal, nuanced, correct and experimental in interaction with others. The participant must be still better to express themselves deliberately in speech and writing, and to listen to and read different types of text with understanding and personal appropriation. Education shall be the development of Danish professional skills help to strengthen the student's ability to handle information, go behind the words and the lyrics and understand the content and shades and thus promote student's opportunities to orient themselves and act in a modern, democratic and world-oriented community.
2. Academic goals and academic content
2.1 Academic objectives
The goal of the course is that the student at a basic level:
Speaking and listening


A) use spoken language understandable, clear and appropriate in conversation, cooperation, discussion and presentation
b) listen actively and follow up with questions and comments
c) consider and argue a point of view
d) select the language that matches the communication situation and genre

reading


E) read factual texts and fiction texts with understanding, overview and appropriate speed
f) read and understand visual expression
g) find genre features and describe and characterize texts content and form
h) apply reading strategies conscious
i) reading own and other texts up so it is essential appears
j) enter into dialogue on the form and content in their own and others texts

writing


K) demonstrate knowledge of the difference between written and spoken language
l) use written language understandable, clear and appropriate
m) utilizing knowledge of norms for spelling, grammar, situation and genre
n) collect material and dispose of content in a way that serves the communication and work with the writing process from idea to finished text.

2.2 Nuclear Substance
The core fabric is Danish language, literature, communication and media. Substance areas included in the close interaction in the classroom. Work with:


A) Written language and spoken language
b) Reading and reading strategies
c) Linguistic correctness and variation
d) Words and meaning
e) the parts of speech and morphology
f) The phrase and its context
g) Composition and consistency
h) The writing process
i) Dictionaries and encyclopedias
j) Rhetorical tools in the reading and presentation
k) The general types of text, factual texts and fiction texts
l) A novel read as collaborative work
m) Educating genres: narrative, descriptive and argumentative
n) Visual and auditory forms of communication
o) Communication Situation
p) Active listening
q) Argumentation
r) A Danish academic language.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons.
3. Organization
3.1 Didactic principles

Faget Danish focuses on language, its expression and effect. Work with orality and literacy, which connects the four skills: speaking, listening, reading and writing with knowledge of language, communication, literature and media, with an emphasis on integrating the subject's receptive and productive dimension. In teaching used a Danish academic language as the basis of academic thinking.
The academic targets guide the teaching. Work on the subject is based on the student's Danish professional skills and work thoroughly and experimenting with the objectives of speaking, listening, reading and writing.
The teaching is organized so that work from the simple towards the complex. Simple professional skills learned and trained, then the simple combined into the complex and used in the production and reception of texts. Work is process-oriented with writing drafts. The teaching integrates writing and reading texts so as to largely focus can be on the same professional knowledge in written and read texts.
3.2 Work methods
It involved a wide range of work, where teacher-led instruction alternates with more independent work. The professional target level dictate the choice of work and requires, among other readings, conversation, discussion and presentation. The training includes preparation of draft with associated feedback (response) Written and oral. It is essential that the student both alone and with others actively working and experimenting with the academic content and academic language. The instruction includes the work of the joint work. The written dimension has a significant place in the profession. Work is well thought-writing as communication writing.
3.3 It
It involved where it can qualify the student's learning and enhance student's academic level. It is used as a tool in the writing process and is also naturally working with spelling, information and visual and auditory forms of communication.
3.4 Interaction with other subjects
Danish can interact with other subjects, where appropriate and possible. Also in interdisciplinary work, the Danish professional goals met.
4. Evaluation
4.1 Continuous evaluation
The student gathers all writing tasks in a portfolio, which is the starting point for an ongoing, individual evaluation, so that the student can follow its progression. The portfolio is an evaluation tool which will give the student a clear picture of their own weaknesses and strengths.
The teacher establishes an ongoing evaluation - both written and verbal - in relation to the educational objectives. This formative evaluation shall reflect the student's abilities in relation to the academic objectives and encourage further action.
4.2 Types of test
There will be two written tests and an oral examination.
The written tests
The samples will be based on centrally Asked assignment.


1) The linguistic try

Duration is 30 minutes. The exam includes tasks in linguistic knowledge and language skills, including spelling and grammar. The candidate must as an aid alone use dictionaries. Using the computer is not allowed.


2) The test in written presentation

Duration is 3 hours and 30 minutes. There are 24 hours of preparation, and are given a textbook to the student the preparation for the. This textbook not allowed to test. For the test will receive a new, identical text booklet and task formulations. The candidate must as an aid alone use dictionaries and word processing.
The oral examination
The model consists of an unknown text of appropriate difficulty. The text assigned to the candidate by drawing lots. The examiner chooses the unfamiliar texts estimated spread over substance. The examination time is 25 minutes and the preparation time is 50 minutes.
The student selects a key piece of text for reading aloud, explains the choice, and continues with a short presentation on the text. After the evaluation is a professional conversation about the text.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The written tests


1) The linguistic try

The emphasis is on the student's knowledge and skills in:


A) orthography
b) morphology
c) word classes
d) punctuation.

One mark is given.


2) The test in written presentation


The emphasis on that:


A) write the idea is clear
b) the text is clear and consistent with the beginning and end
c) the language, including vocabulary and syntax, is understandable, clear and appropriate to the communication situation
d) the selected task is answered.

One mark is given.
The oral examination


A) It is emphasized that the student can:
b) demonstrate competence in reading
c) dispose a presentation
d) find genre traits describe and characterize the assigned teksts content and form
e) argue with the evidence in the text
f) to use relevant academic language
g) listen actively and participate in a professional conversation about the text.

One mark is given.
Annex 5
avu Executive Order, in August 2009
Danish, level F
1. Identity and purpose
1.1 Identity
The subject's core is the Danish language, literature and communication. Danish is at once a language subject and a subject that deals with literature, communication and media. Central to the course is working with the spoken language (listening and speaking) and written language (reading and writing). Danish course be practiced as a whole, integrating the work of the Danish language and Danish lyrics. It is characteristic that the linguistic, literary and communicative activities are part of a close interaction in both the productive and the receptive dimension of the subject.
1.2 Purpose
The purpose of the Danish education is to enhance the student's experience of language as a source of personal and cultural development. The student must work on the subject acquire knowledge and skills in using the language versatile and personal, nuanced, correct and experimental in interaction with others. The participant must be still better to express themselves deliberately in speech and writing, and to listen to and read different types of text with understanding and personal appropriation. Education shall be the development of Danish professional skills help to strengthen the student's ability to handle information, go behind the words and the lyrics and understand the content and shades and thus promote student's opportunities to orient themselves and act in a modern, democratic and world-oriented community.
2. Academic goals and academic content
2.1 Academic objectives
The goal of the course is that the student can:


A) express themselves understandable, clear and appropriate awareness of different oral genres
b) listen actively and relate to oral statements
c) argue with knowledge of various forms of argumentation
d) read quickly and safely with awareness of reading purposes and the use of varied reading strategies
e) explain texts genre, content and form
f) reading own and other texts up so it is essential appears
g) demonstrate knowledge of written and spoken language
h) use written language varied and with awareness of the situation and genre, as well as standards for spelling and grammar
i) work independently with the writing process from idea to finished text
j) enter into dialogue on the form and content in their own and others texts
k) use a Danish academic language as the basis of academic thinking.

2.2 Nuclear Substance
The core fabric is Danish language, literature, communication and media. Substance areas included in the close interaction in the classroom. Work with:


A) Written language and spoken language
b) Reading and reading strategies
c) Spelling and grammar
d) Language and style
e) The writing process
f) Dictionaries and encyclopedias
g) Rhetorical tools in the reading and presentation
h) Newer and older fiction texts related to their contemporaries and to the reader's present
i) factual texts
j) A newspaper or magazine read as a work
k) Visual and auditory forms of communication
l) Communication Situation
m) Argumentation and reasoning forms
n) A Danish academic language.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons.
3. Organization
3.1 Didactic principles

Faget Danish focuses on language, its expression and effect. Work with orality and literacy, which connects the four skills: speaking, listening, reading and writing with knowledge of language, communication, literature and media, with an emphasis on integrating the subject's receptive and productive dimension. In teaching used a Danish academic language as the basis of academic thinking.
The academic targets guide the teaching. Work on the subject is based on the student's Danish professional skills and work thoroughly and experimenting with the objectives of speaking, listening, reading and writing.
3.2 Work methods
It involved a wide range of work, where teacher-led instruction alternates with more independent work. The professional target level dictate the choice of work and requires, among other readings, conversation, discussion and presentation. The training includes preparation of draft with associated feedback (response) Written and oral. It is essential that the student both alone and with others actively working and experimenting with the academic content and academic language.
The instruction includes the work of the joint work. The written dimension has a significant place in the profession. Work is well thought-writing as communication writing.
3.3 It
It involved where it can qualify the student's learning and enhance student's academic level. It is used as a tool in the writing process and is also naturally working with spelling, information and visual and auditory forms of communication.
3.4 Interaction with other subjects
Danish can interact with other subjects, where appropriate and possible. Also in interdisciplinary work, the Danish professional goals met.
4. Evaluation
4.1 Continuous evaluation
The student gathers all writing tasks in a portfolio, which is the starting point for an ongoing, individual evaluation, so that the student can follow its progression. Writing folder is an evaluation tool which will give the student a clear picture of their own weaknesses and strengths. The teacher establishes an ongoing evaluation - both written and verbal - in relation to the educational objectives. This formative evaluation shall reflect the student's abilities in relation to the academic objectives and encourage further action.
4.2 Technical documentation
The technical documentation is written. The student selects a genre that can be included in a newspaper, and formulate a product in accordance with the genre's characteristics. The product must demonstrate the student's knowledge and skills regarding:


A) genre
b) linguistic correctness and appropriateness
c) the communication situation.
Appendix 6
avu Executive Order, in August 2009
Danish, level E
1. Identity and purpose
1.1 Identity
The subject's core is the Danish language, literature and communication. Danish is at once a language subject and a subject that deals with literature, communication and media. Central to the course is working with the spoken language (listening and speaking) and written language (reading and writing). Danish course be practiced as a whole, integrating the work of the Danish language and Danish lyrics. It is characteristic that the linguistic, literary and communicative activities are part of a close interaction in both the productive and the receptive dimension of the subject.
1.2 Purpose
The purpose of the Danish education is to enhance the student's experience of language as a source of personal and cultural development. The student must work on the subject acquire knowledge and skills in using the language versatile and personal, nuanced, correct and experimental in interaction with others. The participant must be still better to express themselves deliberately in speech and writing, and to listen to and read different types of text with understanding and personal appropriation. Education shall be the development of Danish professional skills help to strengthen the student's ability to handle information, go behind the words and the lyrics and understand the content and shades and thus promote student's opportunities to orient themselves and act in a modern, democratic and world-oriented community.
2. Academic goals and academic content
2.1 Academic objectives
The goal of the course is that the student can:


A) express themselves clearly and adapted genre and communication situation both orally and in writing
b) listen actively and be able to engage in conversation, cooperation, discussion and debate
c) read quickly and safely with the knowledge of various reading strategies

d) act in a practical communication situation, including reading up, tell, relate and explain orally and in writing essentially in a read, seen or heard text and generate spoken paper and give a presentation
e) proof of knowledge of language structure, use and function, including use basic grammatical terminology
f) write with knowledge of linguistic norms of correctness as well as organize a writing process from idea to product
g) present and engage in dialogue about their own and others oral or written product, including genre, purpose, audience, content, language, choice of instruments and expression
h) read and experience the ancient and modern literature and looking at texts in a historical and cultural perspective
i) read and understand printed and electronically disseminated texts in different genres
j) acquire, use a Danish academic concepts to the analysis and interpretation of factual texts and fiction texts.

2.2 Nuclear Substance
The core fabric is Danish language, literature, communication and media. Substance areas included in the close interaction in the classroom. Work with:





a)


Concepts and methods of importance to the writing process, writing products and oral presentations



b)


The oral and written genres and forms of expression



c)


Language and argumentation



d)


Grammar and linguistic correctness



e)


Study skills and presentation techniques, particularly using voice paper and rhetorical tools



f)


Danish fiction texts





- Before 1870





- 1870-1970





- After 1970



g)


A single work of fiction



h)


factual texts



i)


Visual and auditory forms of communication



j)


Dictionaries and encyclopedias



k)


Analysis Concepts.




2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons.
3. Organization
3.1 Didactic principles
Faget Danish focuses on language, its expression and effect. Work with orality and literacy, which connects the four skills: speaking, listening, reading and writing with knowledge of language, communication, literature and media, with an emphasis on integrating the subject's receptive and productive dimension. In teaching used a Danish academic language as the basis of academic thinking.
The academic targets guide the teaching. Work on the subject is based on the student's Danish professional skills and work thoroughly and experimenting with the objectives of speaking, listening, reading and writing.
3.2 Work methods

It involved a wide range of work, where teacher-led instruction alternates with more independent work. The professional target level dictate the choice of work and requires, among other readings, conversation, discussion and presentation. The training includes preparation of draft with associated feedback (response). Written and oral. It is essential that the student both alone and with others actively working and experimenting with the academic content and academic language. The instruction includes the work of the joint work. The written dimension has a significant place in the profession. Work is well thought-writing as communication writing.
3.3 It
It involved where it can qualify the student's learning and enhance student's academic level. It is used as a tool in the writing process and is also naturally working with spelling, information and visual and auditory forms of communication.
3.4 Interaction with other subjects
Danish can interact with other subjects, where appropriate and possible. Also in interdisciplinary work, the Danish professional goals met.
4. Evaluation
4.1 Continuous evaluation
The student gathers all writing tasks in a portfolio, which is the starting point for an ongoing, individual evaluation, so that the student can follow its progression. The portfolio is an evaluation tool which will give the student a clear picture of their own weaknesses and strengths. The teacher establishes an ongoing evaluation - both written and verbal - in relation to the educational objectives. This formative evaluation shall reflect the student's abilities in relation to the academic objectives and encourage further action.
4.2 Technical documentation
Each student chooses one sagtekst or a fiction text and draw up a review that demonstrates the student's skills regarding:


A) describe, analyze, argue and evaluate
b) to write / produce vivid, clear and nuanced, and communicative situation.

Selects student oral presentation, delivered a speech paper before submitting.
Annex 7
avu Executive Order, in August 2009
Danish, level D
1. Identity and purpose
1.1 Identity
The subject's core is the Danish language, literature and communication. Danish is at once a language subject and a subject that deals with literature and communication. Central to the course is working with the spoken language (listening and speaking) and written language (reading and writing). Danish course be practiced as a whole, integrating the work of the Danish language and Danish lyrics. It is characteristic that the linguistic, literary and communicative activities are part of a close interaction in both the productive and the receptive dimension of the subject.
1.2 Purpose
The purpose of the Danish education is to enhance the student's experience of language as a source of personal and cultural development. The student must work on the subject acquire knowledge and skills in using the language versatile and personal, nuanced, correct and experimental in interaction with others. The participant must be still better to express themselves deliberately in speech and writing, and to listen to and read different types of text with understanding and personal appropriation. Education shall be the development of Danish professional skills help to strengthen the student's ability to handle information, go behind the words and the lyrics and understand the content and shades and thus promote student's opportunities to orient themselves and act in a modern, democratic and world-oriented community.
2. Academic goals and academic content
2.1 Academic objectives
The goal of the course is that the student can:


A) with accuracy and varied and the communication situation both orally and in writing
b) listen actively and be able to engage in conversation, cooperation, discussion and debate
c) read quickly and safely and use different reading strategies
d) act in a practical communication situation, including reading up, tell, relate and explain orally and in writing essentially in a read, seen or heard text and generate spoken paper and give a presentation
e) describe and understand the language structure, use and function, including use basic grammatical terminology
f) use written language correctly, varied and personal as well as implement a writing process from idea to finished product
g) present and engage in dialogue about their own and other oral and written product, including genre, purpose, audience, content, language, choice of instruments and expression

h) read and experience the ancient and modern literature and looking at texts in a historical and cultural perspective and include linguistic and stylistic observations
i) read and understand printed and electronic media texts and evaluate them as part of a communication situation
j) acquire, use a Danish academic concepts to the analysis and interpretation of factual texts and fiction texts.

2.2 Nuclear Substance
The core fabric is Danish language, literature, communication and media. Substance areas included in the close interaction in the classroom. Work with:





a)


Concepts and methods of importance to the writing process, writing products and oral presentations



b)


The oral and written genres and forms of expression



c)


Language and argumentation



d)


Grammar and linguistic correctness



e)


Dictionaries and encyclopedias



f)


Study skills and presentation techniques, particularly using voice paper and rhetorical tools



g)


Danish epic, lyrical and dramatic texts





- Before 1870





- 1870-1970





- After 1970



h)


A single work of fiction written before 1970



i)


Journalistic genres, print and electronic



j)


Visual and auditory forms of communication



k)


Analysis Concepts.




2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons.
3. Organization
3.1 Didactic principles
Faget Danish focuses on language, its expression and effect. Work with orality and literacy, which connects the four skills: speaking, listening, reading and writing with knowledge of language, communication, literature and media, with an emphasis on integrating the subject's receptive and productive dimension. In teaching used a Danish academic language as the basis of academic thinking.
The academic targets guide the teaching. Work on the subject is based on the student's Danish professional skills and work thoroughly and experimenting with the objectives of speaking, listening, reading and writing.
3.2 Work methods
It involved a wide range of work, where teacher-led instruction alternates with more independent work. The professional target level dictate the choice of work and requires, among other readings, conversation, discussion and presentation. The training includes preparation of draft with associated feedback (response) Written and oral. It is essential that the student both alone and with others actively working and experimenting with the academic content and academic language. The instruction includes the work of the joint work. The written dimension has a significant place in the profession. Work is well thought-writing as communication writing.
3.3 It
It involved where it can qualify the student's learning and enhance student's academic level. It is used as a tool in the writing process and is also naturally working with spelling, information and visual and auditory forms of communication.
3.4 Interaction with other subjects
Danish can interact with other subjects, where appropriate and possible. Also in interdisciplinary work, the Danish professional goals met.

4. Evaluation
4.1 Continuous evaluation
The student gathers all writing tasks in a portfolio, which is the starting point for an ongoing, individual evaluation, so that the student can follow its progression. The portfolio is an evaluation tool which will give the student a clear picture of their own weaknesses and strengths. The teacher establishes an ongoing evaluation - both written and verbal - in relation to the educational objectives. This formative evaluation shall reflect the student's abilities in relation to the academic objectives and encourage further action.
4.2 Types of test
There will be two written tests and an oral examination.
The written tests
The samples will be based on centrally Asked assignment.


1) The linguistic try

Duration 1 hour. The exam includes tasks in linguistic knowledge and language skills, including spelling and grammar. The candidate must as an aid alone use dictionaries. Using the computer is not allowed.


2) The test in written presentation

Duration is 4 hours. There are 24 hours of preparation, and are given a textbook to the student the preparation for the. This textbook allowed to sample.
The oral examination
The model consists of an unknown text - printed or electronic - the appropriate level of difficulty. The text assigned to the candidate by drawing lots. The examiner chooses the unfamiliar texts estimated spread over substance. The preparation time is 50 minutes and the examination time is 25 minutes.
The student prepares a presentation about 5 minutes on the text. Then forms the examination as a professional conversation about the text.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The written tests


1) The linguistic try

The emphasis is on the student's knowledge and skills in:


A) orthography
b) morphology and word classes
c) the meaning of words and flexing
d) the phrase and its context
e) punctuation.

One mark is given.


2) The test in written presentation

The emphasis is on the student's knowledge and skills in:


A) written formulation, including composition, syntax, punctuation, and an appropriate and varied vocabulary
b) treatment of the topic, including the ability to explain the essence of the read text material and to argue from this
c) communication and media awareness, including that the answer demonstrates attention to the genre, purpose, audience and media.

One mark is given.
The oral examination
The emphasis is on the student's knowledge and skills in:


A) oral presentation, including organizing a presentation based on a speech paper with accuracy and liquid, to become active in the professional conversation
b) treatment of the assigned text, including explaining the text genre, content and form, to argue with the evidence in the text
c) the use of Danish professional knowledge and method: using a Danish academic concepts and demonstrate the ability of perspective in the analysis and interpretation of the text.

One mark is given.
Annex 8
avu Executive Order, in August 2009
Danish as a second language, basic
1. Identity and purpose
1.1 Identity
Danish as a second language is a skills, knowledge and cultural skills. The course deals with the acquisition of Danish language learner Danish language development and understanding of the interaction between language and culture. Central to the course is oral and written communication and various literary genres in socio-cultural contexts.
1.2 Purpose
Danish as a second language aims to strengthen the student's communicative, linguistic and intercultural skills.
The program teaches the student's desire to acquire and use Danish, develop linguistic awareness and strategic skills related to language acquisition and learning. Based on the student's knowledge, resources and experience to be the subject contribute to the student develops Danish language skills for active participation in Danish society.
2. Academic goals and academic content
2.1 Academic goals

The student must be on a single level acquire the four skills: speaking, listening, reading and writing in an integrated whole. The student needs to strengthen Danish language opportunities to engage in social, professional and educational contexts.
The student must be able to:
Speaking / Listening


A) understand the main points of spoken Danish relating to familiar topics
b) express themselves understandably on familiar topics
c) derive and maintain coherence and follow up with comments and questions in conversation
d) hold simple presentations
e) make its voice heard

reading


F) read and understand simple, authentic or adapted texts in various genres
g) read own and others' texts up
h) use some reading strategies appropriate
i) use elementary text observation
j) read connections between language and genre

writing


K) describe the actions, experiences and observations in simple sentences with appropriate vocabulary in an understandable Danish
l) write short coherent texts with a relevant vocabulary and a reasonable focus, appropriate reader and purpose
m) use syntax and spelling at an elementary level
n) write short coherent texts in a prone form on the basis of a known content

Language / identity / socio-cultural understandings


O) have knowledge of language as identity factor
p) have knowledge about different standards to take hold and pass the word in informal situations
q) be able to apply the skills to take, hold and pass the word in informal situations
s) have knowledge and use skills in argumentation techniques at an elementary level
s) be able to express themselves clearly and relevant in oral communication at elementary level.

2.2 Nuclear Substance
Work with:


A) Speech acts and communications
b) Linguistic correctness
c) Fluency and automation
d) Pronunciation
e) prosody
f) Body language
g) Argumentation Techniques
h) Reading, reading strategies and vocabulary
i) Genres, personal and environmental characterization and theme of light fictive and nonfiktive texts
j) Writing, including composition, consistency and receive awareness
k) Parts of speech, morphology, syntax, spelling and punctuation
l) Student Experiences of language as identity factor
m) Socio-cultural norms for maintenance of conversation in informal situations.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance into perspective and deepen the core substance and expand the student's professional horizons.
3. Organization
3.1 Didactic principles
The instruction includes listening, speaking, reading and writing processes at a basic level. The four disciplines involved in close interaction, so that they support each other. Efforts by language educational principles, where the four skills listening, speaking, reading and writing are used systematically in the work of functional wholes. Expansion of the skills of active and passive vocabulary occupies a central place in the classroom where work with preconception and førfagligt language. The student will have the opportunity to be active in education and in relation to their own learning process. In the planning involved differentiated teaching aimed at the student's academic progress.
3.2 Work forms, including written work
It involved a wide range of work, where teacher-led instruction alternate with more self-employment which kursistfremlæggelser, group and pair work. The written work includes short creative and Judge exercises. The student works with process oriented writing, which provide professional guidance in the writing process. External activities with a focus on both language and content is part of the teaching.
3.3 It
It is integrated in a practical way. The student uses basic word processing in connection with the written work as a tool in the writing process, and it is also a natural part of information retrieval.
3.4 Interaction with other subjects
Danish as a second language can interact with other subjects, where appropriate and possible. Also in interdisciplinary work, the professional objectives safeguarded.
4. Evaluation
4.1 Continuous assessment

Ongoing evaluation takes place on the basis of the student's portfolio and test of the skills of professional knowledge. The formative evaluation must highlight how far the student is in relation to the academic objectives; evaluation should thus help to shape the student's work on the subject.
4.2 Technical documentation
The technical documentation consists of an ethnographic observation with the presentation of a product and the subsequent conversation. The student decides on a subject to be examined. The topic approved by the teacher, after which the student conducts field work in the form of observations, establishing contacts, information etc. Subsequent processes the student the collected observations and information for the dissemination of the subject on the basis of an outline and subsequent conversation with the teacher and fellow students.
The product must demonstrate knowledge and skills related to being able to:


A) understand the main points of spoken Danish relating to familiar topics
b) express themselves understandably on familiar topics
c) derive and maintain coherence and follow up with comments and questions in conversation
d) hold simple presentations
e) make its voice heard.
Appendix 9
avu Executive Order, in August 2009
Danish as a second language, level G
1. Identity and purpose
1.1 Identity
Danish as a second language is a skills, knowledge and cultural skills. The course deals with the acquisition of Danish language learner Danish language development and understanding of the interaction between language and culture. Central to the course is oral and written communication and various literary genres in socio-cultural contexts.
1.2 Purpose
Danish as a second language aims to strengthen the student's communicative, linguistic and intercultural skills. The program teaches the student's desire to acquire and use Danish, develop linguistic awareness and strategic skills related to language acquisition and learning. Based on the student's knowledge, resources and experience to be the subject contribute to the student develops Danish language skills for active participation in Danish society.
2. Academic goals and academic content
2.1 Academic objectives
The student must be on a level with the starting level of complexity acquire the four skills: speaking, listening, reading and writing in an integrated whole. The student needs to strengthen Danish language opportunities to engage in social and educational contexts. The language and oral means of communication is in the center with the inclusion of text reading, writing and the use of visual media as a tool for experience and empathy.
The student must be able to:
Speaking / Listening


A) understand spoken Danish, both in natural speech in digital media
b) express themselves understandable, consistent and appropriate in different situations
c) derive and maintain coherence and follow up with comments and questions in conversation
d) justify own views in an understandable way
e) hold short presentations with a clear focus

reading


F) read and understand simple, authentic defendant and fiction texts
g) highlighting relevant features in the text
h) apply appropriate Danish professional tools for the analysis of different text genres
i) compare and discuss texts content, form, themes and context
j) selecting and applying appropriate reading strategies
k) maintain the essence of a text by using appropriate study techniques

writing


L) write coherent and comprehensible for imagination, feelings, thoughts, experiences, knowledge and meaning in a genre that fits the situation
m) apply skills in elementary syntax and spelling
n) write in a simple and coherent language with a focus on receiving and giving response

Language, identity and socio-cultural understandings


O) have insight into language as identity factor
p) could express themselves on connections between language and experience of identity
q) have knowledge about different standards to take hold and pass the word in informal and formal situations
r) have the skills to take, hold and pass the word in informal and formal situations
s) have skills in argumentation techniques on single level
t) able to express themselves clearly and relevant in oral and written communication on single level.

2.2 Basic courses

The core fabric is language and communication, literature and media. The three subject areas included in close interaction. Work on the language consists of an immersion in oral and written genres in order to practical use. Work with:


A) Communication, speech acts and receiving consciousness
b) Pronunciation, prosody, automation, fluency and body language
c) Argumentation Techniques
d) Language correctness, comprehensibility and coherence in speech and writing
e) Reading Techniques, reading strategies, taking notes and vocabulary
f) A selection of Danish and translated literature in the genres of poetry, epic and mixing genres, including a joint work
g) Danish Professional concepts for analysis, interpretation and perspective of texts
h) Communication Organisations in mass media and electronic media
i) Appropriate and critical information retrieval
j) Writing, including composition, consistency and receive awareness
k) Language Learning, report, summary, narrative and comment
l) Model Texts for student's writing
m) Simple theories of language as identity factor
n) Socio-cultural norms for maintenance of conversation in informal situations
o) Simple analysis of oral and written communication situations in socio-cultural contexts.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance into perspective and deepen the core substance and expand the student's professional horizons.
3. Organization
3.1 Didactic principles
Work on the student's oral and written language proficiency and the expansion of the skills of active and passive vocabulary, where work on preconception and førfagligt language, occupies a key position. Efforts by language educational principles, where the four skills listening, speaking, reading and writing are used systematically in the work of functional wholes. The teaching is organized so that work from the simple towards the complex. The student will have the opportunity to be active in education and in relation to their own learning process. The emphasis is on independent study of the subject material, where the student will present and argue their own views. In the planning involved differentiated teaching aimed at the student's academic progress.
3.2 Work forms, including written work
It involved a wide range of work, where teacher-led instruction alternate with more self-employment which kursistfremlæggelser, group and pair work. In working with the written expression trainer trainee process writing with a focus on giving and receiving responses and rewrite texts for a response from the teacher or fellow students. The instruction includes the work of the joint work. External activities with a focus on both language and content is part of the teaching.
3.3 It
It is integrated in a practical way. The student uses basic word processing in connection with the written work as a tool in the writing process. It naturally in information retrieval and presentation programs can be used in different contexts to strengthen kursistfremlæggelser.
3.4 Interaction with other subjects
Danish as a second language can interact with other subjects, where appropriate and possible. Also in interdisciplinary work, the professional objectives safeguarded.
4. Evaluation
4.1. Ongoing evaluation
Ongoing evaluation takes place on the basis of the student's portfolio and test of the skills of professional knowledge. The formative evaluation must highlight how far the student is in relation to the academic objectives; evaluation should thus help to shape the student's work on the subject.
4.2 Types of test
There will be two written tests and an oral examination.
The written tests
The samples will be based on centrally Asked assignment.


1) The linguistic try

Duration 1 hour. The test consists of tasks in language knowledge and language skills, including grammar and spelling. The candidate must as an aid alone use dictionaries.


2) The test in written presentation

The model consists of a subject and an assignment. The topic will be announced one month before the test, and the student work on the topic for 12 hours in the classroom with a focus on preconception and førfagligt language.

Test duration is 3 hours. For the test, handed an assignment with 3 tasks related to the subject. Each question included a short text. The candidate chooses one of the tasks.
The oral examination
The model consists of one or two less known texts in different genres. The examiner selects sample texts from the solid content and the text (lyrics) distributed by lot among the examinees. The student prepares a short statement explaining the text's content, form and genre features. Then forms the examination as a professional conversation about the text. Preparation time is 60 minutes and the examination time is 30 minutes.
Even Students
In preparation for the beginning of time, a month before the exam, get the independent student handed the title of the topic, then even students on their own can work with preconception and førfagligt language in relation to the given topic.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The written test


1) The linguistic try

The emphasis is on the student's knowledge and skills in:


A) orthography
b) morphology
c) word classes
d) punctuation.

One mark is given.


2) The test in written presentation

The emphasis is on the student:


A) understand the text content
b) can write coherent, understandable and appropriate to the communication situation
c) answer relevant to task the question.

One mark is given.
The oral examination
The emphasis is on the examinee can:


A) phrasing understandable and coherent
b) applying appropriate Danish academic concepts on the assigned texts
c) make and provide analysis and interpretation
d) comparing the texts, if there are two
e) justify views in an understandable way.

One mark is given.
Annex 10
avu Executive Order, in August 2009
Danish as a second language, level F
1. Identity and purpose
1.1 Identity
Danish as a second language is a skills, knowledge and cultural skills. The course deals with the acquisition of Danish language learner Danish language development and understanding of the interaction between language and culture. Central to the course is oral and written communication and various literary genres in socio-cultural contexts.
1.2 Purpose
Danish as a second language aims to strengthen the student's communicative, linguistic and intercultural skills.
The program teaches the student's desire to acquire and use Danish, develop linguistic awareness and strategic skills related to language acquisition and learning. Based on the student's knowledge, resources and experience to be the subject contribute to the student develops Danish language skills for active participation in Danish society.
2. Academic goals and academic content
2.1 Academic objectives
The student must be on a level with increasing degree of complexity acquire the four skills: speaking, listening, reading and writing in an integrated whole. The student needs to strengthen Danish language opportunities to engage in social and educational contexts. Through text work and discussion sharpened the student's attention on the link between language, text, genre, content and situation in different text types.
The student must be able to:
Read / write


A) read and understand authentic defendant and fiction texts
b) selecting and applying appropriate reading strategies
c) use appropriate analytical tools for different text genres
d) highlighting relevant features in the text
e) work with reading and writing in a close interaction with the text serves as model texts for the student's writing
f) write in a genre that fits the situation, focusing on the construction, coherence and disposition
g) work with syntax, spelling and sentence analysis
h) write for the development of personal style

Listening / speaking


I) express themselves understandable and coherent in conversations, discussions and presentations
j) give and receive responses on the basis of agreed principles

Language / identity / socio-cultural understandings



K) have knowledge of language and socio-cultural konteksters inner dynamics
l) have knowledge about different ways to express themselves clearly and relevant in oral and written communication
m) have knowledge of texts relationships with their socio-cultural context
n) have knowledge about strategies for language learning
o) could use guessing strategies as a tool in their language acquisition process.

2.2 Nuclear Substance
The core fabric is language and communication, defendant and fiction texts. Substance areas involved in close interaction with a particular focus on literacy. Work with:


A) Written texts structure, coherence and disposition, as well as language and style
b) Process-oriented writing process involving model texts
c) Spelling, grammar and syntax
d) Oral presentations focusing on rhetorical effects, including argumentation and fluency
e) Linguistic consistency and intelligibility of conversations, debates and presentations focusing on prosody and recipient relationship
f) A selection of newer and older Danish and translated literature and factual texts
g) Danish Professional concepts for analysis, interpretation and perspective
h) Reading Strategies and study techniques
i) Student Experience with language in different socio-cultural contexts
j) Comparison of texts written in different socio-cultural contexts
k) Guessing Strategies in connection with the acquisition of language
l) Analysis of oral and written communication situations in socio-cultural contexts
m) Cultural codes.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance into perspective and deepen the core substance and expand the student's professional horizons.
3. Organization
3.1 Didactic principles
The work with the student's writing constitutes a key position in close interaction with reading and conversation. The trainee trainer text analysis and genre knowledge, and work is increasingly and purposefully with preconception and førfagligt language for an extension of the Danish academic vocabulary. Efforts by language educational principles, where the four skills listening, speaking, reading and writing are used systematically in the work of functional wholes. The student will have the opportunity to be active in education and in relation to their own learning process. The emphasis is on independent study of the subject material, where the student will present and argue their own views in writing and speaking. In the planning involved differentiated teaching aimed at the student's academic progress. External activities with a focus on both language and content is part of the teaching.
3.2 Work forms, including written work
It involved a wide range of work, where teacher-led instruction alternates with more independent work.
In working with the written expression trainer trainee process writing with a focus on giving and receiving response to text coherence, style and correctness. Be given professional guidance in the writing process.
3.3 It
It is integrated in a practical way. The student uses basic word processing in connection with the written work as a tool in the writing process. It naturally in information retrieval and presentation programs can be used in different contexts to strengthen kursistfremlæggelser.
3.4 Interaction with other subjects
Danish as a second language can interact with other subjects, where appropriate and possible. Also in interdisciplinary work, the professional objectives safeguarded.
4. Evaluation
4.1 Continuous evaluation
Ongoing evaluation takes place on the basis of the student's portfolio and test of the skills of professional knowledge. The formative evaluation must highlight how far the student is in relation to the academic objectives; evaluation should thus help to shape the student's work on the subject.
4.2 Technical documentation
The student selects two self-produced texts, written in education time. The texts should not have been assessed in education. Then presents the participant the two texts and talks about the process from idea to finished product.
The product must demonstrate the student's knowledge and skills regarding:


A) presentation of a product
b) written texts structure, coherence and disposition
c) use of language and style.
Annex 11
avu Executive Order, in August 2009
Danish as a second language, level E
1. Identity and purpose
1.1 Identity

Danish as a second language is a skills, knowledge and cultural skills. The course deals with the acquisition of Danish language learner Danish language development and understanding of the interaction between language and culture. Central to the course is oral and written communication and various literary genres in socio-cultural contexts.
1.2 Purpose
Danish as a second language aims to strengthen the student's communicative, linguistic and intercultural skills.
The program teaches the student's desire to acquire and use Danish, develop linguistic awareness and strategic skills related to language acquisition and learning. Based on the student's knowledge, resources and experience to be the subject contribute to the student develops Danish language skills for active participation in Danish society.
2. Academic goals and academic content
2.1 Academic objectives
The student must be at a level characterized by a high degree of complexity acquire the four skills: speaking, listening, reading and writing in an integrated whole. The student needs to strengthen Danish language opportunities to engage in social and educational contexts. Student's independent reading has a central place in schools, focusing increasingly on text analysis and critical information retrieval.
The student must be able to:
Read / write


A) read relatively safe with understanding and empathy and mastery of relevant reading strategies
b) analyze, interpret and speculate texts from various media
c) apply knowledge of media different audiences
d) extract information from various information sources with appropriate search methods and reading techniques
e) write in a genre that fits the situation and focus on the coherence and cohesion
f) work with syntax, spelling and sentence analysis at a relatively safe level
g) prepare a synopsis based on a written problem formulation. The synopsis must form the basis of an oral communication of a chosen Danish academic subject

Listening / speaking


H) listen with attention and understanding and be able to engage in conversation and discussion
i) express themselves understandable and coherent on a mostly correct way
j) demonstrate proficiency in oral presentation focusing on form and content
k) give and receive responses in cooperation with other

Language / identity / socio-cultural understandings


L) have insight into language and socio-cultural konteksters inner dynamics
m) could make simple choices for clear and relevant communication, orally and in writing
n) could adapt its Danish linguistic expressions for informal socio-cultural contexts in Danish
o) have insight into texts relationships with their socio-cultural context
p) be able to read simple texts relation to their socio-cultural context
q) have the basic knowledge of the differences and similarities between Danish and other languages ​​as the participant is aware.

2.2 Nuclear Substance
The core fabric is language and communication, literature and media. The three subject areas involved in close interaction with a particular focus on fiction and factual texts. The work involves an immersion in different texts for analysis, interpretation and perspective. Work with:


A) A selection of Danish and translated literature after 1870 in the genres of epic, poetry and drama and a time individually chosen literary work
b) Danish Professional concepts for analysis, interpretation and perspective of texts
c) New Genres and their function
d) Critical and appropriate information search
e) Media's various target groups as well as a work in the form of a larger rounded media product
f) Problem statement in connection with the synopsis and genre writing
g) Oral Presentations of self-selected, Danish academic subjects on the basis of a problem formulation
h) Reading Techniques, reading strategies and fluency
i) Spelling, grammar and syntax
j) Student Experience in the use of language in different socio-cultural contexts as a starting point for public discussion and reflection
k) Opportunities and barriers to successful communication in various informal socio-cultural contexts, both orally and in writing
l) Texts written in different socio-cultural contexts, Danish as well as foreign in Danish translation
m) Comparative analysis on the elementary level of Danish and another of the skills of active languages.

2.3 Additional substance

It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance into perspective and deepen the core substance and expand the student's professional horizons.
3. Organization
3.1 Didactic principles
The work with the student's reading and discussion of texts occupy a key position. The trainee trainer text analysis and genre knowledge, and work with preconception and førfagligt language in the expansion of the Danish academic vocabulary.
The student works with various reading strategies, study and information retrieval techniques.
The teaching is based on language educational principles, where the four skills listening, speaking, reading and writing are used systematically in the work of functional wholes. The student will have the opportunity to be active in education and in relation to their own learning process. The emphasis is on independent study of the subject material, where the student will present and argue their own views in writing and speaking. In the planning involved differentiated teaching aimed at the student's academic progress. External activities with a focus on both language and content is part of the teaching.
3.2 Work forms, including written work
It involved a wide range of work, where the teacher presentations alternated with the student's independent work. The target progression in the use of working towards progressively greater student autonomy. In working with the student's written expression skills focus on text coherence and correctness. Be given professional guidance in the writing process. The oral work concentrates on presentations of Danish academic subjects. In teaching, working student with appropriate techniques and tools related to the preparation, execution and evaluation of oral presentations.
3.3 It
It is integrated in a practical way. The student uses basic word processing in connection with the written work as a tool in the writing process. It naturally in information retrieval, including motion pictures and radio broadcasts. Presentation programs can be used in different contexts to strengthen kursistfremlæggelser.
3.4 Interaction with other subjects
Danish as a second language can interact with other subjects, where appropriate and possible. Also in interdisciplinary work, the professional objectives safeguarded.
4. Evaluation
4.1 Continuous evaluation
Ongoing evaluation takes place on the basis of the student's portfolio and test of the skills of professional knowledge. The formative evaluation must highlight how far the student is in relation to the academic objectives; evaluation should thus help to shape the student's work on the subject.
4.2 Technical documentation
The student shall develop a synopsis with a problem formulation of a chosen Danish academic subject related to the professional goals of about 1 standard page. Based on the synopsis presents the participant subject and concludes with a detailed conversation with the teacher and possibly. fellow students.
The presentation and the subsequent in-depth interview demonstrates the student's skills regarding:


A) preparation of a problem formulation of a Danish academic subject
b) preparing a synopsis
c) presentation of a topic based on a synopsis
d) presentation in an understandable, coherent and mostly correct language
e) reasoning techniques with a focus on analysis, argument and assessment.
Annex 12
avu Executive Order, in August 2009
Danish as a second language, level D
The identity and purpose
1.1 Identity
Danish as a second language is a skills, knowledge and cultural skills. The course deals with the acquisition of Danish language learner Danish language development and understanding of the interaction between language and culture. Central to the course is oral and written communication and various literary genres in socio-cultural contexts.
1.2 Purpose
Danish as a second language aims to strengthen the student's communicative, linguistic and intercultural skills. The program teaches the student's desire to acquire and use Danish, develop linguistic awareness and strategic skills related to language acquisition and learning. Based on the student's knowledge, resources and experience to be the subject contribute to the student develops Danish language skills for active participation in Danish society.
2. Academic goals and academic content
2.1 Academic goals

The student must on a complex level acquire the four skills: speaking, listening, reading and writing in an integrated whole. The student needs to strengthen Danish language opportunities to engage in social, professional and educational contexts. At this level, provided that expectations for a more accurate and nuanced use of and awareness of the language both orally and in writing.
The student must be able to:
Read / write


A) read safely with understanding, empathy and critical thinking and mastery of relevant reading strategies
b) use a Danish academic concepts to analysis, interpretation, evaluation and perspective of newer and older factual texts and fiction texts
c) know the literary contexts, for example, periods and authors
d) apply knowledge of the news media function and different audiences
e) write analyzing, debating and commenting in a mostly correct language
f) start writing analyzing, debating and commenting in different genres in a mostly correct and consistent language
g) use knowledge of word classes and sentence analysis in the work of linguistic correctness and linguistic characteristics of texts

Listening / speaking


H) listen with attention and understanding and be able to engage in conversation, discussion and debate
i) express themselves nuanced and consistent with a reasonable degree of accuracy
j) demonstrate proficiency in oral presentation focusing on content, form and expression
k) give and receive responses in cooperation with other

Language / identity / socio-cultural understandings


L) relate consciously to their own language, including code change, in different socio-cultural contexts
m) make nuanced choices about clear and relevant communication; oral and written
n) have basic knowledge about the differences and similarities between Danish and another of the skills of active language
o) be able to read texts relation to their socio-cultural context.

2.2 Nuclear Substance
The core fabric is language, literature and communication. The three subject areas included in close interaction.
The work involves an immersion in different texts for analysis, interpretation and perspective, both verbally and in writing. Work with:


A) A selection of Danish and translated foreign literature in the genres of epic, poetry and drama after 1870, including at least one text from the past five years. Older literature can be read in the new Danes version
b) Danish Professional concepts for analysis, interpretation, evaluation and perspective of texts and linguistic characteristics of texts
c) a literary period, one literary work that is read individually
d) A work in the form of a larger rounded media product
e) Critical and appropriate information search
f) Genre Writing, language, style, spelling, grammar and syntax
g) Quote engineering and referencing
h) Oral communication of Danish academic subjects
i) Fluency and linguistic correctness in speech and writing
j) Student Experiences with the use of different languages, including code change, in different socio-cultural contexts in conjunction with theory in the field
k) Opportunities and barriers to successful communication in various informal and formal socio-cultural contexts, both orally and in writing
l) Comparative analysis on the basic level of Danish and another of the skills of active language
m) Texts written in different socio-cultural contexts, Danish as well as foreign in Danish translation.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance into perspective and deepen the core substance and expand the student's professional horizons.
3. Organization
3.1 Didactic principles
The work with the student's reading and discussion of texts occupy a key position. The trainee trainer text analysis and genre knowledge, and work with preconception and førfagligt language in the expansion of the Danish academic vocabulary.

The student works with various reading strategies, study and information retrieval techniques. The teaching is based on language educational principles, where the four skills listening, speaking, reading and writing are used systematically in the work of functional wholes. The student will have the opportunity to be active in education and in relation to their own learning process. The emphasis is on independent study of the subject material, where the student will present and argue their own views in writing and speaking. In the planning involved differentiated teaching aimed at the student's academic progress. External activities with a focus on both language and content is part of the teaching.
3.2 Work forms, including written work
It involved a wide range of work, where teacher-led instruction alternates with the student's independent work. The teaching coach trainee appropriate techniques and tools related to the preparation, execution and evaluation of oral presentations by a Danish professional content. The training in written and oral Danish closely together so as to be written based on studied texts. The student works with analytical, argumentative and opinionated writing in different genres. Work with quote technique and source.
3.3 It
It is integrated in a practical way. The student uses basic word processing in connection with the written work as a tool in the writing process. It naturally in information retrieval, including motion pictures and radio broadcasts. Presentation programs can be used in different contexts to strengthen kursistfremlæggelser.
3.4 Interaction with other subjects
Danish as a second language can interact with other subjects, where appropriate and possible. Also in interdisciplinary work, the professional objectives safeguarded.
4. Evaluation
4.1 Continuous evaluation
Ongoing evaluation takes place on the basis of the student's portfolio and test of the skills of professional knowledge. The formative evaluation must highlight how far the student is in relation to the academic objectives; evaluation should thus help to shape the student's work on the subject.
4.2 Types of test
There will be a written test and an oral examination.
The test in written presentation
Duration is 4 hours. The exam will be based on a core made assignments. There are 24 hours of preparation, and are given a textbook to the student the preparation for the. This textbook not allowed in the competition. At the start handed a new identical text book of tasks. As aid may only be used dictionaries.
The oral examination
The model consists of one unknown text up to 5 pages, chosen by the teacher and sent to the censor, who approves this prior to the test. The unknown text assigned to the candidate by drawing lots. The student prepares a short presentation on the assigned teksts content, form and genre, after which the examination takes the form of a professional conversation about the text. Preparation time is 60 minutes and the examination time is 30 minutes.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The written test
The emphasis is on the examinee can write coherent and comprehensible on a given theme.
One mark is given.
The oral examination
The emphasis is on the examinee can:


A) demonstrate text comprehension
b) use an academic concepts
c) to express themselves correctly, coherent and varied and with linguistic precision
d) argue own views.

One mark is given.
Annex 13
avu Executive Order, in August 2009
English, basic
1. Identity and purpose
1.1 Identity
English is a færdighedsfag, a vidensfag and cultural skills. The course deals with English language, English-language cultures and global issues. The course covers the use of English language as a general means of communication in speaking and writing and knowledge of the subject material.
1.2 Purpose

The purpose of teaching English is to strengthen students' communicative competence so that they can understand spoken and written English and can express themselves orally and in writing. It is also intended that students through the work of the course will learn the culture and society in English-speaking countries, and that students thus strengthening their international understanding and understanding of their own culture. The teaching of the subject's different areas helps develop students' linguistic and cultural knowledge and awareness as well as their general learning skills.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:
Communication skills


A) understand the main content and specific information of spoken English on key issues from daily life
b) read short, linguistically simple texts about everyday topics
c) answer questions for understanding simple texts on a known topic
d) conduct dialogues in simple language
e) orally formulate and communicate a short presentation on a familiar topic in English
f) express themselves in writing in simple language in the form of letters and brief descriptions and messages

Language and language


G) use a central vocabulary in daily life
h) speak and write English at a single level
i) express themselves in a comprehensible pronunciation

Language acquisition


J) use of language awareness in common situations in daily life
k) use appropriate listening, speaking and reading strategies
l) use of IT for information retrieval
m) demonstrate a basic knowledge of the use of dictionaries, simple grammatical tables, spelling and similar linguistic tools

Cultural and social


N) recognize and talk about culture and living conditions in English-speaking countries in the near and everyday items
o) provide examples of the differences and similarities between English culture and their own culture.

2.2 Nuclear Substance
The core fabric is:


A) Elements of the importance of English grammar, including key grammatical rules on particular parts of speech, nouns singular and plural forms and the verbs in present and past
b) Pronunciation and vocabulary
c) Simple communication strategies
d) Shorter texts on familiar topics
e) Basic knowledge about living conditions in one or more English-speaking countries.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons. It includes texts and other expressions, which deals with the English-speaking world. The extent of additional substance is about 10 per cent. of training time.
3. Organization
3.1 Didactic principles
Tuition is based on an academic level equivalent to primary school 7th grade. Work on the linguistic aspects happens with ever order in the language of the application, so teaching the greatest possible extent in English. The emphasis is on the student's own language production. Emphasis is also placed on that subject experienced as a whole. Central to the lab, each student's academic progress.
3.2 Work forms, including written work
The work is organized mainly through a number of topics based on the subject's core substance and in supplementary material. The teaching is organized with variation and progression in the choice of work, so students achieve a certain autonomy in the work. It focuses on work that develops the students' communicative competence. The written work supports the oral competence, as it strengthens the student's communication skills and linguistic security.
3.3 It
Students will be introduced from the start to the IT-based work. It plays a central role in English and is used in both teaching, homework and communication. It is also used in connection with information retrieval, just as it supports listening, speaking and literacy training.
3.4 Interaction with other subjects
English can interact with other subjects, to the extent that the organization allows it. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous assessment

Student The oral and written skills are evaluated regularly with regard to skills, knowledge and effort. The evaluation should provide knowledge about the student's position in relation to the academic objectives and thus provide an overview of their own learning and contribute to the planning of the student's continued progression in the subject. The basis of the evaluation must be the academic objectives. Teaching is also evaluated on an ongoing basis in terms of content and planning in relation to the academic objectives. The evaluations can be conducted in oral or written form.
4.2 Technical documentation
The student prepares for training time a short spoken presentation based on an image material on a chosen topic, the teacher has previously found suitable. The student also prepares the training time is independently a list of relevant words for the images. The list handed to the teacher. The paper and the glossary form the basis of a conversation with the teacher in English.
Annex 14
avu Executive Order, in August 2009
English, Level G
1. Identity and purpose
1.1 Identity
English is a færdighedsfag, a vidensfag and cultural skills. The course deals with English language, English-language cultures and global issues. The course covers the use of English language as a general means of communication in speaking and writing and knowledge of the subject material.
1.2 Purpose
The purpose of teaching English is to strengthen students' communicative competence so that they can understand spoken and written English and can express themselves orally and in writing. Upon completion of the course achieves participants further insight into the culture and society in English-speaking countries. Students thus strengthening their international understanding and understanding of their own culture. The teaching of the subject's different areas helps develop students' linguistic and cultural knowledge and awareness as well as their general learning skills.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:
Communication skills


A) understand the main ideas in conversations about familiar topics
b) talk in simple language on general and social conditions in English
c) read and understand texts in everyday language in familiar topics
d) refer and describe in simple language in everyday items
e) presenting a prepared topic in a simple language
f) express themselves in writing in an understandable language

Language and language


G) express themselves orally in a simple and understandable English
h) master a vocabulary within familiar topics, which makes it possible to participate in a conversation in English
i) use synonyms or circumlocutions when vocabulary is not enough
j) write short, simple texts about everyday topics

Language acquisition


K) work with their own English language strengths and weaknesses
l) select appropriate listening, speaking and reading strategies
m) use of IT for information retrieval and communication
n) use dictionaries, grammar tables, spelling and similar linguistic tools

Cultural and social


O) use a basic knowledge of culture and society in English-speaking countries
p) recognize and talk about the differences and similarities between English-speaking cultures, and culture.

2.2 Nuclear Substance
The core fabric is:


A) The importance of English grammar
b) Pronunciation and vocabulary
c) Simple communication strategies
d) Different types of fictional and nonfiktive texts on general topics
e) Knowledge of culture and society in English-speaking countries.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons. It includes texts and other expressions, which deals with the English-speaking world. The extent of additional substance is about 10 per cent. of training time.
3. Organization
3.1 Didactic principles
Work on the linguistic aspects happens with ever order in the language of the application, so teaching the greatest possible extent in English. The emphasis is on the student's own language production. Emphasis is also placed on that subject experienced as a whole. Central to the lab, each student's academic progress.
3.2 Work forms, including written work

The work is organized mainly through a number of topics based on the subject's core substance and in supplementary material. The teaching is organized with variation and progression in the choice of work, so the student acquires learning competence and independence in work. It focuses on work that develops student's communicative competence. The written text is like training a key competence in English as it enhances student's communication skills and linguistic security.
3.3 It
Students will be introduced from the start to the IT-based work. It plays a central role in English and is used in both teaching, homework and communication. It is also used in connection with information retrieval, just as it supports listening, speaking and literacy training.
3.4 Interaction with other subjects
English can interact with other subjects, to the extent that the organization allows it. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous evaluation
Student's oral and written skills are evaluated regularly with regard to skills, knowledge and effort. The evaluation should provide knowledge about the student's position in regard to the subject's goals and thus provide an overview of their own learning and contribute to the planning of the student's continued progression in the subject. The basis of the evaluation must be the academic objectives. Teaching is also evaluated on an ongoing basis in terms of content and planning in relation to the academic objectives. The evaluations can be conducted in oral or written form.
4.2 Types of test
There will be a written test in reading comprehension and an oral examination.
The written test in reading comprehension
Duration 1 hour. The task is centrally asked.
The oral examination
At the end of the training period producing student outline of their choice in one of the most read topics. The model must include a written element prepared by the student - for example, a photo collage with text boxes. The model shall be assessed by the teacher as suitable for use in the test. The student models delivered before the test and sent to the censor. The examination begins with the student card presents its source. Based on the presentation and the written element initiated a conversation between the candidate and the examiner.
The examination time is 20 minutes.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The written test in reading comprehension
For the test evaluated the student's reading comprehension.
One mark is given.
The oral examination
The emphasis candidate's ability to:


A) conversation in English
b) present his publisher
c) put into perspective his initial proposal to the studied subject.

Sample The model is not included in the assessment.
One mark is given.
Annex 15
avu Executive Order, in August 2009
English, level R
1. Identity and purpose
1.1 Identity
English is a færdighedsfag, a vidensfag and cultural skills. The course deals with English language, English-language cultures and global issues. The course covers the use of English language as a general means of communication in speaking and writing and knowledge of the subject material.
1.2 Purpose
The purpose of teaching English is to strengthen students' communicative competence so that they can understand spoken and written English and can express themselves orally and in writing. Upon completion of the course achieves participants further insight into the culture and society in English-speaking countries. Students thus strengthening their international understanding and understanding of their own culture. The teaching of the subject's different areas helps develop students' linguistic and cultural knowledge and awareness as well as their general learning skills.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:
Communication skills


A) understand spoken English in common situations of daily life and society
b) express themselves orally in a single and coherent language that allows conversation on familiar topics
c) formulate views and arguments
d) read and understand texts in everyday language in familiar topics
e) explain the content and views on well-known topics
f) presenting a prepared topic in a simple language
g) express themselves in writing in simple language in the context of a known issue


Language and language


H) express themselves orally and in writing in simple and understandable language
i) use synonyms or circumlocutions when vocabulary is not enough
j) master a vocabulary for general topics, which makes it possible to participate in a conversation in English
k) begin to align communication by recipient, purpose and content

Language acquisition


L) be aware of their own English language strengths and weaknesses
m) selecting listening, speaking and reading strategies in relation to the text type, situation and purpose
n) use of IT for information retrieval and communication
o) use dictionaries, grammar tables, spelling and similar linguistic tools

Cultural and social


P) use a basic knowledge of culture and society in English-speaking countries
q) be able to draw comparisons between English-speaking cultures, and culture.

2.2 Nuclear Substance
The core fabric is:


A) The importance of English grammar and orthography
b) Pronunciation and vocabulary
c) Communication strategies in general communication situations
d) Different types of fictional and nonfiktive texts on general and societal issues
e) Culture and society in English-speaking countries.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons. It includes texts and other expressions, which deals with the English-speaking world. The extent of additional substance is about 10 per cent. of training time.
3. Organization
3.1 Didactic principles
Work on language, text and culture are integrated so that the student is experiencing a clear correlation between the expression, substance and communication situation. We must work on listening, reading and communication strategies, and the emphasis is on the student's own language production, why teaching the greatest possible extent in English. Differentiated teaching is used as one of several methods to ensure each student's academic progress. The classes include innovative elements, such as a creative approach to communication and understanding of issues.
3.2 Work forms, including written work
The work is organized mainly through a number of topics based on the subject's core substance and in supplementary material. The teaching is organized with variation and progression in the choice of work, so the student acquires learning competence and independence in work. It focuses on work that develops student's communicative competence. The written text is like training a key competence in English as it enhances student's communication skills and linguistic security.
3.3 It
The student is introduced from the start to the IT-based work. It plays a central role in English and is also used in connection with information retrieval, just as it supports listening, speaking and literacy training.
3.4 Interaction with other subjects
English can interact with other subjects, to the extent that the organization allows it. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous evaluation
Student's oral and written skills are evaluated regularly with regard to skills, knowledge and effort. The evaluation should provide knowledge about the student's position in regard to the subject's goals and thus provide an overview of their own learning and contribute to the planning of the student's continued progression in the subject. The basis of the evaluation must be the academic objectives. Teaching is also evaluated on an ongoing basis in terms of content and planning in relation to the academic objectives. The evaluations can be conducted in oral or written form.
4.2 Technical documentation
The student prepares for training time a short oral presentation in English on a topic that relates to teaching. The topic chosen in consultation with the teacher. The student also prepares the training time is independently an outline in English to spread. The disposition delivered to the teacher. The presentation and outline the basis for a brief conversation in English with the teacher.
Annex 16
avu Executive Order, in August 2009
English, Level E
1. Identity and purpose
1.1 Identity

English is a færdighedsfag, a vidensfag and cultural skills. The course deals with English language, English-language cultures and global issues. The course covers the use of English language as a general means of communication in speaking and writing and knowledge of the subject material.
1.2 Purpose
The purpose of teaching English is to strengthen students' communicative competence so that they can understand spoken and written English and can express themselves orally and in writing. Upon completion of the course achieves participants further insight into the culture and society in English-speaking countries. Students thus strengthening their international understanding and understanding of their own culture. The teaching of the subject's different areas helps develop students' linguistic and cultural knowledge and awareness as well as their general learning skills.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:
Communication skills


A) understand spoken English on general topics
b) express themselves orally in a coherent language
c) participate directly in conversations about familiar topics
d) formulate views and arguments
e) read and understand texts in English on topics of general relevance
f) explain the content and views on well-known topics
g) comment on and deepen the views and opinions
h) present a prepared topic
i) express opinions and knowledge on a general topic in coherent writing
j) adjusting a written text to the recipient

Language and language


K) express themselves orally and in writing in a coherent language appropriate to the recipient, purpose and content
l) use synonyms or circumlocutions when vocabulary is not enough
m) master a vocabulary for general topics, which makes it possible to participate in a conversation in English
n) use of a comprehensive English

Language acquisition


O) be aware of how he or she best acquire English
p) select appropriate listening, speaking and reading strategies
q) use dictionaries, grammar tables, spelling and similar linguistic tools
r) use of IT for information retrieval and communication

Cultural and social


S) using a basic knowledge of culture and society in English-speaking countries
t) perspective texts to conditions in English-speaking countries and to their own culture in general subjects.

2.2 Nuclear Substance
The core fabric is:


A) The importance of English grammar and orthography
b) Pronunciation and vocabulary
c) Communication strategies
d) English as a global language of communication
e) Various recent texts
f) Central textual analysis basic concepts
g) Significant cultural and social conditions in English-speaking countries.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons. It includes texts and other expressions, which deals with the English-speaking world. The extent of additional substance is about 10 per cent. of training time.
3. Organization
3.1 Didactic principles
Work on language, text and culture are integrated so that the student is experiencing a clear correlation between the expression, substance and communication situation. We must work on listening, reading and communication strategies. The emphasis is on the student's own language production, why teaching the greatest possible extent in English. Differentiated teaching is used as one of several methods to ensure each student's academic progress. The classes include innovative elements, such as a creative approach to communication and understanding of issues.
3.2 Work forms, including written work
The work is organized mainly through a number of topics based on the subject's core substance and in supplementary material. The teaching is organized with variation and progression in the choice of work, so the student acquires learning competence and independence in work. It focuses on work that develops student's communicative competence. The written text is like training a key competence in English as it enhances student's communication skills and linguistic security.
3.3 It

The student is introduced from the start to the IT-based work. It plays a central role in English and is also used in connection with information retrieval, just as it supports listening, speaking and literacy training.
3.4 Interaction with other subjects
English can interact with other subjects, to the extent that the organization allows it. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous evaluation
Student The oral and written skills are evaluated regularly with regard to skills, knowledge and effort. The evaluation should provide knowledge about the student's position in regard to the subject's goals and thus provide an overview of their own learning and contribute to the planning of the student's continued progression in the subject. The basis of the evaluation must be the academic objectives. Teaching is also evaluated on an ongoing basis in terms of content and planning in relation to the academic objectives. The evaluations can be conducted in oral or written form.
4.2 Technical documentation
The student delivers 2 products written in English, which include can be a film / book review, letters / emails or responses by a teacher assigned task, written in training time. Products to be used for technical documentation should not have been assessed in education. The products are delivered to the teacher.
Annex 17
avu Executive Order, in August 2009
English, level D
1. Identity and purpose
1.1 Identity
English is a færdighedsfag, a vidensfag and cultural skills. The course deals with English language, English-language cultures and global issues. The course covers the use of English language as a general means of communication in speaking and writing and knowledge of the subject material.
1.2 Purpose
The purpose of teaching English is to strengthen students' communicative competence so that they can understand spoken and written English and can express themselves orally and in writing. Upon completion of the course achieves participants further insight into the culture and society in English-speaking countries. Students thus strengthening their international understanding and understanding of their own culture. The teaching of the subject's different areas helps develop students' linguistic and cultural knowledge and awareness as well as their general learning skills.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:
Communication skills


A) understand spoken English on general topics
b) express themselves orally in a coherent language
c) participate actively and directly in a conversation on familiar topics
d) formulate views and arguments
e) read and understand texts in English on topics of general relevance
f) explain the content and views on well-known topics
g) comment on and deepen the views and opinions
h) present a prepared topic from a written product
i) express opinions and knowledge on a general topic in coherent writing
j) adjusting a written text to the recipient

Language and language


K) express themselves orally and in writing in a coherent language appropriate to the recipient, purpose and content
l) use synonyms or circumlocutions when vocabulary is not enough
m) master a vocabulary for general topics, which makes it possible to participate in a conversation in English
n) use of a comprehensive English
o) recognize different types of texts

Language acquisition


P) be aware of how he or she best acquire English
q) select appropriate listening, speaking and reading strategies
r) select appropriate writing strategies and apply knowledge about the writing process stages
s) use of IT for information retrieval and communication
t) use dictionaries, grammar tables, spelling and similar linguistic tools

Cultural and social


U) use a basic knowledge of culture and society in English-speaking countries
v) perspective texts to conditions in English-speaking countries and to their own culture in general subjects.

2.2 Nuclear Substance
The core fabric is:


A) The importance of English grammar and orthography
b) Pronunciation and vocabulary
c) Communication strategies
d) English as a global language of communication
e) Various types of newer, fictional and nonfiktive texts
f) Text Analytic basic concepts

g) Significant cultural and social conditions in English-speaking countries.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons. It includes texts and other expressions, which deals with the English-speaking world. The extent of additional substance is about 10 per cent. of training time.
3. Organization
3.1 Didactic principles
Work on language, text and culture are integrated so that the student is experiencing a clear correlation between the expression, substance and communication situation. We must work on listening, reading and communication strategies. The emphasis is on the student's own language production, why training primarily conducted in English. Differentiated teaching is used as one of several methods to ensure each student's academic progress. The classes include innovative elements, such as a creative approach to communication and understanding of issues.
3.2 Work forms, including written work
The work is organized mainly through a number of topics based on the subject's core substance and in supplementary material. The teaching is organized with variation and progression in the choice of work, so the student obtains an overview of their own learning and independence in work. It focuses on work that develops student's communicative competence. The written text is like training a key competence in English as it enhances student's communication skills and linguistic security.
3.3 It
The student is introduced from the start to the IT-based work. It plays a central role in English and is also used in connection with information retrieval, just as it supports listening, speaking and literacy training.
3.4 Interaction with other subjects
English can interact with other subjects, to the extent that the organization allows it. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous evaluation
Student's oral and written skills are evaluated regularly with regard to skills, knowledge and effort. The evaluation should provide knowledge about the student's position in regard to the subject's goals and thus provide an overview of their own learning and contribute to the planning of the student's continued progression in the subject. The basis of the evaluation must be the academic objectives. Teaching is also evaluated on an ongoing basis in terms of content and planning in relation to the academic objectives. The evaluations can be conducted in oral or written form.
4.2 Types of test
There will be a written and an oral examination.
The written test
Duration is 4 hours. The problem set is centrally asked.
The oral examination
At the end of the teaching chooses the student under the guidance of the teacher a specific topic within one of the most read topics. Outside the training time looking examinee information on the defined topic and then produce an outline in English about One side of a paper on the sub-theme. The disposition shall be assessed by the teacher as suitable for use in the test.
For the test assigned examinee an unknown text of about 1-2 standard pages. The unknown text provided by the teacher, has a topic correlation with the self-selected topic. Disposition and unknown text sent to the censor.
The student prepares for 25 minutes on the unknown text. The examination begins with the candidate's brief in English in 5 minutes from the completed disposition. Examiners will then have the opportunity to ask clarifying questions. What follows is a conversation in English between the candidate and the examiner on the basis of the unknown text, which is put into perspective with other read texts that are relevant to the selected item. The examination time is 25 minutes.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The written test
The emphasis is on the student


A) mastery of the English language
b) text comprehension
c) proficiency in writing.

One mark is given.
The oral examination
The emphasis is on the student's ability in an understandable and coherent English to:


A) present his publisher
b) put into perspective his initial proposal to the studied topic and other relevant texts
c) participate actively and directly in a conversation
d) express views and arguments.


The student's disposition are not included in the assessment.
One mark is given.
Annex 18
avu Executive Order, in August 2009
French, basic
1. Identity and purpose
1.1 Identity
French is a færdighedsfag, a vidensfag and cultural skills. The course deals with the French language, culture and society in France and other French-speaking countries. Central to the course is the practical dimension, so that students will develop skills in using French as a universal means of communication in spoken and written French.
1.2 Purpose
The purpose of the teaching of French is that students acquire knowledge and skills that make them able to communicate orally and in writing in French. Upon completion of the course gain the students insight into the culture and society in France and other French-speaking countries, strengthening their intercultural awareness and understanding of their own culture. The training will also help to develop students' awareness of French language and usage and awareness of their own language acquisition. They also contribute teaching to the students to retain the desire to deal with the French language and culture.
2. Academic goals and academic content
2.1 Academic objectives
The instruction focuses on listening and speaking skills. The teaching will lead toward that students acquire knowledge and skills in the following areas in which they must be able to:
Communication skills


A) understand short, simple sentences and phrases associated with recognizable subjects
b) read and understand the essence of language very simple texts on recognizable themes
c) understand each selected audio and video media on recognizable themes
d) conversation via small dialogues in simple language about recognizable subjects
e) present the content of images of recognizable subjects
f) write words, phrases and simple sentences within recognizable subjects

Language and language


G) express themselves with a fairly intelligible pronunciation and intonation
h) maintain an adequate vocabulary of recognizable subjects
i) use single fixed terms and phrases
j) spell simple words and expressions
k) use simple sentence structure

Language acquisition


L) using simple and appropriate listening, speaking and reading strategies
m) recognize similarities in French and other languages ​​that the student knows
n) demonstrate a basic knowledge of the use of dictionaries and simple grammatical statements
o) use it for simple information retrieval and communication
p) use a practical-musical expression in connection with a presentation

Cultural and social


Q) know about the culture and living conditions in France and in French-speaking countries in selected and recognizable subjects
r) see individual differences and similarities between French and culture within selected topics
s) use the language as a means of communication with French speaking.

2.2 Nuclear Substance
The core fabric is:


A) Transparency of words in the work of similarities in French and other languages ​​that the student knows
b) Basic elements of French pronunciation and intonation
c) Knowledge of word classes that are relevant for a simple sentence structure
d) Simple sentence structure, including elements of basic French grammar
e) Basic vocabulary in selected topics
f) short simple texts on close and recognizable subjects
g) Simple communication strategies
h) French and Francophone culture and society in selected recognizable subjects.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance deepens the student's linguistic knowledge and awareness as well as perspectives on core substance themes to a broader understanding of French language and culture. The supplementary material consists of texts and other expressions, which deals with French-speaking countries.
3. Organization
3.1 Didactic principles

Tuition is based on a professional level without the knowledge of the French language and culture. The emphasis is on that working with the various disciplines experienced as a whole, focusing on the language of the application and the student's own language production, why teaching wherever possible place in French. The written dimension is included as support to the subject's other disciplines. Central to the lab, each student's academic progress. Therefore, differentiated teaching essential in the organization of teaching. The program teaches the student's creativity and ability to think outside the box.
3.2 Work forms, including written work
The focus is on work and job types that develops student's communicative skills and creative abilities. The work is organized mainly through various topics, and to ensure that the academic objectives integrated into this work. The written work is to support the oral dimension.
3.3 It
The student is introduced from the start to the IT-based work. It is used in conjunction with language learning, information and communication.
3.4 Interaction with other subjects
French can interact with other subjects, where appropriate and possible. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous evaluation
The academic goals are the basis for an ongoing evaluation of the student's oral standpoint. Student's professional skills continuously evaluated in terms of skills and knowledge in a forward-looking perspective. Inclusion of activities with evaluation forms in oral or written form interacts with individual guidance and learner self-assessment.
4.2 Technical documentation
The student prepares independently a glossary to a picture material on a topic that relates to teaching content. The glossary handed to the teacher who determines whether the material is suitable as technical documentation. The illustrations provided by the teacher, together with the glossary starting point for a short dialogue in French between teacher and student. Student's oral presentation must demonstrate proficiency to engage in a conversation about recognizable subjects.
Annex 19
avu Executive Order, in August 2009
French, level G
1. Identity and purpose
1.1 Identity
French is a færdighedsfag, a vidensfag and cultural skills. The course deals with the French language, culture and society in France and other French-speaking countries. Central to the course is the practical dimension, so that students will develop skills in using French as a universal means of communication in spoken and written French.
1.2 Purpose
The purpose of the teaching of French is that students acquire knowledge and skills that make them able to communicate orally and in writing in French. Upon completion of the course gain the students insight into the culture and society in France and other French-speaking countries, strengthening their intercultural awareness and understanding of their own culture. The training will also help to develop students' awareness of French language and usage and awareness of their own language acquisition. They also contribute teaching to the students to retain the desire to deal with the French language and culture.
2. Academic goals and academic content
2.1 Academic objectives
The instruction focuses on listening and reading fluency. The teaching will lead toward that students acquire knowledge and skills that enable them to:
Communication skills


A) understand the main points of single spoken French on close and familiar topics
b) read and understand the main contents of simple texts on close and familiar topics
c) understand the main contents of the selected audio and video media on close and familiar topics
d) conversation about simple everyday situations in the near and familiar topics
e) explain and tell in simple language in the near and familiar topics
f) presenting a prepared topic in a simple language in the near and familiar topics
g) perspective to other close and familiar topics
h) express themselves in writing in simple, understandable and coherent sentences

Language and language


I) express themselves with fairly intelligible pronunciation and intonation
j) use simple vocabulary in close and familiar topics
k) use appropriate fixed terms in the near and familiar topics
l) use a basic knowledge of the language Grammar

m) write simple, understandable and coherent sentences

Language acquisition


N) use appropriate listening and reading strategies
o) use appropriate communication strategies
p) use dictionaries and grammar guides
q) use of IT for information retrieval and communication
r) recognize similarities between French and other languages ​​that the student knows
s) using an incipient understanding of their own ability to acquire French
t) use a practical-musical expression in connection with a presentation

Cultural and social


U) know the culture and living conditions in France and French speaking countries in selected close and familiar topics
v) see differences and similarities between French and culture in selected close and familiar topics
w) use language as a means of communication with French speaking.

2.2 Nuclear Substance
The core fabric is:


A) Listening and conversation strategies
b) Basic French vocabulary
c) Pronunciation and intonation
d) Simple sentence structure, including basic French grammar and orthography
e) Knowledge of the similarities between French and other languages ​​that the student knows
f) French and Francophone culture and society in the near and familiar topics
g) Various types of texts on close and familiar topics.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance deepens the student's linguistic knowledge and awareness as well as perspectives on core substance themes to a broader understanding of French culture. The supplementary material consists of texts and other expressions, which deals with French-speaking countries.
3. Organization
3.1 Didactic principles
The emphasis is on that working with the various disciplines experienced as a whole, focusing on the language of the application and the student's own language production, why teaching wherever possible place in French. The written dimension is included as support to the subject's other disciplines. Central to the lab, each student's academic progress. Therefore, differentiated teaching essential in the organization of teaching. The program teaches the student's creativity and ability to think outside the box.
3.2 Work forms, including written work
The focus is on work and job types that develops student's communicative competence, independence and creativity. The work is organized mainly through various topics, and to ensure that the academic objectives integrated into this work. The written text is that training to develop and strengthen the written communication, it also supports reading, listening and speech training. Also addresses elements of the writing process stages.
3.3 It
It is part of the teaching of French as a support in reading, listening and speech training. The student uses basic word processing in connection with the written work as a tool in the writing process. It naturally in connection with information retrieval, language learning and communication.
3.4 Interaction with other subjects
French can interact with other subjects, where appropriate and possible. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous evaluation
The academic goals are the basis for an ongoing evaluation of the student's oral and written standpoint. Student's professional skills continuously evaluated in terms of skills and knowledge in a forward-looking perspective. Inclusion of activities with evaluation forms in oral or written form interacts with individual guidance and learner self-assessment.
4.2 Test form
There will be an oral exam.
Outside the training time producing student outline in the form of a picture collage in one of the most read topics. The model shall be assessed by the teacher as suitable for operation and sent to the censor. The student presents short model in French in relation to the chosen topic, and the presentation is followed by an in-depth interview in French on the subject where the student consults with relevant parts of the rest substance content. The examination time is 20 minutes.
Even Students
The self students submit to the institution 14 days before the exam outline - a picture collage in one of the most read topics.
4.3 Evaluation Criteria

The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The emphasis is on the examinee can:


A) present a model
b) conversation in French
c) perspective of the chosen topic.

Sample The model is not included in the assessment.
One mark is given.
Annex 20
avu Executive Order, in August 2009
French, level F
1. Identity and purpose
1.1 Identity
French is a færdighedsfag, a vidensfag and cultural skills. The course deals with the French language, culture and society in France and other French-speaking countries. Central to the course is the practical dimension, so that students will develop skills in using French as a universal means of communication in spoken and written French.
1.2 Purpose
The purpose of the teaching of French is that students acquire knowledge and skills that make them able to communicate orally and in writing in French. Upon completion of the course gain the students insight into the culture and society in France and other French-speaking countries, strengthening their intercultural awareness and understanding of their own culture. The training will also help to develop students' awareness of French language and usage and awareness of their own language acquisition. They also contribute teaching to the students to retain the desire to deal with the French language and culture.
2. Academic goals and academic content
2.1 Academic objectives
The training focuses on listening, reading and speaking skills. They also work with smaller written works, where the written support and supplement the oral expression. The teaching will lead toward that students acquire knowledge and skills that enable them to:
Communication skills


A) understand the main points of single spoken French on familiar topics
b) read and understand the main contents of different simple types of texts on familiar topics
c) understand the main contents of the selected audio and video media on familiar topics
d) conversation in simple language on familiar topics
e) refer in simple language in familiar topics
f) presenting a prepared topic in a simple language within a known issue
g) express themselves in writing in a simple, understandable and fairly coherent language about a familiar topic

Language and language


H) express themselves in a comprehensible pronunciation and intonation
i) use one central vocabulary within familiar topics
j) use frequently occurring phrases and fixed expressions
k) apply knowledge of language structure
l) write simple and fairly consistent on a familiar topic

Language acquisition


M) be aware of similarities between French and other languages ​​
n) apply the reading and communication strategies
o) use dictionaries and grammar guides
p) use it for information, language learning and communication
q) know their own language skills and actively involve them in learning
r) use a practical-musical expression in connection with a presentation

Cultural and social


S) apply knowledge of the culture and living conditions in France and French speaking countries in selected familiar topics
t) see differences and similarities between French and culture within familiar topics
u) use language as a means of communication with French speaking.

2.2 Nuclear Substance
The core fabric is:


A) Listening - and conversation strategies
b) Central vocabulary
c) Pronunciation and intonation
d) Simple sentence structure, including basic French grammar and orthography
e) French and Francophone culture and society within familiar topics
f) Different types fictive and nonfiktive texts on familiar topics.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance deepens the student's linguistic knowledge and awareness as well as perspectives on core substance themes to a broader understanding of French culture. The supplementary material consists of texts and other expressions, which deals with French-speaking countries.
3. Organization
3.1 Didactic principles

The emphasis is on that working with the various disciplines experienced as a whole, focusing on the language of the application and the student's own language production, why teaching wherever possible place in French. The written work is as a competence in French in order to strengthen the student's communicative ability and linguistic security. Central to the lab, each student's academic progress. Therefore, differentiated teaching essential in the organization of teaching. The program teaches the student's creativity and ability to think outside the box.
3.2 Work forms, including written work
The focus is on work and job types that develops student's communicative competence, independence and creativity. The work is organized mainly through various topics, and to ensure that the academic objectives integrated into this work. The written text is that training to develop and strengthen the written communication, it also supports reading, listening and speech training. Further work with writing stages of the process.
3.3 It
It is part of the teaching of French as a support in reading, listening and speech training. The student uses basic word processing in connection with the written work as a tool in the writing process. It naturally in connection with information retrieval, language learning and communication.
3.4 Interaction with other subjects
French can interact with other subjects, where appropriate and possible. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous evaluation
The academic goals are the basis for an ongoing evaluation of the student's oral and written standpoint. Student's professional skills continuously evaluated in terms of skills and knowledge in a forward-looking perspective. Inclusion of activities with evaluation forms in oral or written form interacts with individual guidance and learner self-assessment.
4.2 Technical documentation
The student selects a presentation material - a picture or an object on a topic that relates to teaching content. The student prepares independently get written presentation expression to the selected image or object. The presentation material handed to the teacher who determines whether the material is suitable as technical documentation. The student prepares a short presentation in French on the subject on the basis of the chosen material. The presentation is followed by a detailed conversation between student and teacher and possibly. fellow students. Student achievement must demonstrate proficiency in the presentation of a topic and skills needed to enter into a conversation on familiar topics.
Annex 21
avu Executive Order, in August 2009
French, level E
1. Identity and purpose
1.1 Identity
French is a færdighedsfag, a vidensfag and cultural skills. The course deals with the French language, culture and society in France and other French-speaking countries. Central to the course is the practical dimension, so that students will develop skills in using French as a universal means of communication in spoken and written French.
1.2 Purpose
The purpose of the teaching of French is that students acquire knowledge and skills that make them able to communicate orally and in writing in French. Upon completion of the course gain the students insight into the culture and society in France and other French-speaking countries, strengthening their intercultural awareness and understanding of their own culture. The training will also help to develop students' awareness of French language and usage and awareness of their own language acquisition. They also contribute teaching to the students to retain the desire to deal with the French language and culture.
2. Academic goals and academic content
2.1 Academic objectives
The instruction focuses on listening and reading fluency. In addition, work continues on the written language production support and supplement the oral expression. The teaching will lead toward that students acquire knowledge and skills that enable them to:
Communication skills


A) understand simple spoken French on familiar topics
b) read and understand different types of texts on familiar topics
c) understand the relevant audio and video media on familiar topics
d) conversation in simple language on familiar topics
e) refer in simple language in familiar topics
f) formulate their own views and arguments
g) to provide a prepared workpiece

h) express themselves in writing in a simple, understandable and fairly coherent language about a familiar topic

Language and language


I) express themselves with a pronunciation and intonation that make the language clear and understandable
j) use a central vocabulary within familiar topics
k) use frequently occurring phrases and fixed expressions
l) apply knowledge of language structure
m) use an understandable French
n) writing about a familiar topic in a simple, understandable and fairly coherent form

Language acquisition


O) apply knowledge of listening, reading and communication strategies
p) use knowledge of the writing process stages
q) using ICT and media opportunities associated with information retrieval, communication and text production
r) use dictionaries and grammatical overviews appropriate
s) know their own language skills and actively involve them in learning
t) use a practical-musical expression in connection with a presentation

Cultural and social


U) apply knowledge of culture and society in France and French speaking countries within familiar topics
v) see differences and similarities between French and culture within familiar topics
w) use language as a means of communication with French speaking.

2.2 Nuclear Substance
The core fabric is:


A) Communication strategies
b) Pronunciation and intonation
c) Central vocabulary
d) Central syntactic structures, including grammar and orthography
e) French and Francophone culture and society within familiar topics
f) Different types fictive and nonfiktive texts on familiar topics.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance deepens the student's linguistic knowledge and awareness as well as perspectives on core substance themes to a broader understanding of French culture. The supplementary material consists of texts and other expressions, which deals with French-speaking countries.
3. Organization
3.1 Didactic principles
The emphasis is on that working with the various disciplines experienced as a whole, focusing on the language of the application and the student's own language production, why teaching wherever possible place in French. The written work is an important competence in French, as it strengthens the student's communication skills and linguistic security. Central to the lab, each student's academic progress. Therefore, differentiated teaching essential in the organization of teaching. The program teaches the student's creativity and ability to think outside the box.
3.2 Work forms, including written work
The focus is on work and job types that develop students' communicative competence, independence and creativity. The work is organized mainly through various topics, and to ensure that the academic objectives integrated into this work. The written text is that training to develop written communication, it also supports reading, listening and speech training. Further work with writing stages of the process.
3.3 It
It is part of the teaching of French as a support in reading, listening and speech training. The student uses basic word processing in connection with the written work as a tool in the writing process. It naturally in connection with information retrieval, language learning and communication.
3.4 Interaction with other subjects
French can interact with other subjects, where appropriate and possible. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous evaluation
The academic goals are the basis for an ongoing evaluation of the student's oral and written standpoint. Student's professional skills continuously evaluated in terms of skills and knowledge in a forward-looking perspective. Inclusion of activities with evaluation forms in oral or written form interacts with individual guidance and learner self-assessment.
4.2 Technical Documentation

The student prepares independently a predisposition to a topic that relates to teaching content. The disposition delivered to the teacher who assesses whether it is such as technical documentation. The student prepares based on the disposition a presentation in French on the chosen topic. The presentation is followed by a detailed conversation between student and teacher and possibly. fellow students. Student performance is evaluated by the teacher in a conversation with the participant. Student achievement must demonstrate proficiency in the presentation of a topic and skills needed to enter into a conversation on familiar topics.
Annex 22
avu Executive Order, in August 2009
French, level D
1. Identity and purpose
1.1 Identity
French is a færdighedsfag, a vidensfag and cultural skills. The course deals with the French language, culture and society in France and other French-speaking countries. Central to the course is the practical dimension, so that students will develop skills in using French as a universal means of communication in spoken and written French.
1.2 Purpose
The purpose of the teaching of French is that students acquire knowledge and skills that make them able to communicate orally and in writing in French. Upon completion of the course gain the students insight into the culture and society in France and other French-speaking countries, strengthening their intercultural awareness and understanding of their own culture.
The training will also help to develop students' awareness of French language and usage and awareness of their own language acquisition. They also contribute teaching to the students to retain the desire to deal with the French language and culture.
2. Academic goals and academic content
2.1 Academic objectives
The training focuses on listening, reading and speaking skills while working with the written dimension expanded. The teaching will lead toward that students have acquired knowledge and skills that enable them to:
Communication skills


A) understand simple spoken French on selected general topics
b) read and understand different types of texts in selected general topics
c) understand the content of audio and visual media in selected general topics
d) participate actively in a conversation within selected general topics
e) present and explain a prepared topic
f) perspective to other familiar topics
g) comment on and deepen own views and attitudes
h) express themselves in writing in a simple, understandable and consistent language about selected general topics appropriate reader and purpose

Language and language


I) express themselves with a pronunciation and intonation that make the language clear and understandable
j) express themselves orally and in writing in simple, understandable and coherent language within selected general topics
k) use frequent stock phrases and idiomatic expressions
l) apply the basic principles of language structure
m) write in a simple, understandable and consistent language about general topics appropriate reader and purpose

Language acquisition


N) apply knowledge of listening, reading and communication strategies
o) choose appropriate write strategies
p) use dictionaries, grammatical overviews as well as spelling and grammar
q) using ICT and media opportunities associated with information retrieval, communication and text production
r) know their own language skills and actively involve them in learning
s) know about learning strategies to know how best to acquire the French language in an appropriate way
t) use a practical-musical expression in connection with a presentation

Cultural and social


U) apply knowledge of culture and society in France and French speaking countries in selected general topics
v) see differences and similarities between French and culture within selected general topics
w) use language as a means of communication with French speaking.

2.2 Nuclear Substance
The core fabric is:


A) Communication strategies
b) Pronunciation and intonation
c) Central syntactic structures, including grammar and orthography
d) Central vocabulary
e) Various types of fictional and nonfiktive texts on selected general topics
f) French and Francophone culture and society within selected general topics.

2.3 Additional substance

It will not be possible to meet the academic objectives on the basis of the core substance alone the additional substance deepens the student's linguistic knowledge and awareness as well as perspectives on core substance themes to a broader understanding of French culture. The supplementary material consists of texts and other expressions, which deals with French-speaking countries.
3. Organization
3.1 Didactic principles
The emphasis is on that working with the various disciplines experienced as a whole, focusing on the language of the application and the student's own language production, why education as much as possible is done in French. The written work is an important competence in French, as it strengthens the student's communication skills and linguistic security. Central to the lab, each student's academic progress. Therefore, differentiated teaching essential in the organization of teaching. The program teaches the student's creativity and ability to think outside the box.
3.2 Work forms, including written work
The focus is on work and job types that develop students' communicative competence, independence and creativity. The work is organized mainly through various topics, and to ensure that the academic objectives integrated into this work. The written text is in the development of writing skills, it also supports reading, listening and speech training. Further work with writing stages of the process.
3.3 It
It is part of the teaching of French as a support in reading, listening and speech training. The student uses basic word processing in connection with the written work as a tool in the writing process. It naturally in connection with information retrieval, language learning and communication.
3.4. Interaction with other disciplines
French can interact with other subjects, where appropriate and possible. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous evaluation
The academic goals are the basis for an ongoing evaluation of the student's oral and written standpoint. Student's professional skills continuously evaluated in terms of skills and knowledge in a forward-looking perspective. Inclusion of activities with evaluation forms in oral or written form interacts with individual guidance and learner self-assessment.
4.2 Types of test
There will be a written test and an oral examination.
The written test
Test duration is 3 hours. The problem set is made centrally.
The oral examination
Before the test prepares the student an outline in French about a selected topic that has been worked on in class. The disposition, which is of about ½ page, must be assessed by the teacher as suitable for use in the test. For the test assigned examinee an unknown text of about 1 standard page that has topic correlation with the self-selected topic. The unknown text provided by the teacher, submitted with the student's disposition to censor.
The student is preparing for the unknown text in 20 minutes. Then the candidate presents the main content of the unknown text in French, the examiner may ask clarifying questions. Then continue the student with a short presentation of its chosen topic in French on the basis of the outline and ends with a short depth interview in French on the subject between examinee and examiner. The same unknown sample material must not be used by 3 examinations on the same day.
Preparation time is 20 minutes and the examination time is 20 minutes.
Even Students
The self students submit to the institution 14 days prior to the examination of a disposition of a selected topic that has been worked on in class. The disposition must be determined by the institution as suitable for use in the test.
4.3 Evaluation Criteria
In both the written and oral test is judged to what extent the student's performance meet the academic goals set forth in section. 2.1.
The written test
The emphasis is on the examinee can


A) express themselves in writing in an understandable and coherent language on general topics
b) use correct spelling in a general vocabulary
c) understand the content of a text outline.

One mark is given.
The oral examination
The emphasis is on the student to an understandable and coherent French can


A) present a model
b) participate actively in a conversation
c) express their own views and arguments

d) perspective as models for the selected item.

The student sample models are not included in the assessment.
One mark is given.
Annex 23
avu Executive Order, in August 2009
History D
1. Identity and purpose
1.1 Identity
History is a kundskabsfag dealing with events, trends and relationships in the history of Denmark. Where appropriate, the involvement of a local, European and / or global perspective.
1.2 Purpose
The purpose of the course is that the student becomes aware of the Danish social and cultural life and the developments that have shaped society. It is essential that the student acquire knowledge about how people lived together and learn to interpret tracks the historical process has left. Education shall strengthen the student's ability and interest in using historical knowledge as the basis for understanding contemporary society.
2. Academic goals and academic content
2.1 Academic objectives
The goal of the course is that the student:


A) can account for significant trends and key events and institutions in Denmark's history
b) can demonstrate chronological overview
c) obtains knowledge of the interplay between nature, individual and society in a historical context
d) Be critical and nuanced to a historic production
e) may use historical knowledge in present perspective
f) create an overview of a substance, structure and communicate it in a coherent way.

2.2 Nuclear Substance
The core fabric is Danish history:


A) Chronological overview
b) Continuity and rupture
c) Social Structure and governance
d) Living conditions in interaction with culture and nature
e) Cultural heritage and identity
f) Local, European and global perspective
g) The little story of the great.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons.
3. Organization
3.1 Didactic principles
Work with content defined process that integrates experience, knowledge acquisition, skill learning and context understanding in such a way that the substance be seen in a larger context. Historical perspective is an important element in the subject. Some courses are based on a problem, others have a more summary nature. The teaching is organized so that content and historical contexts appear vibrant and relevant for students who are involved in the choice of fabric, issues and work methods. Different types of material form the basis for the work of the core material and supplementary material.
3.2 Work methods
The working method is an integral part of the teaching content and organization and depends on the objectives and course content. The curriculum includes objectives that require specific work such as reading, conversation, discussion and preparation of written proposals as the basis for presentation. It is essential that the participant is actively working, experimenting with and trained to work with the academic content.
3.3 It
It incorporated where appropriate and where it can support and enhance the student's learning and professional level. The student must be able to seek substance and a critical and nuanced to it.
3.4 Interaction with other subjects
Where appropriate and possible, teaching can be organized in cooperation with other subjects.
4. Evaluation
4.1 Continuous evaluation
The teacher establishes an ongoing evaluation in relation to the academic objectives. The evaluation shall reflect the student's abilities in relation to objectives and help to shape the student's further work on the subject. Visibility and clarity about the goals of instruction strengthens the student's perception of the subject's identity and purpose of education.
4.2 Sample
There will be an oral exam.
Towards the end of the training period selects the examinee a period or a subject that is based on the substance worked with in class. Finder teacher time section or topic suitable, handed related an unknown material which may be a picture, a map, an object or a short text. The student draws up outside the training time a written paper on the topic. The written brief containing issues, disposition and literature, together with the materials provided the basis for examination, to be handed to the teacher and examiner prior to the test.

The student keeps on the basis of the written presentation an oral presentation of no more than 1/3 of the exam. Then forms the examination as a professional conversation about the issues the candidate appointed. The examination time is 25 minutes. There given examinee 25 minutes of preparation to prepare the material, including the written paper, cards, photos, blackboard or otherwise.
Even Students
The independent student chooses a basis for the sample and deliver it to the institution. Is the foundation suitable, handed over an unknown material, then even students will prepare and deliver a written presentation.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the student's performance lives up to the academic goals set forth in section. 2.1.
In the assessment emphasized that the student can:


A) demonstrate chronological understanding
b) produce the essence of the work on the selected period or the selected item in a clear and understandable manner
c) interpret events and trends involving academic arguments.

The student's written presentations are not included in the assessment.
One mark is given.
Annex 24
avu Executive Order, in August 2009
Mathematics, basic
1. Identity and purpose
1.1 Identity
In mathematics basis, work with the understanding of the science concepts in the center. The insight gained is used in so many different everyday situations, the concepts become operational. Avu-mathematics is characterized by being a language that can examine and describe the relationships between the concrete and the abstract world. The course builds on numeracy and reasoning and include a variety of methods to solve general mathematical problems.
1.2 Purpose
The teaching at the basic level to develop students' math skills to follow the teaching of mathematics at higher levels. The aim is to give students the opportunity to improve their numeracy, conceptual understanding and numeracy skills so they are better able to actively use mathematics in everyday life. Education shall promote understanding, insight, creativity and critical thinking.
2. Academic goals and academic content
2.1 Academic objectives
Teaching goal is that the student can:


A) understand the figures buildup in position system and multiply and divide by a multiple of 10
b) understand the four basic arithmetical operations and select appropriate solution methods and tools for aritmetikopgaver
c) use of estimations bill to estimate a result's order
d) understand brøkbegrebet and calculate a fraction of a whole
e) understand the concept of percentage, calculate percentages and a percentage and subtract a percentage from
f) understand the connection between fractions, decimals and percentages and convert between these
g) translate between common units for length, weight and volume
h) knowing the characteristics of simple geometric shapes and describe everyday things using the geometric language
i) use calculators technical aids.

2.2 Nuclear Substance
The core fabric is:
Numbers and algebra


A) Position System
b) The 4 arithmetic in the rational numbers
c) Brøkbegrebet
d) Percentage concept
e) Design of devices
f) Geometric shapes

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons. The supplementary material includes reading tables and charts and items from everyday life, which puts into perspective the numbers and algebra.
3. Organization
3.1 Didactic principles
Tuition is based on students' everyday lives and their current numerical and conceptual understanding. The academic content is limited. Work carefully with the understanding of the individual scientific concepts. I worked used many different activities, concrete materials, different artwork and different symbols. Work consciously with the linguistic dimension of mathematics and their application to different contexts in our everyday lives. In this phase of the academic work is opgaveparadigmet put aside in favor of working with a thorough understanding of the concepts.

Once acquired a greater knowledge and understanding of a concept, the concept many times in many different everyday situations and in many different ways to achieve routine and safety at work.
This is not to become skilled at figuring large amounts of one because of one's tasks, but to achieve a routine:


A) to assess problems in many everyday situations
b) selecting the right solution strategies
c) to perform the required calculations in appropriate ways.

In working with regnealgoritmerne is based on the student's own right methods. The emphasis is on the student experience the existence of several different methods. In the teaching to assess when it is appropriate to perform calculations as mental arithmetic, and when advantageously can be used rain technical aids. The teaching is organized so that work on the mathematical language has a prominent place. The instruction includes solution strategies sprogliggør the mathematical problems to help understanding the issue.
3.2 Work forms, including written work
In teaching used a variety of work, so student here experienced professional concepts in different ways. There used to a very large extent of work, so the student can actively investigate and work with the academic material. Couples and group work is often used as the language of mathematical information and solution strategies trained.
3.3 It
The teaching is organized so that the use of ICT is integrated into teaching to the extent that it is estimated to increase talforståelsen, conceptual understanding and numeracy.
3.4 Interaction with other subjects
The course can interact with other disciplines with the aim of organizing professional courses, which includes the use of mathematics. Also in interdisciplinary work, the professional objectives safeguarded.
4. Evaluation
4.1 Continuous evaluation
The teacher and the student continuously evaluate teaching methods, content and student's learning and academic progress. As part of the ongoing evaluation prepares the student a portfolio. The evaluation is based on the academic requirements of teaching explicit for the student.
4.2 Technical documentation
At the end of the course the student answers a set of tasks in math skills. The tasks should provide an opportunity to evaluate the student's skills in the position system, the four basic arithmetical brøkbegrebet, percentage concept and bill of units.
Annex 25
avu Executive Order, in August 2009
Mathematics, level G
1. Identity and purpose
1.1 Identity
In avu math work with practical and application-oriented topics from everyday life and society through modeling and problem solving. Avu-mathematics is characterized by being a language that can examine and describe the relationships between the concrete and the abstract world. The course builds on numeracy and reasoning and include a variety of methods to solve general mathematical problems.
1.2 Purpose
On the basis of specific knowledge and practical skills the students should develop skills so they can ask and answer in, with and about mathematics and can handle mathematical language and tools. Education shall promote understanding, insight, creativity and critical thinking. The student must recognize mathematical possibilities and limitations that description means and decision making.
2. Academic goals and academic content
2.1 Academic objectives
Using the few professional mathematics and simple mathematical techniques, the trainee must be able to:


A) define, solve and evaluate simple mathematical problems from everyday life, open as well as closed
b) analyze, interpret and critically evaluate existing simple models and perform active modeling that incorporates features from everyday life
c) devise, monitor and assess simple mathematical reasoning, including understanding the meaning of a counterexample
d) decode, translate, process and utilize simple symbolic statements and expressions including simple formulas
e) familiarize themselves with and interpret not complicated mathematical statements and to express themselves in writing, verbally and visually on mathematical matters.

2.2 Nuclear Substance
The core fabric is:
Numbers and algebra


A) The 4 arithmetic in the rational numbers
b) Percent calculation
c) Powers, square and cube roots
d) Reduction of simple letter expression

e) Parentheses Rules
f) Solving simple equations
g) Estimate reckoning.

geometry


A) Revenue between devices
b) Area Calculation of simple shapes
c) Volume Calculation of simple spatial figures
d) Scale
e) Density
f) Pythagorean theorem
g) Constructions.

features


A) Variable concept
b) Function concept
c) The coordinate
d) Linear features.

Statistics


A) Simple descriptive statistics for specific observations and grouped observations, including tables, charts, graphs and average.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons. The additional material can include items from everyday life, which puts into perspective for working with numbers and algebra, geometry, functions and statistics.
3. Organization
3.1 Didactic principles
The teaching is organized in order to promote students' development of mathematical skills in problem solving, reasoning, modeling, symbol processing and communications. These skills the student must develop through close contact and employment with a wide range of very different specific mathematical substance.
This is done by:


A) the power to be exercised with respect to a given substance, i.e., comes into play and reflected in dealing with this matter, and
b) the power developed, i.e., created or consolidated, the handling of a given substance.

In working with the skills and mathematical substance, it is therefore important to focus on the exercise of powers in selected subject areas. A method of fusion of this matrix is ​​a structure in which 5 represents powers the rows, and the mathematical areas of material constituting the columns:





Subject areas /
skills


Numbers and algebra


geometry


features


Statistics


Additional substance



Problem Treatment








reasoning








modeling








Symbol Treatment








communication









In this structure must take a specific position on the specific interaction between the performers subject matter and the competence of the individual cell. The nature of this interaction may vary from cell to cell, depending on whether the focus is on fabric area and / or competence. The structure must be decided what content should be in which cells in the matrix. There will not necessarily be the content of all cells, but at least one cell in each row and each column must be in play.
The development of the student's skills must be made using many different activities, concrete materials, different artwork and different symbols. The development should also be done by the student independently handles mathematical problems and tasks independently select, interpret, process and assess mathematical problems, not only by hearing and reading about them or perform context-independent drill.

Student's mathematical understanding be promoted through simulation and experimental approach to problems and tasks and work with conceptual understanding and mathematics as a language must have a prominent place. Emphasis in the teaching emphasis on mathematics application. The student must see how the same mathematical methods can be used on different phenomena from everyday life.
The teaching is organized with progression in working methods and subject content, while basic skills and general knowledge is retained by being regularly taken up.
3.2 Work forms, including written work
In teaching used a variety of different activities and work that collectively develops student's overall math skills profile. Much of the instruction is designed doctor on the basis of everyday life. There used to a very large extent of work, so the student can actively investigate and work with the academic material. Couples and group work is often used as the language of mathematical information and solution strategies trained. Student The written, oral or visual presentation of results included in the teaching. Working with IT-based solutions of the tasks to be included in teaching.
3.3 It
The teaching is organized so that it is integrated as a natural and necessary aid in student's work on the development of mathematical skills. It is used where the problem can advantageously be solved by the use of IT tools.
3.4 Interaction with other subjects
The course can interact with other disciplines with the aim of organizing professional courses, which includes the use of mathematics. Also in interdisciplinary work, the professional objectives safeguarded.
4. Evaluation
4.1 Continuous evaluation
The evaluation is based on the academic requirements of teaching explicit for the student. The teacher and the student continuously evaluate teaching methods and content. As part of the ongoing evaluation prepares the student a portfolio Student learning and academic progress evaluated include on the basis of the portfolio contents.
4.2 Sample
There will be a combined written and oral examination.
The combined written and oral examination
The test is based on a task, based on examples from everyday life, which translates into mathematical problems. The task to give the student the opportunity through problem solving and modeling using reasoning and symbol processing to be able to demonstrate knowledge and skills related to mathematics and use.
The tasks should collectively cover the academic content. The assignments are produced by the teacher and assigned by lot.
While examinees are working, talking examiners with each candidate. The talks are based on the task mathematical problems. Between talks working student writing task. The use of IT is included in the work assignment for the individual candidate. Other issues related to the academic content can be included in the talks.
The sample is organized so 3-4 examinees working simultaneously and carry out the test within 2 hours.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The combined written and oral examination
The emphasis is on the examinee can:


A) selecting appropriate methods and apply them to solve problems submitted
b) present a method for solving a mathematical problem
c) build models and discuss the range of available mathematical models
d) perform simple mathematical reasoning
e) apply mathematical symbol language and mathematical concepts.

It is also important that the student can use the calculator and IT tools appropriate.
One mark is given.
Annex 26
avu Executive Order, in August 2009
Mathematics, level F
1. Identity and purpose
1.1 Identity
In avu math work with practical and application-oriented topics from everyday life and society through modeling and problem solving. Avu-mathematics is characterized by being a language that can examine and describe the relationships between the concrete and the abstract world. The course builds on numeracy and reasoning and include a variety of methods to solve general mathematical problems.
1.2 Purpose

On the basis of specific knowledge and practical skills the students should develop skills so they can ask and answer in, with and about mathematics and can handle mathematical language and tools. Education shall promote understanding, insight, creativity and critical thinking. The student must recognize mathematical possibilities and limitations that description means and decision making.
2. Academic goals and academic content
2.1 Academic objectives
Using a portion of professional mathematics and simple mathematical techniques, the trainee must be able to:


A) define, solve and evaluate more complicated math problems from everyday life and society, open as well as closed
b) analyze, interpret and critically evaluate existing models and perform active modeling that incorporates features from everyday life
c) devise, monitor and assess the more complicated mathematical reasoning, including understanding the meaning of a counterexample
d) decode, translate, process and utilize a little more complicated symbolic statements and expressions, including simple formulas
e) familiarize themselves with and interpret mathematical statements and to express themselves in writing, verbally and visually with a certain academic precision about mathematical matters.

2.2 Nuclear Substance
The core fabric is:
Numbers and algebra


A) The 4 arithmetic in the rational numbers
b) Percent calculation
c) Powers and roots.

geometry


A) Revenue between devices
b) Area Calculation of composite figures
c) Volume Calculation of more complicated spatial shapes
d) Scale and similitude
e) Constructions
f) Trigonometric calculations in right-angled triangles

features


A) Variable concept
b) Function concept
c) Straight forward and inverse.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons. The additional fabric cover issues into perspective for working with numbers and algebra, functions and geometry.
3. Organization
3.1 Didactic principles
The teaching is organized in order to promote students' development of mathematical skills in problem solving, reasoning, modeling, symbol processing and communications. These skills the student must develop through close contact and employment with a wide range of very different specific mathematical substance.
This is done by


A) the power to be exercised with respect to a given substance, i.e., comes into play and reflected in dealing with this matter, as well
b) the power developed, i.e., created or consolidated, the handling of a given substance.

In working with the skills and mathematical substance, it is therefore important to focus on the exercise of powers in selected subject areas. A method of fusion of this matrix is ​​a structure in which 5 represents powers the rows, and the mathematical areas of material constituting the columns:





Subject areas /
skills


Numbers and algebra


geometry


features


Additional substance



Problem Treatment







reasoning







modeling







Symbol Treatment







communication









In this structure must take a specific position on the specific interaction between the performers subject matter and the competence of the individual cell. The nature of this interaction may vary from cell to cell, depending on whether the focus is on fabric area and / or competence. The structure must be decided what content should be in which cells in the matrix. There will not necessarily be the content of all cells, but at least one cell in each row and each column must be in play.
The development of the student's skills must be made using many different activities, concrete materials, different artwork and different symbols. The development should also be done by the student independently handles mathematical problems and tasks independently select, interpret, process and assess mathematical problems, not only by hearing and reading about them or perform context-independent drill.
Student's mathematical understanding be promoted through simulation and experimental approach to problems and tasks and work with conceptual understanding and mathematics as a language must have a prominent place.
Emphasis in the teaching emphasis on mathematics application. The student must see how the same mathematical methods can be used on different phenomena from everyday life and society.
The teaching is organized with progression in work methods and academic content simultaneously with the basic skills and general knowledge is retained by being regularly taken up.
3.2 Work forms, including written work
In teaching used a variety of different activities and work that collectively develops student's overall math skills profile. Much of the instruction is designed doctor based on everyday life and society. There used to a very large extent of work, so the student can actively investigate and work with the academic material. Couples and group work is often used as the language of mathematical information and solution strategies trained.
Student The written, oral or visual presentation of results included in the teaching. Working with IT-based solutions of the tasks to be included in teaching.
3.3 It
The teaching is organized so that it is integrated as a natural and necessary tool in the students' work on the development of mathematical skills. It is used where the problem can advantageously be solved by use of an IT tool.
3.4 Interaction with other subjects
The course can interact with other disciplines with the aim of organizing professional courses, which includes the use of mathematics. Also in interdisciplinary work, the professional objectives safeguarded.
4. Evaluation
4.1 Continuous evaluation
The evaluation is based on the academic requirements of teaching explicit for the student.
The teacher and the student continuously evaluate teaching methods and content. As part of the ongoing evaluation prepares the student a portfolio. Student learning and academic progress evaluated include on the basis of the portfolio contents.
4.2 Technical documentation
In the training period prepares students individually or in groups synopsis. The teacher puts one or more mathematical problems related to everyday life or society as a starting point for the work. At the end of the course presents the learner work with problem area. The presentation will demonstrate whether the trainee in relation to the academic goals can:


- Solve math problems with appropriate methods
- Use mathematical models
- Presenting approaches to solving the problem area.
Annex 27
avu Executive Order, in August 2009
Mathematics, level E
1. Identity and purpose
1.1 Identity
In avu math work with practical and application-oriented topics from everyday life and society through modeling and problem solving. Avu-mathematics is characterized by being a language that can examine and describe the relationships between the concrete and the abstract world. The course builds on numeracy and reasoning and include a variety of methods to solve general mathematical problems.
1.2 Purpose

On the basis of specific knowledge and practical skills the students should develop skills so they can ask and answer in, with and about mathematics and can handle mathematical language and tools. Education shall promote understanding, insight, creativity and critical thinking. The student must recognize mathematical possibilities and limitations that description means and decision making.
2. Academic goals and academic content
2.1 Academic objectives
When using multiple academic mathematics and slightly more advanced mathematical techniques, the trainee must be able to:


A) define, solve and evaluate more complicated math problems from everyday life and society, open as well as closed
b) analyze, interpret and critically evaluate existing models and perform active modeling that incorporates features from everyday life and society
c) devise, monitor and assess mathematical reasoning, including understanding the meaning of a counterexample
d) decode, translate, process and utilize symbolic statements and expressions including formulas
e) familiarize themselves with and interpret mathematical statements and to express themselves in writing, verbally and visually with a certain academic precision about mathematical matters.

2.2 Nuclear Substance
The core fabric is:
Numbers and algebra


A) The 4 arithmetic in the rational numbers
b) Percent calculation
c) Sequences.

features


A) Variable concept
b) Function concept
c) Linear features, graphical solution of two equations with two unknowns.

Statistics


A) Descriptive statistics in individual and grouped observations, including tables, charts, graphs, average, indexed and box plot.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons. The supplementary material includes combinatorics and probability and issues into perspective for working with numbers and algebra, functions and statistics.
3. Organization
3.1 Didactic principles
The teaching is organized in order to promote students' development of mathematical skills in problem solving, reasoning, modeling, symbol processing and communications. These skills the student must develop through close contact and employment with a wide range of very different specific mathematical substance. This takes place in that:


A) the power to be exercised with respect to a given substance, i.e., comes into play and reflected in dealing with this matter, as well
b) the power developed, i.e., created or consolidated, the handling of a given substance.

In working with the skills and mathematical substance, it is therefore important to focus on the exercise of powers in selected subject areas. A method of fusion of this matrix is ​​a structure in which 5 represents powers the rows, and the mathematical areas of material constituting the columns:





Subject areas /
skills


Numbers and algebra


features


Statistics


Additional substance



Problem Treatment







reasoning







modeling







Symbol Treatment







communication









In this structure must take a specific position on the specific interaction between the performers subject matter and the competence of the individual cell. The nature of this interaction may vary from cell to cell, depending on whether the focus is on fabric area and / or competence. The structure must be decided what content should be in which cells in the matrix. There will not necessarily be the content of all cells, but at least one cell in each row and each column must be in play.
The development of the student's skills must be made using many different activities, concrete materials, different artwork and different symbols. The development should also be done by the student independently handles mathematical problems and tasks independently select, interpret, process and assess mathematical problems, not only by hearing and reading about them or perform context-independent drill.
Student's mathematical understanding be promoted through simulation and experimental approach to problems and tasks and work with conceptual understanding and mathematics as a language must have a prominent place. Emphasis in the teaching emphasis on mathematics application. The student must see how the same mathematical methods can be used on different phenomena from everyday life and society.
The teaching is organized with progression in working methods and subject content, while basic skills and general knowledge is retained by being regularly taken up.
3.2 Work forms, including written work
In teaching used a variety of different activities and work that collectively develops student's overall math skills profile. Much of the teaching is organized on the basis of everyday life and society. There used to a very large extent of work, so the student can actively investigate and work with the academic material. Couples and group work is often used as the language of mathematical information and solution strategies trained.
Student The written, oral or visual presentation of results included in the teaching. Working with IT-based solutions of the tasks to be included in teaching.
3.3 It
The teaching is organized so that it is integrated as a natural and necessary aid in student's work on the development of mathematical skills. It is used where the problem can advantageously be solved by use of an IT tool.
3.4 Interaction with other subjects
The course can interact with other disciplines with the aim of organizing professional courses, which includes the use of mathematics. Also in interdisciplinary work, the professional objectives safeguarded.
4. Evaluation
4.1 Continuous evaluation
The evaluation is based on the academic requirements of teaching explicit for the student. The teacher and the student continuously evaluate teaching methods and content. As part of the ongoing evaluation prepares the student a portfolio. Student learning and academic progress evaluated include on the basis of the portfolio contents.
4.2 Technical documentation
In the training period prepares students individually or in groups synopsis. The student chooses in consultation with the teacher a problem area from everyday life or social life. The teacher then puts one or more mathematical problems related to the subject as a starting point for the work. At the end of the course presents the learner work with problem area. The presentation will demonstrate the student in relation to the academic goals can:


- Solve math problems with appropriate methods
- Use mathematical models
- Presenting approaches to solving the problem area.
Annex 28
avu Executive Order, in August 2009
Mathematics, level D
1. Identity and purpose
1.1 Identity
In avu math work with practical and application-oriented topics from everyday life and society through modeling and problem solving. Avu-mathematics is characterized by being a language that can examine and describe the relationships between the concrete and the abstract world. The course builds on numeracy and reasoning and include a variety of methods to solve general mathematical problems.
1.2 Purpose

On the basis of specific knowledge and practical skills the students should develop skills so they can ask and answer in, with and about mathematics and can handle mathematical language and tools. Education shall promote understanding, insight, creativity and critical thinking. The student must recognize mathematical possibilities and limitations that description means and decision making.
2. Academic goals and academic content
2.1 Academic objectives
Using many professional mathematics and advanced mathematical techniques, the trainee must be able to:


A) define, solve and evaluate more complicated math problems from everyday life and society, open as well as closed
b) analyze, interpret and critically evaluate existing more complicated models and perform active modeling that incorporates features from everyday life and society
c) devise, monitor and assess mathematical reasoning, including understanding the meaning of a counterexample
d) decode, translate, process and utilize complex symbolic statements and expressions, including formulas
e) familiarize themselves with and interpret mathematical statements and to express themselves in writing, verbally and visually with academic precision about mathematical matters.

2.2 Nuclear Substance
The core fabric is:
Numbers and algebra


A) The four arithmetical operations within the real numbers
b) Percent calculation
c) Powers and roots
d) Solving equations, including the reduction and the parenthesis rules.

features


A) Variable concept
b) Function concept
c) Linear functions
d) Exponential
e) Potency Features.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons. The supplementary material may cover subjects perspectives to work with numbers and algebra and functions.
3. Organization
3.1 Didactic principles
The teaching is organized in order to promote students' development of mathematical skills in problem solving, reasoning, modeling, symbol processing and communications. These skills the student must develop through close contact and employment with a wide range of very different specific mathematical substance. This takes place in that:


A) the power to be exercised with respect to a given substance, i.e., comes into play and reflected in dealing with this matter, as well
b) the power developed, i.e., created or consolidated, the handling of a given substance.

In working with the skills and mathematical substance, it is therefore important to focus on the exercise of powers in selected subject areas. A method of fusion of this matrix is ​​a structure in which 5 represents powers the rows, and the mathematical areas of material constituting the columns:





Subject areas /
skills


Numbers and algebra


features


Additional substance



Problem Treatment






reasoning






modeling






Symbol Treatment






communication







In this structure must take a specific position on the specific interaction between the performers subject matter and the competence of the individual cell. The nature of this interaction may vary from cell to cell, depending on whether the focus is on fabric area and / or competence. The structure must be decided what content should be in which cells in the matrix. There will not necessarily be the content of all cells, but at least one cell in each row and each column must be in play.

The development of the student's skills must be made using many different activities, concrete materials, different artwork and different symbols. The development should also be done by the student independently handles mathematical problems and tasks independently select, interpret, process and assess mathematical problems, not only by hearing and reading about them or perform context-independent drill.
Student's mathematical understanding be promoted through simulation and experimental approach to problems and tasks and work with conceptual understanding and mathematics as a language must have a prominent place.
Emphasis in the teaching emphasis on mathematics application. The student must see how the same mathematical methods can be used on different phenomena from everyday life and society.
The teaching is organized with progression in working methods and subject content, while basic skills and general knowledge is retained by being regularly taken up.
3.2 Work forms, including written work
In teaching used a variety of different activities and work that collectively develops student's overall math skills profile. Much of the teaching is organized on the basis of everyday life or social life. There used to a very large extent of work, so the student can actively investigate and work with the academic material. Couples and group work is often used as the language of mathematical information and solution strategies trained.
Student The written, oral or visual presentation of results included in the teaching. Spreadsheets must be an IT-based tool for solving tasks. The students work individually or in groups with a teacher approved problem area containing one or more mathematical problems. During the work made the synopsis to be included in the oral test.
3.3 It
The teaching is organized so that it is integrated as a natural and necessary aid in student's work on the development of mathematical skills. It is used where the problem can advantageously be solved by use of an IT tool.
3.4 Interaction with other subjects
The course can interact with other disciplines with the aim of organizing professional courses, which includes the use of mathematics. Also in interdisciplinary work, the professional objectives safeguarded.
4. Evaluation
4.1 Continuous evaluation
The evaluation is based on the academic requirements of teaching explicit for the student.
The teacher and the student continuously evaluate teaching methods and content. As part of the ongoing evaluation prepares the student a portfolio. Student learning and academic progress evaluated include on the basis of the portfolio contents.
4.2 Sample
There will be a written and an oral examination.
The written test
Duration is 4 hours. The problem set is made centrally. The student must have access to use spreadsheets and other IT tools used in teaching.
The oral examination
The model in the oral test is the student's synopsis, prepared on the basis of a problem area that is considered suitable by the teacher as the examination is based.
The oral exam consists of two parts:


1) The student gives a brief oral presentation of the chosen problem area.

The statement must include the description of:


- Goals for working with problem area
- Content
- Applied mathematical disciplines
- Conclusion on the basis of the work.
2) Interview with based on the synopsis and the student's explanation of the selected problem area.

Other issues related to the academic content must be included in the conversation.
The examination time is 25 minutes. There given examinee preparation time of 25 minutes to prepare the use of IT, transparencies, models or other materials.
Even Students
Even Students produce the synopsis on the basis of a problem area that is considered suitable by the institution.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the student's performance lives up to the academic goals set forth in section. 2.1.
The written test
The emphasis is on the examinee can:


A) apply mathematical symbol language and mathematical concepts
b) perform mathematical reasoning

c) selecting appropriate methods and apply them to solve problems submitted
d) present a method for solving a mathematical problem
e) use a mathematical model presented.

It is also important that the candidate can use ICT tools appropriate.
One mark is given.
The oral examination
The emphasis is on the examinee can:


A) presenting the selected problem area
b) selecting appropriate methods and apply them in the chosen problem area
c) present a method for solving a mathematical problem
d) select, prepare and discuss the scope of mathematical models
e) explain mathematical ræsonnementer'.

It is also important that the student can use the calculator and IT tools appropriate.
Student's synopsis is not included in the assessment.
One mark is given.
Annex 29
avu Executive Order, in August 2009
Science, level G
1. Identity and purpose
1.1 Identity
Teaching course science is both general education as academically. It offers a jargon that makes it possible to express themselves precise and nuanced about science-related issues. Concepts from the subjects of biology, chemistry, physical geography and physics are included as tools to describe and illustrate the interaction between man, nature, technology and health. Contexts and development in nature is a basic framework for understanding fagstoffet. Other factors include the historical dimension in the understanding of the natural sciences work and results. Teaching science course gives insight into the natural sciences working methods.
1.2 Purpose
Teaching subject science to support and promote students' curiosity and commitment to the science areas. Students must realize the importance of having a science-related knowledge that illuminates science issues in contemporary and historical perspective. They must acquire knowledge of issues and contexts related to man, nature, technology and health, including understanding man as a biological being. Students are required to deal with the natural sciences the possibilities and limitations and compare them with social, local, global and ethical issues. Students are required to use technical language to describe the science subjects and issues.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:
Working methods and mindsets


A) apply basic science jargon, including symbology
b) use simple scientific models
c) make observations, collect data and process these

Explanations of nature


D) demonstrate knowledge of the energy concept
e) describe the cycle in nature
f) describe the body's organs and circulatory

Human and natural


G) demonstrate knowledge of factors affecting human health
h) demonstrate knowledge of the interaction between man and nature

The development over time


I) demonstrate knowledge of world images before and now
j) demonstrate knowledge of processes in nature.

2.2 Nuclear Substance
The core fabric is the following:


A) Stofopbygninger, including the elements period system and Bohr's atomic model
b) Chemical reactions, including acids and bases
c) Energy concept, including photosynthesis and respiration
d) Cell Structure
e) Organs and circuit
f) Nutrition and digestive
g) water circuit
h) Geologic circuit
i) Use of map and globe
j) Weather and climate
k) The solar system
l) World Photos.

2.3 Additional substance
The student will not be able to meet the academic goals using only the core substance. The teacher and the students' choice of supplementary material elaborates and puts into perspective the core substance.
3. Organization
3.1 Didactic principles

The teaching is based partly on basic science topics and issues, partly natural sciences use. Practical work is an integral part of the course. Work on scientific concepts, tools and methods to stimulate student's activity and creativity. It is important that education consistently used a technical language that gives the student the opportunity to acquire the science concepts and to impart his knowledge. This is done through the involvement of both oral and written expression. Education shall to the extent possible involve the student's experience.
3.2 Work methods
The teaching is organized with different working with a view variation and progression. In the choice of working must be taken into account that the participant is brought into an active learning role, and that the course participant's experience with the individual and collective work developed. Oral and written production is a natural part of the work of art. Oral presentation may include presentations and presentation, dialogue and debate. Written production can in training time include papers on an academic topic as the basis for oral presentations, dissemination of professional knowledge in the form of presentation, short reports based on practical work, journal writing, etc.
3.3 It
The teaching is organized so that it included as tool for achieving professional goals. It will primarily be used in connection with writing, presentations, data collection and processing, the use of IT programs of professional content and information retrieval on the Internet.
3.4 Interaction with other subjects
The course objective is strengthened through interaction with other disciplines when the subject's content into perspective for content in other subjects from the foundation program. The professional interaction taken into account to the extent that it allows the organization.
4. Evaluation
4.1 Continuous evaluation
Ongoing evaluation to ensure quality of education and enhance the student's learning. Ongoing evaluation must also show where the student stands academically compared to the subject. This will be ensured through teacher feedback on both the oral presentation and written work. Teaching Evaluation is based on the daily lessons. Here assesses teacher and learners in the community, the need for adjustments and changes in working mm., So that the subject's goals can be met.
Evaluation carried out so that at the end of the course has been used both written and oral forms of assessment.
4.2 Types of test
There will be an oral exam.
At the end of the training period selects the student a subject that is within scope of the course and prepare them a written outline of a paper on the topic. For the test, the examinee may also bring additional material that illuminates the selected item. The teacher evaluates the subject and dispositionens suitability examination is based. Topic and disposition sent to the censor.
The student initiates test with a short oral presentation, which may last 7-10 minutes. Then forms the examination of a conversation between the candidate and the examiner on the basis of the oral presentation. The examination time is 25 minutes.
Even Students
The independent student passes the examination basis for the institution no later than three weeks before the exam. The institution evaluates the subject and dispositionens suitability examination is based.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The emphasis is on the examinee can:


A) apply basic science jargon and simple scientific models
b) describe the relevant circuit
c) demonstrate knowledge of health factors when it makes sense
d) demonstrate knowledge of the interaction between man and nature
e) demonstrate knowledge of processes in nature
f) perspective science topics and issues.

The student's written disposition are not included in the assessment.
One mark is given.
Annex 30
avu Executive Order, in August 2009
Science, level F
1. Identity and purpose
1.1 Identity

Teaching course science is both general education as academically. It offers a jargon that makes it possible to express themselves precise and nuanced about science-related issues. Concepts from the subjects of biology, chemistry, physical geography and physics are included as tools to describe and illustrate the interaction between man, nature, technology and health. Contexts and development in nature is a basic framework for understanding fagstoffet. Other factors include the historical dimension in the understanding of the natural sciences work and results. Teaching science course gives insight into the natural sciences working methods.
1.2 Purpose
Teaching subject science to support and promote students' curiosity and commitment to the science areas. Students must realize the importance of having a science-related knowledge that illuminates science issues in contemporary and historical perspective. They must acquire knowledge of issues and contexts related to man, nature, technology and health, including understanding man as a biological being. Students are required to deal with the natural sciences the possibilities and limitations and compare them with social, local, global and ethical issues. Students are required to use technical language to describe the science subjects and issues.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:
Working methods and mindsets


A) apply basic science jargon, including symbology
b) use simple scientific models
c) make observations, collect data, process and interpret these

Explanations of nature


D) describe the energy turnovers
e) describe circuits and balances

Human and natural


F) demonstrate knowledge and give examples of factors that affect human health
g) demonstrate knowledge and give examples of the interaction between man and nature

The development over time


H) describe changes in nature.

2.2 Nuclear Substance
The core fabric is:


A) Stock Structure, including the elements period system and Bohr's atomic model
b) Chemical reactions
c) Energy Conditions in the body
d) Dietary components
e) Exercise and Health
f) inheritance and evolution.

2.3 Additional substance
The student will not be able to meet the academic goals using only the core substance. The teacher and the students' choice of supplementary material elaborates and puts into perspective the core substance.
3. Organization
3.1 Didactic principles
The teaching is based partly on basic science topics and issues, partly natural sciences use. Practical work is an integral part of the course. Work on scientific concepts, tools and methods to stimulate student's activity and creativity. It is important that education consistently used a technical language that gives the student the opportunity to acquire the science concepts and to impart his knowledge. This is done through the involvement of both oral and written expression. Education shall to the extent possible involve the student's experience.
3.2 Work methods
The teaching is organized with different working with a view variation and progression. In the choice of working must be taken into account that the participant is brought into an active learning role, and that the course participant's experience with the individual and collective work developed. Oral and written production is a natural part of the work of art. Oral presentation may include presentations and presentation, dialogue and debate. Written production can in training time include papers on an academic topic as the basis for oral presentations, dissemination of professional knowledge in the form of presentation, short reports based on practical work, journal writing, etc.
3.3 It
The teaching is organized so that it included as tool for achieving professional goals. It will primarily be used in connection with writing, presentations, data collection and processing, the use of IT programs of professional content and information retrieval on the Internet.
3.4 Interaction with other subjects
The course objective is strengthened through interaction with other disciplines when the subject's content into perspective for content in other subjects from the foundation program. The professional interaction taken into account to the extent that it allows the organization.
4. Evaluation
4.1 Continuous assessment

Ongoing evaluation to ensure quality of education and enhance the student's learning. Ongoing evaluation must also show where the student stands academically compared to the subject. This will be ensured through teacher feedback on both the oral presentation and written work. Teaching Evaluation is based on the daily lessons. Here assesses teacher and learners in the community, the need for adjustments and changes in working mm, so that the subject's goals can be met. Evaluation carried out so that at the end of the course has been used both written and oral forms of assessment.
4.2 Technical documentation
The student will prepare and deliver the training time by agreement with the teacher at least two written reports. The teacher comments on the written work, after which the student has the opportunity to qualify them. The written work is based on the core substance and constitute the product that is the professional documentation on level F. The product must demonstrate knowledge of basic terminology, diet and health and heredity and evolution.
Annex 31
avu Executive Order, in August 2009
Science, level E
1. Identity and purpose
1.1 Identity
Teaching course science is both general education as academically. It offers a jargon that makes it possible to express themselves precise and nuanced about science-related issues. Concepts from the subjects of biology, chemistry, physical geography and physics are included as tools to describe and illustrate the interaction between man, nature, technology and health. Contexts and development in nature is a basic framework for understanding fagstoffet. Other factors include the historical dimension in the understanding of the natural sciences work and results. Teaching science course gives insight into the natural sciences working methods.
1.2 Purpose
Teaching subject science to support and promote students' curiosity and commitment to the science areas. Students must realize the importance of having a science-related knowledge that illuminates science issues in contemporary and historical perspective. They must acquire knowledge of issues and contexts related to man, nature, technology and health, including understanding man as a biological being. Students are required to deal with the natural sciences the possibilities and limitations and compare them with social, local, global and ethical issues. Students are required to use technical language to describe the science subjects and issues.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:
Working methods and mindsets


A) apply basic science jargon, including symbology
b) select and use simple scientific models, including performing simple calculations
c) make observations, collect data, process and interpret these

Explanations of nature


D) explain society's energy and resources, including performing simple calculations of the amounts of energy
e) involve circuits and balances in explaining the science subjects

Human and natural


F) account for the interaction between man and nature

The development over time


G) explain the processes of nature and technological change.

2.2 Nuclear Substance
The core fabric is the following:


A) Stock Structure, including the elements period system and Bohr's atomic model
b) Chemical reactions
c) Energy in society, including energy and energy
d) The carbon cycle
e) Climate and environmental impact, including sustainability.

2.3 Additional substance
The student will not be able to meet the academic goals using only the core substance. The teacher and the students' choice of supplementary material elaborates and puts into perspective the core substance.
3. Organization
3.1 Didactic principles
The teaching is based partly on basic science topics and issues, partly natural sciences use. Practical work is an integral part of the course. Work on scientific concepts, tools and methods to stimulate student's activity and creativity. It is important that education consistently used a technical language that gives the student the opportunity to acquire the science concepts and to impart his knowledge. This is done through the involvement of both oral and written expression. Education shall to the extent possible involve the student's experience.

3.2 Work methods
The teaching is organized with different working with a view variation and progression. In the choice of working must be taken into account that the participant is brought into an active learning role, and that the course participant's experience with the individual and collective work developed. Oral and written production is a natural part of the work of art. Oral presentation may include presentations and presentation, dialogue and debate. Written production can in training time include papers on an academic topic as the basis for oral presentations, dissemination of professional knowledge in the form of presentation, short reports based on practical work, journal writing, etc.
3.3 It
The teaching is organized so that it included as tool for achieving professional goals. It will primarily be used in connection with writing, presentations, data collection and processing, the use of IT programs of professional content and information retrieval on the Internet.
3.4 Interaction with other subjects
The course objective is strengthened through interaction with other disciplines when the subject's content into perspective for content in other subjects from the foundation program. The professional interaction taken into account to the extent that it allows the organization.
4. Evaluation
4.1 Continuous evaluation
Ongoing evaluation to ensure quality of education and enhance the student's learning. Ongoing evaluation must also show where the student stands academically compared to the subject. This will be ensured through teacher feedback on both the oral presentation and written work. Teaching Evaluation is based on the daily lessons. Here assesses teacher and learners in the community, the need for adjustments and changes in working mm, so that the subject's goals can be met.
Evaluation carried out so that at the end of the course has been used both written and oral forms of assessment.
4.2 Technical documentation
The student will prepare and deliver the training time by agreement with the teacher at least two written reports. The teacher comments on the written work, after which the student has the opportunity to qualify them. The written work is based on the core substance and constitute the product that is the professional documentation on level E. The product must demonstrate knowledge of basic terminology and energy in society, the carbon cycle and climate and environmental impacts.
Annex 32
avu Executive Order, in August 2009
Science, level D
1. Identity and purpose
1.1 Identity
Teaching course science is both general education as academically. It offers a jargon that makes it possible to express themselves precise and nuanced about science-related issues. Concepts from the subjects of biology, chemistry, physical geography and physics are included as tools to describe and illustrate the interaction between man, nature, technology and health. Contexts and development in nature is a basic framework for understanding fagstoffet. Other factors include the historical dimension in the understanding of the natural sciences work and results. Teaching science course gives insight into the natural sciences working methods.
1.2 Purpose
Teaching subject science to support and promote students' curiosity and commitment to the science areas. Students must realize the importance of having a science-related knowledge that illuminates science issues in contemporary and historical perspective. They must acquire knowledge of issues and contexts related to man, nature, technology and health, including understanding man as a biological being. Students are required to deal with the natural sciences the possibilities and limitations and compare them with social, local, global and ethical issues. Students are required to use technical language to describe the science subjects and issues.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:
Working methods and mindsets


A) apply basic science jargon, including symbology
b) select and use scientific models, including performing simple calculations
c) make observations, collect data, process, interpret and evaluate these

Explanations of nature


D) use energy considerations in explaining the science subjects
e) involve circuits and balances by explanation and assessment of science-related issues
f) explain the basic biological processes

Human and natural



G) identify and assess factors that affect human health
h) identify and assess the societal implications of the interaction between man and nature

The development over time


I) describe and evaluate the processes in nature and technological change.

2.2 Nuclear Substance
The core fabric is the following:


A) Stock Structure, including the elements period system and Bohr's atomic model
b) Chemical reactions
c) DNA and generating
d) Genetic engineering and ethics
e) The radioactivity
f) Wastewater and drinking water
g) The nitrogen cycle
h) Ecosystems, including sustainability.

2.3 Additional substance
The student will not be able to meet the academic goals using only the core substance. The teacher and the students' choice of supplementary material elaborates and puts into perspective the core substance.
3. Organization
3.1 Didactic principles
The teaching is based partly on basic science topics and issues, partly natural sciences use. Practical work is an integral part of the course. Work on scientific concepts, tools and methods to stimulate student's activity and creativity. It is important that education consistently used a technical language that gives the student the opportunity to acquire the science concepts and to impart his knowledge. This is done through the involvement of both oral and written expression. Education shall to the extent possible involve the student's experience.
3.2 Work methods
The teaching is organized with different working with a view variation and progression. In the choice of working must be taken into account that the participant is brought into an active learning role, and that the course participant's experience with the individual and collective work developed.
Oral and written production is a natural part of the work of art. Oral presentation may include presentations and presentation, dialogue and debate. Written production can in training time include papers on an academic topic as the basis for oral presentations, dissemination of professional knowledge in the form of presentation, short reports based on practical work, journal writing, etc.
3.3 It
The teaching is organized so that it included as tool for achieving professional goals. It will primarily be used in connection with writing, presentations, data collection and processing, the use of IT programs of professional content and information retrieval on the Internet.
3.4 Interaction with other subjects
The course objective is strengthened through interaction with other disciplines when the subject's content into perspective for content in other subjects from the foundation program. The professional interaction taken into account to the extent that it allows the organization.
4. Evaluation
4.1 Continuous evaluation
Ongoing evaluation to ensure quality of education and enhance the student's learning. Ongoing evaluation must also show where the student stands academically compared to the subject. This will be ensured through teacher feedback on both the oral presentation and written work. Teaching Evaluation is based on the daily lessons. Here assesses teacher and learners in the community, the need for adjustments and changes in working mm, so that the subject's goals can be met. Evaluation carried out so that at the end of the course has been used both written and oral forms of assessment.
4.2 Types of test
There will be an oral exam.
At the end of the training period selects the student a subject that is within scope of the course and prepare them a written outline of a paper on the topic. For the test, the candidate must also bring additional material that illuminates the selected item. The teacher evaluates the subject and dispositionens suitability examination is based. Topic and disposition sent to the censor.
The student initiates test with a short oral presentation, which may last 7-10 minutes. Then forms the examination of a conversation between the candidate and the examiner on the basis of the oral presentation. The examination time is 25 minutes.
Even Students
The independent student passes the examination basis for the institution no later than three weeks before the exam. The institution evaluates the subject and dispositionens suitability examination is based.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The emphasis is on the examinee can



A) apply basic science jargon and scientific models
b) involve circuits and balances by explanation and assessment of science-related issues
c) identify and assess health factors, where it makes sense
d) identify and assess the social impact of the interaction between man and nature
e) identify and assess the processes of nature and technological change
f) perspective science topics and issues.

The student's written disposition are not included in the assessment.
One mark is given.
Annex 33
avu Executive Order, in August 2009
Social level G
1. Identity and purpose
1.1 Identity
Social is about Danish and international society. The course provides an empirical and theoretical basis of knowledge and understanding of the modern, globalized society dynamics and complexity by linking the current social development with social, economic and political concepts in order to qualify own views and options.
1.2 Purpose
The purpose of the course is to promote students' desire and ability to navigate in democracy, inform themselves and participate in the public debate. Teaching content and working to contribute to the students to understand themselves and others as a part of society, as they both affect and are affected and that they understand everyday life in a social and historical perspective. Students will develop critical thinking, acting skills and a personal dedicated core values ​​that strengthen their ability to participate actively in a democratic society.
2. Academic goals and academic content
2.1 Academic objectives
The student must acquire understanding of democracy and basic community awareness by:


A) understand democratic processes as a means to resolve conflicts and bring about change
b) explain the main lines of the Danish democratic system, including the differences between the legislative, executive and judicial powers
c) explain the basic features of the Danish welfare model and explain the financing of the
d) explain and relate to the interaction between the individual and society, including various forms of life and family types.

2.2 Nuclear Substance
The core fabric is:
Politics


A) Democracy and human rights
b) The political system, including the political parties
c) The Constitutional
d) The judiciary

economy


E) Welfare
f) Finance

Sociology


G) Livsformer and family types
h) Social and cultural differences in Denmark.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the students' professional horizons. The additional substance is the typical current political, cultural and economic events that used to further concretize professional contexts. The additional substance binds the core fabric together, forming an overview and insight, thereby promoting the students' ability to navigate the complex society and thus get a democratic understanding.
3. Organization
3.1 Didactic principles
Education shall be organized in thematic wholes, arising out of the students' knowledge and curiosity about current social science issues. The thematic wholes must collectively involve core substance in order to meet the academic goals. In teaching, emphasis should be placed on the interaction between the inductive and deductive principle, which presupposes a clear definition of problems and clear stated objectives. The emphasis that each student will have the opportunity at a basic academic level to debate social issues.
3.2 Work methods
The instruction must be used varied and learner activating work that can promote innovative processes. Working methods can be role plays, group discussions and plenary, computer simulations, visits by relevant resource persons and outreach activities.
3.3 It
In social studies used it for information retrieval and display of authentic material. The use of IT contributes to the students to acquire knowledge about it and develop the ability to assess information retrieved from the Internet. Students must be strengthened in assessing it as a communication and media instrument compared to other mass media.

3.4 Interaction with other subjects
Social studies can interact with other subjects, where appropriate and possible. Also in interdisciplinary work, the professional objectives safeguarded.
4. Evaluation
4.1 ongoing evaluation
The ongoing evaluation must strengthen the student's learning. The ongoing evaluation must also show where the student stands academically compared to the academic objectives. The evaluation carried out during the teaching of oral and short written form.
4.2 Types of test
There will be an oral exam.
No later than 14 days before the exam the candidate submits either a text / article / chart (maximum of 2 pages) or video (maximum 10 min.), Or a poster or other material of similar extent as the basis for the examination. The selected may be known as unknown material from classes. The choice is justified by the student to the teacher. The teacher must find the material suitable as the examination is based. Subsequently prepares teacher 4-6 detailed written questions with progression. Student selected material and the written questions constitute the basis for examination, as 24 hours before the sample is handed to the candidate's final preparation of the sample. The examination basis is sent to the censor.
The student initiates the test by answering the questions, the solution takes the form of a conversation between the candidate and the examiner on the basis of the answered questions.
The examination time is 25 minutes.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The emphasis is on the examinee can


A) demonstrate appropriate use of technical concepts
b) enter into dialogue on an academic issue
c) considering relevant professional issues
d) demonstrate the ability to collect additional information to answer the questions.

One mark is given.
Annex 34
avu Executive Order, in August 2009
Social, level D
1. Identity and purpose
1.1 Identity
Social is about Danish and international society. The course provides an empirical and theoretical basis of knowledge and understanding of the modern, globalized society dynamics and complexity by linking the current social development with social, economic and political concepts in order to qualify own views and options.
1.2 Purpose
The purpose of the course is to promote students' desire and ability to navigate in democracy, inform themselves and participate in the public debate. Teaching content and working to contribute to the students to understand themselves and others as a part of society, as they both affect and are affected and that they understand everyday life in a social and historical perspective. Students will develop critical thinking, acting skills and a personal dedicated core values ​​that strengthen their ability to participate actively in a democratic society.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:


A) explaining the political system, parties, democratic processes and decisions
b) explain the social organization and functioning
c) explain welfare models and understand the preconditions for welfare society changes
d) understand basic economic
e) explain the international environment for the Danish trade options
f) understand and explain the causes of social, cultural and religious differences in society.

2.2 Nuclear Substance
The core fabric is:
Politics


A) The political system in Denmark, including decision-making processes at local, regional and national level
b) The political parties
c) Welfare Models
d) The labor market, including the organization and functioning

economy


E) The economic cycle
f) Economic policy, especially fiscal policy
g) EU importance to Denmark's economy

International Affairs


H) Denmark and EU
i) Denmark and international organizations

Sociology


J) Identity
k) Relationship between individual and society.

2.3 Additional substance

It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons. The additional substance is the typical current political, cultural and economic events that used to further identify and put into perspective academic contexts, including the importance of global and European conditions for development in Denmark.
3. Organization
3.1 Didactic principles
Education shall be organized in thematic wholes, arising out of the students' knowledge and curiosity about current social science issues. The thematic wholes must collectively involve core substance in order to meet the academic goals. The teaching focuses on inductive and innovative principles. Emphasis should be that each student will have the opportunity to debate social issues on a personal acquired values.
3.2 Work methods
The instruction must be used varied and learner activating work so that students will have good opportunities to acquire knowledge and to apply this knowledge in democratic contexts. Through dialogue must make room for both their own attitude of respect for the views of others. Work must be able to develop creativity and resourcefulness to illuminate social issues and conflicts. Overall, the teaching work promoting students' ability to identify, document and disseminate social science contexts.
3.3 It
The electronic media form an essential part of the students' world of media and news information and should therefore be involved in teaching. In social studies use the electronic media for information retrieval and display of authentic material. Use of these should help the students to develop the ability to assess information retrieved from the electronic media.
3.4 Interaction with other subjects
Social studies can interact with other disciplines, in order to deepen and put into perspective the core substance. Also in interdisciplinary work, the professional objectives safeguarded.
4. Evaluation
4.1 ongoing evaluation
The ongoing evaluation must strengthen the student's learning. The ongoing evaluation must also show where the student stands academically compared to the academic objectives. The evaluation carried out during the teaching of oral and short written form.
4.2 Types of test
There will be an oral exam.
The teacher prepares a material consisting of either a text / article / chart (maximum of 2 pages) or video (maximum 10 minutes) or a poster or other material that will form the basis for the examination. The material is unknown to the student. The examination basis is sent to the censor.
24 hours before the test candidate draws examination basis. The student prepares an outline for a presentation on an issue that the material beskriver.2-4 students may choose to pull the same examination is based. Students have thus the opportunity to discuss the presentation before preparing their disposal.
The student initiates test with a presentation of 7-10 minutes on the basis of the outline. Then, the evaluation is a conversation between the candidate and the examiner on the basis of the presentation.
The examination time is 25 minutes.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1. The emphasis is on the examinee can:


A) demonstrate the correlation between the examination basis and the selected problem in the presentation
b) demonstrate appropriate use of technical concepts
c) demonstrate comprehensive and professional contexts
d) relate critically to social issues on a personal acquired values.

The student's written disposition are not included in the assessment.
One mark is given.
Annex 35
avu Executive Order, in August 2009
German, basic
1. Identity and purpose
1.1 Identity
German is a færdighedsfag, a vidensfag and cultural skills. The course deals with the German language, culture and society in Germany and other German-speaking countries. Central to the course is the practical dimension, so that students will develop skills in using German as a general means of communication in spoken and written German.
1.2 Purpose

The purpose of teaching German is that students acquire knowledge and skills that make them able to communicate orally and in writing in German. Upon completion of the course gain the students insight into the culture and society in Germany and other German-speaking countries, strengthening their intercultural awareness and understanding of their own culture. The training will also help to develop students' awareness of the German language and usage and awareness of their own language acquisition. They also contribute teaching to the students to retain the desire to deal with the German language and culture.
2. Academic goals and academic content
2.1 Academic objectives
The instruction focuses on listening and speaking skills. The teaching will lead toward that students acquire knowledge and skills in the following areas in which they must be able to:
Communication skills


A) understand short, simple sentences and phrases associated with recognizable subjects
b) read and understand the essence of language very simple texts on recognizable themes
c) understand each selected audio and video media on recognizable themes
d) conversation via small dialogues in simple language about recognizable subjects
e) present the content of images of recognizable subjects
f) write words, phrases and simple sentences within recognizable subjects

Language and language


G) express themselves with a fairly intelligible pronunciation and intonation
h) maintain an adequate vocabulary of recognizable subjects
i) use single fixed terms and phrases
j) spell simple words and expressions
k) use simple sentence structure

Language acquisition


L) using simple and appropriate listening, speaking and reading strategies
m) recognize similarities in German and other languages, as the student knows
n) demonstrate a basic knowledge of the use of dictionaries and simple grammatical statements
o) use it for simple information retrieval and communication
p) use a practical-musical expression in connection with a presentation

Cultural and social


Q) know about the culture and living conditions in Germany and in German-speaking countries within selected and recognizable subjects
r) see individual differences and similarities between German and culture in selected topics
s) use the language as a means of communication with German speaking.

2.2 Nuclear Substance
The core fabric is:


A) Transparency of words in the work of similarities in German and other languages, as the student knows
b) Basic elements of German pronunciation and intonation
c) Knowledge of word classes that are relevant for a simple sentence structure, including elements of basic German grammar
d) Basic vocabulary in selected topics
e) Short simple texts on close and recognizable subjects
f) Simple communication strategies
g) Culture and Society in Germany and other German-speaking countries in selected recognizable subjects.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance deepens the student's linguistic knowledge and awareness as well as perspectives on core substance themes to a broader understanding of the German language and culture. The supplementary material consists of texts and other expressions, which deals with German-speaking countries.
3. Organization
3.1 Didactic principles
Tuition is based on a professional level without the knowledge of the German language and culture. The emphasis is on that working with the various disciplines experienced as a whole, focusing on the language of the application and the student's own language production, why teaching wherever possible taught in German. The written dimension is included as support to the subject's other disciplines. Central to the lab, each student's academic progress. Therefore, differentiated teaching essential in the organization of teaching. The program teaches the student's creativity and ability to think outside the box.
3.2 Work forms, including written work
The focus is on work and job types that develops student's communicative skills and creative abilities. The work is organized mainly through various topics, and to ensure that the academic objectives integrated into this work. The written work is to support the oral dimension.
3.3 It

The student is introduced from the start to the IT-based work. It is used in conjunction with language learning, information and communication.
3.4. Interaction with other disciplines
German can interact with other subjects, where appropriate and possible. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous evaluation
The academic goals are the basis for an ongoing evaluation of the student's oral standpoint. Student's professional skills continuously evaluated in terms of skills and knowledge in a forward-looking perspective. Inclusion of activities with evaluation forms in oral or written form interacts with individual guidance and learner self-assessment.
4.2 Technical documentation
The student prepares for training time independently a glossary to a picture material on a topic that relates to teaching content. The glossary handed to the teacher who determines whether the material is suitable as technical documentation. The illustrations provided by the teacher, together with the glossary starting point for a short dialogue in German on the subject between teacher and student.
Annex 36
avu Executive Order, in August 2009
German, level G
1. Identity and purpose
1.1 Identity
German is a færdighedsfag, a vidensfag and cultural skills. The course deals with the German language, culture and society in Germany and other German-speaking countries. Central to the course is the practical dimension, so that students will develop skills in using German as a general means of communication in spoken and written German.
1.2 Purpose
The purpose of teaching German is that students acquire knowledge and skills that make them able to communicate orally and in writing in German. Upon completion of the course gain the students insight into the culture and society in Germany and other German-speaking countries, strengthening their intercultural awareness and understanding of their own culture. The training will also help to develop students' awareness of the German language and usage and awareness of their own language acquisition. They also contribute teaching to the students to retain the desire to deal with the German language and culture.
2. Academic goals and academic content
2.1 Academic objectives
The instruction focuses on listening and reading fluency.
The teaching will lead toward that students acquire knowledge and skills that enable them to:
Communication skills


A) understand the main points of single spoken German on close and familiar topics
b) read and understand the main contents of simple texts on close and familiar topics
c) understand the main contents of the selected audio and video media on close and familiar topics
d) conversation about simple everyday situations in the near and familiar topics
e) explain and tell in simple language in the near and familiar topics
f) presenting a prepared topic in a simple language in the near and familiar topics
g) perspective to other close and familiar topics
h) express themselves in writing in simple, understandable and coherent sentences

Language and language


I) express themselves with fairly intelligible pronunciation and intonation
j) use simple vocabulary in close and familiar topics
k) use appropriate fixed terms in the near and familiar topics
l) use a basic knowledge of the language Grammar
m) write simple, understandable and coherent sentences

Language acquisition


N) use appropriate listening and reading strategies
o) use appropriate communication strategies
p) use dictionaries and grammar guides
q) use of IT for information retrieval and communication
r) recognize similarities between German and other languages, as the student knows
s) using an incipient understanding of their own ability to acquire German
t) use a practical-musical expression in connection with a presentation

Cultural and social


U) know the culture and living conditions in Germany and German-speaking countries in selected close and familiar topics
v) see differences and similarities between German and culture in selected close and familiar topics
w) use language as a means of communication with German speaking.

2.2 Nuclear Substance
The core fabric is:


A) Listening and conversation strategies
b) Basic German vocabulary
c) Pronunciation and intonation

d) Simple sentence structure, including basic German grammar and orthography
e) Knowledge of the similarities between German and other languages, as the student knows
f) Culture and Society in Germany and other German-speaking countries in the near and familiar topics
g) Various types of texts on close and familiar topics.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance deepens the student's linguistic knowledge and awareness as well as perspectives on core substance themes to a broader understanding of German culture. The supplementary material consists of texts and other expressions, which deals with German-speaking countries.
3. Organization
3.1 Didactic principles
The emphasis is on that working with the various disciplines experienced as a whole, focusing on the language of the application and the student's own language production, why teaching wherever possible taught in German. The written dimension is included as support to the subject's other disciplines. Central to the lab, each student's academic progress. Therefore, differentiated teaching essential in the organization of teaching. The program teaches the student's creativity and ability to think outside the box.
3.2 Work forms, including written work
The focus is on work and job types that develops student's communicative competence, independence and creativity. The work is organized mainly through various topics, and to ensure that the academic objectives integrated into this work. The written text is that training to develop and strengthen the written communication, it also supports reading, listening and speech training. Also addresses elements of the writing process stages.
3.3 It
It is part of the teaching of German as a support in reading, listening and speech training. The student uses basic word processing in connection with the written work as a tool in the writing process. It naturally in connection with information retrieval, language learning and communication.
3.4. Interaction with other disciplines
German can interact with other subjects, where appropriate and possible. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous evaluation
The academic goals are the basis for an ongoing evaluation of the student's oral and written standpoint. Student's professional skills continuously evaluated in terms of skills and knowledge in a forward-looking perspective. Inclusion of activities with evaluation forms in oral or written form interacts with individual guidance and learner self-assessment.
4.2 Test form
There will be an oral exam.
Outside the training time producing student outline in the form of a picture collage in one of the most read topics. The model shall be assessed by the teacher as suitable for operation and sent to the censor. The student presents short model in German in relation to the chosen topic, and the presentation is followed by a detailed conversation in German on the subject where the student consults with relevant parts of the rest substance content. The examination time is 20 minutes.
Even Students
The self students submit to the institution 14 days before the exam outline - a photo collage, which is representative of the academic content of the curriculum.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The emphasis is on the examinee can:


A) present a model
b) conversation in German
c) perspective of the chosen topic.

Sample The model is not included in the assessment.
One mark is given.
Annex 37
avu Executive Order, in August 2009
German, level F
1. Identity and purpose
1.1 Identity
German is a færdighedsfag, a vidensfag and cultural skills. The course deals with the German language, culture and society in Germany and other German-speaking countries. Central to the course is the practical dimension, so that students will develop skills in using German as a general means of communication in spoken and written German.
1.2 Purpose

The purpose of teaching German is that students acquire knowledge and skills that make them able to communicate orally and in writing in German. Upon completion of the course gain the students insight into the culture and society in Germany and other German-speaking countries, strengthening their intercultural awareness and understanding of their own culture. The training will also help to develop students' awareness of the German language and usage and awareness of their own language acquisition. They also contribute teaching to the students to retain the desire to deal with the German language and culture.
2. Academic goals and academic content
2.1 Academic objectives
The instruction focuses on listening and reading fluency. They also work with smaller written works, where the written support and supplement the oral expression. The teaching will lead toward that students acquire knowledge and skills that enable them to:
Communication skills


A) understand the main points of single spoken German on familiar topics
b) read and understand the main contents of different simple types of texts on familiar topics
c) understand the main contents of the selected audio and video media on familiar topics
d) conversation in simple language on familiar topics
e) refer in simple language in familiar topics
f) presenting a prepared topic in a simple language within a known issue
g) express themselves in writing in a simple, understandable and fairly coherent language about a familiar topic

Language and language


H) express themselves in a comprehensible pronunciation and intonation
i) use one central vocabulary within familiar topics
j) use frequently occurring phrases and fixed expressions
k) apply knowledge of language structure
l) write simple and fairly consistent on a familiar topic

Language acquisition


M) be aware of similarities between German and other languages ​​
n) apply the reading and communication strategies
o) use dictionaries and grammar guides
p) use it for information, language learning and communication
q) know their own language skills and actively involve them in learning
r) use a practical-musical expression in connection with a presentation

Cultural and social


S) apply knowledge of the culture and living conditions in Germany and German-speaking countries in selected familiar topics
t) see differences and similarities between German and culture within familiar topics
u) use language as a means of communication with German speaking.

2.2 Nuclear Substance
The core fabric is:


A) Listening and conversation strategies
b) Central vocabulary
c) Pronunciation and intonation
d) Simple sentence structure, including basic German grammar and orthography
e) Culture and Society in Germany and other German-speaking countries within familiar topics
f) Different types fictive and nonfiktive texts on familiar topics.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance deepens the student's linguistic knowledge and awareness as well as perspectives on core substance themes to a broader understanding of German culture. The supplementary material consists of texts and other expressions, which deals with German-speaking countries.
3. Organization
3.1 Didactic principles
The emphasis is on that working with the various disciplines experienced as a whole, focusing on the language of the application and the student's own language production, why teaching wherever possible taught in German. The written work is as a competence in German in order to strengthen the student's communicative ability and linguistic security. Central to the lab, each student's academic progress. Therefore, differentiated teaching essential in the organization of teaching. The program teaches the student's creativity and ability to think outside the box.
3.2 Work forms, including written work
The focus is on work and job types that develops student's communicative competence, independence and creativity. The work is organized mainly through various topics, and to ensure that the academic objectives integrated into this work. The written text is in the development of writing skills, it also supports reading, listening and speech training. Further work with writing stages of the process.
3.3 It

It is part of the teaching of German as a support in reading, listening and speech training. The student uses basic word processing in connection with the written work as a tool in the writing process. It naturally in connection with information retrieval, language learning and communication.
3.4. Interaction with other disciplines
German can interact with other subjects, where appropriate and possible. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous evaluation
The academic goals are the basis for an ongoing evaluation of the student's oral and written standpoint. Student's professional skills continuously evaluated in terms of skills and knowledge in a forward-looking perspective. Inclusion of activities with evaluation forms in oral or written form interacts with individual guidance and learner self-assessment.
4.2 Technical documentation
The student selects a presentation material - a picture or an object on a topic that relates to teaching content. The student prepares independently get written presentation expression to the selected image or object. The presentation material handed to the teacher who assesses whether the material is suitable as technical documentation. The student prepares a presentation in German on the subject on the basis of the chosen material. The presentation is followed by an in-depth interview.
Annex 38
avu Executive Order, in August 2009
German, level E
1. Identity and purpose
1.1 Identity
German is a færdighedsfag, a vidensfag and cultural skills. The course deals with the German language, culture and society in Germany and other German-speaking countries. Central to the course is the practical dimension, so that students will develop skills in using German as a general means of communication in spoken and written German.
1.2 Purpose
The purpose of teaching German is that students acquire knowledge and skills that make them able to communicate orally and in writing in German. Upon completion of the course gain the students insight into the culture and society in Germany and other German-speaking countries, strengthening their intercultural awareness and understanding of their own culture. The training will also help to develop students' awareness of the German language and usage and awareness of their own language acquisition. They also contribute teaching to the students to retain the desire to deal with the German language and culture.
2. Academic goals and academic content
2.1 Academic objectives
The training focuses on listening, reading and speaking skills. In addition, work continues on the written language production support and supplement the oral expression. The teaching will lead toward that students acquire knowledge and skills that enable them to:
Communication skills


A) understand simple spoken German on familiar topics
b) read and understand different types of texts on familiar topics
c) understand the relevant audio and video media on familiar topics
d) conversation in simple language on familiar topics
e) refer in simple language in familiar topics
f) formulate their own views and arguments
g) presenting a prepared topic
h) express themselves in writing in a simple, understandable and fairly coherent language about a familiar topic

Language and language


I) express themselves with a pronunciation and intonation that make the language clear and understandable
j) use a central vocabulary within familiar topics
k) use frequently occurring phrases and fixed expressions
l) apply knowledge of language structure
m) use an understandable German
n) writing about a familiar topic in a simple, understandable and fairly coherent form

Language acquisition


O) apply knowledge of listening, reading and communication strategies
p) use knowledge of the writing process stages
q) using ICT and media opportunities associated with information retrieval, communication and text production
r) use dictionaries and grammatical overviews appropriate
s) know their own language skills and actively involve them in learning
t) use a practical-musical expression in connection with a presentation

Cultural and social


U) apply knowledge of culture and society in Germany and German-speaking countries within familiar topics
v) see differences and similarities between German and culture within familiar topics

w) use language as a means of communication with German speaking.

2.2 Nuclear Substance
The core fabric is:


A) Communication strategies
b) Pronunciation and intonation
c) Central vocabulary
d) Central syntactic structures, including grammar and orthography
e) Culture and Society in Germany and other German-speaking countries within familiar topics
f) Different types fictive and nonfiktive texts on familiar topics.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance deepens the student's linguistic knowledge and awareness as well as perspectives on core substance themes to a broader understanding of German culture. The supplementary material consists of texts and other expressions, which deals with German-speaking countries.
3. Organization
3.1 Didactic principles
The emphasis is on that working with the various disciplines experienced as a whole, focusing on the language of the application and the student's own language production, why teaching wherever possible taught in German. The written work is an important competence in German, as it strengthens the student's communication skills and linguistic security. Central to the lab, each student's academic progress. Therefore, differentiated teaching essential in the organization of teaching. The program teaches the student's creativity and ability to think outside the box.
3.2 Work forms, including written work
The focus is on work and job types that develop students' communicative competence, independence and creativity. The work is organized mainly through various topics, and to ensure that the academic objectives integrated into this work. The written text is in the development of writing skills, it also supports reading, listening and speech training. Further work with writing stages of the process.
3.3 It
It is part of the teaching of German as a support in reading, listening and speech training. The student uses basic word processing in connection with the written work as a tool in the writing process. It naturally in connection with information retrieval, language learning and communication.
3.4. Interaction with other disciplines
German can interact with other subjects, where appropriate and possible. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous evaluation
The academic goals are the basis for an ongoing evaluation of the student's oral and written standpoint. Student's professional skills continuously evaluated in terms of skills and knowledge in a forward-looking perspective. Inclusion of activities with evaluation forms in oral or written form interacts with individual guidance and learner self-assessment.
4.2 Technical documentation
The student prepares independently a predisposition to a topic that relates to teaching content. The disposition delivered to the teacher who determines whether the material is suitable as technical documentation. The student prepares based on the disposition a presentation in German about the selected item. The presentation is followed by an in-depth interview.
Annex 39
avu Executive Order, in August 2009
German, level D
1. Identity and purpose
1.1 Identity
German is a færdighedsfag, a vidensfag and cultural skills. The course deals with the German language, culture and society in Germany and other German-speaking countries. Central to the course is the practical dimension, so that students will develop skills in using German as a general means of communication in spoken and written German.
1.2 Purpose
The purpose of teaching German is that students acquire knowledge and skills that make them able to communicate orally and in writing in German. Upon completion of the course gain the students insight into the culture and society in Germany and other German-speaking countries, strengthening their intercultural awareness and understanding of their own culture. The training will also help to develop students' awareness of the German language and usage and awareness of their own language acquisition. They also contribute teaching to the students to retain the desire to deal with the German language and culture.
2. Academic goals and academic content
2.1 Academic goals

The training focuses on listening, reading and speaking skills, while working with the written dimension expanded. The teaching will lead toward that students have acquired knowledge and skills that enable them to:
Communication skills


A) understand simple spoken German on selected general topics
b) read and understand different types of texts in selected general topics
c) understand the content of audio and visual media in selected general topics
d) participate actively in a conversation within selected general topics
e) present and explain a prepared topic
f) perspective to other familiar topics
g) comment on and deepen own views and attitudes
h) express themselves in writing in a simple, understandable and consistent language about selected general topics appropriate reader and purpose

Language and language


I) express themselves with a pronunciation and intonation that make the language clear and understandable
j) express themselves orally and in writing in simple, understandable and coherent language within selected general topics
k) use frequent stock phrases and idiomatic expressions
l) apply the basic principles of language structure
m) write in a simple, understandable and consistent language about general topics appropriate reader and purpose

Language acquisition


N) apply knowledge of listening, reading and communication strategies
o) choose appropriate write strategies
p) use dictionaries, grammatical overviews as well as spelling and grammar
q) using ICT and media opportunities associated with information retrieval, communication and text production
r) know their own language skills and actively involve them in learning
s) know about learning strategies to know how best to acquire the German language in an appropriate way
t) use a practical-musical expression in connection with a presentation

Cultural and social


U) apply knowledge of culture and society in Germany and German-speaking countries in selected general topics
v) see differences and similarities between German and culture in selected general topics
w) use language as a means of communication with German speaking.

2.2 Nuclear Substance
The core fabric is:


A) Communication strategies
b) Pronunciation and intonation
c) Central syntactic structures, including grammar and orthography
d) Central vocabulary
e) Various types of fictional and nonfiktive texts on selected general topics
f) Culture and Society in Germany and other German-speaking countries in selected general topics.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance deepens the student's linguistic knowledge and awareness as well as perspectives on core substance themes to a broader understanding of German culture. The supplementary material consists of texts and other expressions, which deals with German-speaking countries.
3. Organization
3.1 Didactic principles
The emphasis is on that working with the various disciplines experienced as a whole, focusing on the language of the application and the student's own language production, why education as much as possible is done in German. The written work is an important competence in German, as it strengthens the student's communication skills and linguistic security. Central to the lab, each student's academic progress. Therefore, differentiated teaching essential in the organization of teaching. The program teaches the student's creativity and ability to think outside the box.
3.2 Work forms, including written work
The focus is on work and job types that develop students' communicative competence, independence and creativity. The work is organized mainly through various topics, and to ensure that the academic objectives integrated into this work. The written text is that training to develop written communication, it also supports reading, listening and speech training. Further work with writing stages of the process.
3.3 It
It is part of the teaching of German as a support in reading, listening and speech training. The student uses basic word processing in connection with the written work as a tool in the writing process. It naturally in connection with information retrieval, language learning and communication.

3.4 Interaction with other subjects
German can interact with other subjects, where appropriate and possible. Interdisciplinary work must be planned taking into account the professional goals.
4. Evaluation
4.1 Continuous evaluation
The academic goals are the basis for an ongoing evaluation of the student's oral and written standpoint. Student's professional skills continuously evaluated in terms of skills and knowledge in a forward-looking perspective. Inclusion of activities with evaluation forms in oral or written form interacts with individual guidance and learner self-assessment.
4.2 Types of test
There will be a written test and an oral examination.
The written test
Test duration is 3 hours. The problem set is made centrally.
The oral examination
Before the test prepares the student an outline in German about a selected topic that has been worked on in training time. The disposition, which is of about ½ page, must be assessed by the teacher as suitable for use in the test. For the test assigned examinee an unknown text of about 1 standard page that has topic correlation with the self-selected topic. The unknown text provided by the teacher, submitted with the student's disposition to censor.
The student is preparing for the unknown text in 20 minutes. Then the candidate presents the main content of the unknown text in German, the examiner may ask clarifying questions. Then continue the student with a short presentation of its chosen topic in German on the basis of the outline and ends with a short depth interview in German on the subject between examinee and examiner. The same unknown sample material must not be used by 3 examinations on the same day. The examination time is 20 minutes.
Even Students
The self students submit to the institution 14 days prior to the examination of a disposition of a selected topic that has been worked on in class. The disposition must be determined by the institution as suitable for use in the test.
4.3 Evaluation Criteria
In both the written and oral test is judged to what extent the student's performance meet the academic goals set forth in section. 2.1.
The written test
The emphasis is on the examinee can


A) express themselves in writing in an understandable and coherent language on general topics
b) use correct spelling in a general vocabulary
c) understand the content of a text outline.

One mark is given.
The oral examination
The emphasis is on the student to an understandable and coherent German can


A) present a model
b) participate actively in a conversation
c) express their own views and arguments
d) perspective as models for the selected item.

The student sample models are not included in the assessment.
One mark is given.
Annex 40
avu Executive Order, in August 2009
Fine, level D
1. Identity and purpose
1.1 Identity
The subject's primary target field is visual. The course also includes visual expressions from popular culture. Throughout history, visual arts function had different purposes, for example, to reproduce, to examine, to challenge and to change our view of the world through perception and cognition. In working with imagery and imaging knowledge given the student the opportunity to strengthen his personal expression and expand his art professional conceptual framework. Visual The course is based on topics that include theory and practice. The subject's strength is that it activates all the senses and counts the experimental.
1.2 Purpose
The purpose of the course is to provide the participants with knowledge and skills in understanding pictorial idiom. This understanding is achieved through the image-producing work continuously connected to the theory of image knowledge through conversation. The course will give the student the opportunity to develop familiarity with the visual arts and popular culture visual expression so that the participant is able to evaluate and formulate its importance in Western European and other cultures.
2. Academic goals and academic content
2.1 Academic objectives
Teaching goal is that the student can


A) work practically and theoretically with the pictorial idiom
b) experiment with pictorial techniques and instruments and explain their function in concrete images
c) distinguish between a personal experience of art and a visual professional approach to art
d) describe, analyze and interpret images

e) characterize selected art historical genres.

2.2 Nuclear Substance
The core fabric is:


A) Practical and experimental imaging
b) Knowledge of materials and techniques
c) Knowledge of imagery right instruments, including color, light and shade, composition, perspective and space
d) Characterization of selected art historical periods, including contemporary art should be included
e) Outreach activities
f) Examples of popular culture visual expression
g) Examples of visual expression from cultures other than Western Europe.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons.
The instruction can be included


A) work with moving images, for example musikvideoers and advertising use of art elements
b) video installations and performance in connection with the course, where you work with images in space
c) imaging and image processing on the PC.

3. Organization
3.1 Didactic principles
The teaching is organized so that students without prior knowledge of the subject can participate. The training is divided into topics. Each item must be organized as a development from teacher-led presentations to more independent work. The paper should clarify the objectives topic aims. It is important to make temporary exhibitions of students' work. Through conversation in plenary offer the participant the opportunity to reflect on their own image work together with others images. In trainee imaging focuses on the visual and experimental, and not on the image artistic quality.
By working with imaging participant will receive a greater understanding of other (s) images and thus an approach to looking at art and reflect on the visual expression. The course is both a practical and a theoretical subjects. The subject's strength is that it allows you to use all your senses and weights experimental. The theory are integrated with the various types of image processing, so the theory and practice in their own way exploring the same issues. Knowledge of selected areas of the visual arts traditions and means to enter into work items.
3.2 Work forms, including written work
The subject must weights work that is based on the experimental. The subject of work alternates between teacher presentations, set assignments and individual image work. Lectures and set assignments provide theoretical and practical tools for student use in individual imaging work. A significant part of the teaching aims to get students to express themselves in pictures and talk about them. All image works saved. This applies sketches, both inclusion and exclusion, since all material is part of the process. The illustrations applied name and date as well as the student's notes in the form of keywords on theoretical considerations.
3.3 It
It is used for searching for information and displaying such images. It can possibly. used for image processing and image processing.
3.4 Interaction with other subjects
Fine may interact with other subjects, where appropriate and possible. In interdisciplinary interaction, the professional objectives of visual accommodated.
4. Evaluation
4.1 Continuous evaluation
Student practical works are ongoing and form the basis for selection for the final exhibition. During the course conversation about the work with the required practical and theoretical issues, and this is evaluated in relation to the professional goals. In addition, evaluation of teaching organization and content continually in conversation between students and teacher.
4.2 Test form
There will be an oral exam.
The model is an exhibit that the student arranges for teaching future settlement and which is representative of the academic content of the curriculum. The exhibition contained a recognized artistic work which is subjected to an elementary image analysis and interpretation. The work must be related to teaching and to the exhibition. The rest of the examinee manufactured material must be available to examiners.
The test is based on the examinee's analysis and interpretation of the selected work to be related to the exhibition. Then talks examinee and examiner for the exhibition, which refers to the work of the pictorial idiom and artistic techniques and their function.
The examination time is 30 minutes.
even Students

Even students organize an exhibition, which is representative of the academic content of the curriculum. The exhibition contained a recognized artistic work which is subjected to an elementary image analysis and interpretation. The work must be related to parts of the academic content of the curriculum and to the exhibition.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1. For the test, emphasized that the student can:


A) distinguish between a personal experience of art and a visual professional approach to art
b) describe, analyze and interpret the selected image
c) explain the selected image art historical characteristics
d) relate the chosen image to the practical and theoretical work on the pictorial idiom
e) refer to his experiments with pictorial techniques and can account for pictorial techniques function.

Emphasis is also placed on the examinee has put together an exhibition, which is representative of the academic content of the curriculum.
One mark is given.
Annex 41
avu Executive Order, in August 2009
Communication, level D
1. Identity and purpose
1.1 Identity
Communication is an oral communication classes that have rhetoric as his moderfag. Communication gives practical tools for communication in relation to a specific audience. The course therefore focuses on the communicative situation different aspects. Communication deals with both the production of own utterances as analysis and evaluation of own and others' utterances. Communication contributes to reflection on the verbal and nonverbal communications that make up the oral communication in speeches, debates and speeches. Communication joining theory and practice for own oral utterances and reflection on them. The subject's main activities is to work with rhetorical theory and practice rhetorical practice. Elementary argument is a recurring element in the subject.
1.2 Purpose
Students will gain competencies in reflecting on and exercising rhetorical practice. The competencies developed through knowledge and use of the oral language measures and situational certainty. This in turn increases their opportunities to participate actively and qualified in a democratic society. Communication can also be included in multidisciplinary contexts, as students by working reflectively with their methodology gain experience to shape and advance the statements of professional and attitudinal in an appropriate oral form.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:


A) demonstrate insight in communicating an action appropriate in relation to a specific target group
b) communicating a case credible and convincing through the application of knowledge, experiences, thoughts, feelings and creativity
c) argue for a position in relation to a specific target group
d) use verbal and nonverbal language appropriate and varied
e) dispose its subject coherent and manageable
f) use visual aids appropriate
g) evaluate own and others' communication in relation to the context
h) give and receive constructive criticism.

2.2 Nuclear Substance
The core fabric is:


A) Argumentation, including forms of appeal
b) Communication Models
c) Constructive criticism
d) Disposition
e) Speech Genres
f) Linguistic awareness
g) Visual aids
h) Nonverbal expression
i) of rhetoric five processing stages
j) Practical communication tasks.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and in general expand professional horizons. The additional ingredient of communication can be: debate, voice training, interview situations, processing of speaking anxiety, readings, pamphlets or reading strategies.
3. Organization
3.1 Didactic principles

Teaching watchman theory and practice equally. The practical exercises are performed with respect to different milestones and communication situations. Theories related to the practices of teaching suggests. It is characteristic of the art that it may be difficult to correct verbal statements, both because of the personal susceptibility to oral equality, and oral care volatility. But the greater the need for the teacher draws attention to this issue and trying to break the barrier. The training focuses on constructive criticism where both teacher and students included as critics, giving each student the opportunity to increase its communicative consciousness and strengthen its communication skills.
3.2 Work methods
The teaching is organized with variation and progression in the choice of work. In the choice of working must be taken into account that the student brought into an active learning role, and that student's experience with both individual and collective work developed. Student's practical communication tasks are at the center where the subject's theoretical elements involved progressive. The ensuing constructive criticism given orally in response groups, in plenary and in writing from student to student. Video can be involved in the program and also as a medium for analysis of rhetorical examples, partly as a possibility for capturing student's communication tasks.
3.3 It
The teaching is organized so that it included as tool for achieving professional goals. It will primarily be used in connection with manuscripts, information on the Internet and use of presentation programs to support dissemination.
3.4 Interaction with other subjects
The professional goals reinforced through professional interaction, since the subject is put into perspective the core fabric or additional material in other subjects from the foundation program. The professional interaction accommodated to the extent appropriate and planning permits.
4. Evaluation
4.1 Continuous evaluation
The ongoing evaluation must strengthen the student's learning and ensure the quality of teaching. The ongoing evaluation must also show where the student stands academically compared to the academic objectives. The evaluation carried out during the teaching of oral and short written form. This can be done by the student presents its communication tasks in response groups, giving and receiving constructive criticism and structuring written criticism of its communication tasks in a process folder.
4.2 Types of test
There will be an oral exam.
At the end of the training period can examinee either choose or be given a topic to a communication task with informative or argumentative traits. The student submits a brief written statement indicating the subject, intent, target group and communication situation. The teacher should find the report useful as the examination is based. The statement sent to the censor.
Based on the basis of the examination, the student completes his final assignment that may last 7-10 minutes. Then forms the examination of a conversation about decisions regarding the dissemination of the task design and other communication considerations. The examination time is 25 minutes.
Even Students
The independent student passes the examination basis for the institution no later than three weeks before the exam. The institution assesses eksaminationsgrundlagets fitness for assessment.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1, taking theory and practice accorded the same weight.
The emphasis is on the examinee can


A) demonstrate insight in communicating an action appropriate in relation to a specific target group
b) communicating a case understandable, credible and convincing
c) use verbal and nonverbal language appropriate and varied
d) dispose its subject coherent and manageable
e) assess their own presentation in relation to the context.

The student's written statement is not included in the assessment.
One mark is given.
Annex 42
avu Executive Order, in August 2009
Basic IT, basic
1. Identity and purpose
1.1 Identity

The knowledge society based on information technology. Both of training, work as private sphere it is required active use of it. The necessary IT skills is a prerequisite to participate actively in a democratic society in constant development, therefore it is essential that citizens have mastered basic computing, like an increasing number of information sources exclusively available electronically. A growing part of the communication is using it, like an increasing number of information sources exclusively available electronically.
The course basically it is working in various fields in solving a number of specific issues that show benefits of the use of ICT.
1.2 Purpose
The purpose of the course is that the student experience the computer as a useful and usable media and working. The student must acquire skills and skilled in using it as a personal tool for further education and for the solution of tasks in work and leisure.
2. Academic goals and academic content
2.1 Academic objectives
The goal is that the student in an appropriate way:


A) start and finish work at a computer
b) handle diverse applications with pointing device and keyboard
c) storing and retrieving files on appropriate storage media
d) use the basic functions of a browser program to find information based on the address link and simple search.
e) use the Internet for electronic communications.

2.2 Nuclear Substance
The core fabric is:


A) Using the pointing device and keyboard in various programs
b) Simple file manager for storage
c) Work with Internet
d) Electronic communications.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance. The additional material can include be entering limited data volumes and simple editing and solve concrete problems that put into perspective and deepens parts of the core substance.
3. Organization
3.1 Didactic principles
The course is aimed at the student, as no or little experience in computer use, and who wish to learn basic computer use and related equipment.
Work carefully with keyboard and pointing devices, so the student becomes familiar with these as instruments of various programs. Several different programs are presented to the student, so this experience uniformity in the management of these. In teaching, the relevant terms and concepts of the art. The stonework, terms and concepts taught plainly without detailed and engineering design elaboration. It is important that basiskursisten are presented things in a moderate pace, so the new knowledge and new skills can manage to accumulate.
3.2 Work forms, including written work
Student's independent work on the computer will fill a large part of the training period. This work may be initiated by a teacher presentations that demonstrate relevant issues and put the actual work into a larger context. The aim is that the student gets an experimental way of working, where testing of the programs options become prevalent.
3.3 It
Specifically, the use of IT will be prominent in class to show how the computer can be a useful and usable media and working.
3.4 Interaction with other subjects
The obtained basic IT skills will be used in all other subjects associated with the integration of IT.
4. Evaluation
4.1 Continuous evaluation
The teacher and the student continuously evaluate teaching methods, content and learning process and professional progress in relation to the academic requirements specified for the participant. The evaluation can be written, oral or electronic.
4.2 Technical documentation
Based on teacher-made questions seeking student in training time information on the Internet. Replies should be sent in an e-mail to the teacher.
The solution should demonstrate that the student can start and finish work at a computer, use the pointing device and keyboard and find information based on the address link and simple search and send an e-mail.
Annex 43
avu Executive Order, in August 2009
Basic IT, level G
1. Identity and purpose
1.1 Identity

The knowledge society based on information technology. Both of training, work as private sphere it is required active use of it. The necessary IT skills is a prerequisite to participate actively in a democratic society evolving, so it is essential that citizens have mastered basic computing. A growing part of the communication is using it, as the largest and most widely used sources of information available electronically. The course basically it is working in various fields in solving a number of specific issues that show benefits of the use of ICT.
1.2 Purpose
The purpose of the course is that the student experience the computer as a useful and usable media, working and communication tool. The student must acquire skills and skilled in using it as a personal tool for further education and for the solution of tasks in work and leisure.
2. Academic goals and academic content
2.1 Academic objectives
The goal is that the student in an appropriate way:


A) use a browser program to find information based on the address link and qualified search
b) assess the credibility of and further process information found
c) use the Internet for electronic communications
d) organize and structure data
e) use IT to solve concrete problems related to education, private or professional life
f) introduce IT-based solutions to concrete problems.

2.2 Nuclear Substance
The core fabric is:


A) Working with Internet
b) Electronic communication
c) File
d) Solving specific tasks based on the student's wishes
e) Presentation of puzzle solving.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance. As supplementary material may include included handling of text, working with publications, image processing, work with sound processing figures, work with internal and external indexes and handling system.
3. Organization
3.1 Didactic principles
The course is aimed at the student, who has some experience in computer use, and who want to work with it to solve concrete problems. We work with different programs, so the learner achieves a certain routine in their use. The student must also be aware that different programs have different scopes, but also a certain uniformity in interface. The course should give the participant understanding that the new programs, new program versions and new applications are instrumental in that it can be continually developed.
In the process of resolving the student's specific tasks focus on the student's personal preferences. Work on these individual tasks will require different programs. Therefore, a particular program not be the focus of teaching. By contrast, the specific individual tasks of initiating and controlling the work and the choice of programs.
3.2 Work forms, including written work
Student's independent work on the computer will fill a large part of the training period. This can be associated with the common core fabric initiated by a teacher presentations that demonstrate relevant issues and put the actual work into a larger context. The aim is that the student gets an experimental way of working, where testing of the programs options become prevalent.
3.3 It
Specifically, the use of IT will be prominent in the teaching to show how computer and any. other digital media can be useful and applicable tools.
3.4 Interaction with other subjects
The obtained basic IT skills will be used in all other subjects associated with the integration of IT.
4. Evaluation
4.1 Continuous evaluation
The teacher and the student continuously evaluate teaching methods, content and learning process and professional progress in relation to the academic requirements specified for the participant. The evaluation can be written, oral or electronic.
4.2 Sample
There will be a combined oral and practical examination.
The model of the sample is examinee synopsis prepared based on a problem area that is considered suitable by the teacher. The synopsis includes a brief description of selected IT tools. Censor is made familiar with the synopsis advance of the test.

The test consists of a conversation between examinee and examiner. The student gives an account of the problem area as well as a description and assessment of selected IT solutions. During the conversation demonstrates the student using the selected IT tools. The examination time is 25 minutes.
Even Students
Even Students produce the synopsis on the basis of a problem area that is considered suitable by the institution which examination is based.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the student's performance lives up to the academic goals set forth in section. 2.1.
The emphasis is on the student:


A) presentation and evaluation of the selected problem
b) the solution of the chosen problem
c) handling of the selected IT tools.

One mark is given.
Annex 44
avu Executive Order, in August 2009
Sport, level D
1. Identity and purpose
1.1. identity
Physical education is based on the physical activity and includes knowledge from the natural and health sciences and the humanities and social sciences. The course provides insight into physical activity influence health in the broadest sense. Physical activity and knowledge provides experience with body control and the involvement of theory creates art understanding of the values ​​of sport.
1.2 Purpose
The purpose of the teaching of physical education is to promote students' desire and motivation for physical exercise. Through versatile sporting experiences, the students should obtain a basic knowledge of exercise and health-promoting lifestyle and thus an understanding of sport's contribution to the development of personal identity and social skills. Students will develop skills that will enable them to evaluate associations between diet, exercise and lifestyle and to discuss various sporting activities and their qualities.
2. Academic goals and academic content
2.1 Academic objectives
The focus range physical exercise and training learning
The student must be able to:


A) engage in a variety of physical activities
b) explore their own physical and mental possibilities and limitations
c) enter into various types of cooperation.

Students must have knowledge of:


A) the basic forms of training teach in fitness, strength and coordination
b) physiological tests
c) the guiding principles for heating and relaxation.

The focus area of ​​exercise and health promotion
Students must:


A) develop an understanding of the relationship between diet, exercise and lifestyle
b) to discuss and evaluate different sports and their qualities
c) to analyze and evaluate different forms of exercise from a personal objective, so that their requirements for selection and deselection strengthened
d) develop a training diary for use for reflection on their own training
e) have insight into the importance of the relationship between lifestyle and community resources.

2.2 Nuclear Substance
The core fabric is:


A) Versatile forms of exercise and activities that accommodate body control
b) Basic training and learn basic sports science concepts about training, lifestyle and exercise habits
c) Physical activities that focus on collaboration and promotes self-esteem
d) To lead training diary.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and expand the student's professional horizons.
3. Organization
3.1 Didactic principles
The teaching is organized so that students without prior knowledge of the subject can participate. The starting point is physical activity and sporting experiences with a reflection on the relationship between theory and practice. The lessons emphasize that the subject's field of practice involves the interaction between physical activity, exercise and lifestyle. Because of the role that physical activity plays for the individual student's academic and personal dividends and the resulting motivation to continue exercising, the instruction must take into account the progression, variation and safety.
3.2 Work methods
The teaching is organized in such a way that the physical activity account for 70 per cent., While the theoretical part amounts to 30 per cent. To the extent possible, coupled theory to the practical expression. The teaching in the course of the following main areas:



A) body and individual
b) body and Community
c) body and lifestyle
d) body and society.

We must work with at least one item in each of the areas.
3.3 It
The teaching is organized so that it included as tool for achieving professional goals. It will primarily be involved in the preparation of the training diary and for different test forms and Its treatment thereof. Students can use it to gain knowledge and information about health, lifestyle and exercise habits.
3.4 Interaction with other subjects
Sport can interact with other subjects, where appropriate and possible. Also in an interdisciplinary course, the professional objectives safeguarded.
4. Evaluation
4.1 Continuous evaluation
The ongoing evaluation must strengthen the student's learning and ensure the quality of teaching. The ongoing evaluation must also show where the student stands academically compared to the academic objectives.
4.2 Types of test
There will be a combined oral and practical examination.
The candidate chooses at the end of teaching a subject related to one of the four main areas. Before training the end of time prepare the student in training time a written disposition to be found suitable as the examination is based.
The disposition shall include:
1. Main
2. Subject


A) description of the relationship between faculty and subject choice
b) reason for the choice of topic.

3. Physical activity


A) description of the relationship between subject and physical activity
b) rationale for selection of physical activity.

4. Literature
Along with the disposition candidate submits also his personal training diary to the teacher. The disposition is sent to the examiner prior to the test. The student must bring the training diary for the test.
The student initiates test with a short oral reasons for choosing the topic and activity (5 minutes). Then demonstrate the student the practical element and this part of the test may last 5-7 minutes. Subsequently, the evaluation is a conversation between the student and the examiners. In conversation involved substance from one or more of the other key areas and the candidate's personal training diary.
Duration is 25 minutes. There given examinee 25 minutes to practical preparation for getting ready for the practical presentation and a little warming.
Even Students
The independent student chooses a topic related to one of the four main areas, then draw up the independent student a written disposition to be found suitable for evaluation.
The disposition shall include:
1. Main
2. Subject


- Description of the relationship between faculty and subject choice
- Justification for choice of topic

3. Physical activity


- Description of the relationship between subject and physical activity
- Justification for choice of physical activity

4. Literature
Along with the disposition deliver it even students an introduction to a training diary to the examiner. The disposition is sent to the examiner prior to the test. The independent student must bring proposals for a training diary for the test.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1, taking theory and practice accorded the same weight.
The emphasis is on the examinee can:


A) master the basic sporting skills
b) work independently and engage in cooperative
c) combine theory, practice and training in connection with heating, training and thematic sessions
d) explain relations between diet, exercise and lifestyle
e) evaluate their own physical and mental possibilities and limitations.

One mark is given based on an overall assessment of the examinee's performance.
Annex 45
avu Executive Order, in August 2009
Latin, level E
1. Identity and purpose
1.1 Identity
Latin is a language and culture. Central to the course is the Latin language structure and history as the basis for understanding and knowledge of languages ​​in general and the Latin culture and its influence on language and cultural issues in Europe.
1.2 Purpose

By working with lighter Latin texts give the student an insight into Roman culture and its influence on European culture and history. This insight contributes to the student's understanding of their own culture and intercultural understanding. Students get acquainted with basic grammar and the basic principles of lending and foreign words in European languages. The teaching of Latin strengthening linguistic imagination and provides a systematic approach which is effective for mastery of Danish and foreign language learning.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:


A) translate simple texts with the use of aids such as dictionaries and grammar overviews and understand the contents of the texts
b) use knowledge of word classes and elementary inflections
c) analyze sentences
d) identify key words and concepts and be able to recognize them in other European languages ​​that the student has knowledge
e) to have basic knowledge about relevant historical and cultural conditions.

2.2 Nuclear Substance
The core fabric is:


A) Easier constructed Latin texts
b) Primary inflections and sentence
c) Latin terminology
d) Basic Latin words
e) Latin in the European languages ​​
f) Culture and History.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance, quicken the Latin texts as well as expand the student's professional horizons.
3. Organization
3.1 Didactic principles
Tuition is based on a professional level without previous knowledge. Emphasis is placed on the subject's various disciplines perceived as an integrated whole, where the translation, comprehension and syntax interact with cultural fabric viewed in a larger context. The work is organized through one or more items selected from the student group's interests. In the linguistic work is emphasized that the student acquire a common method that can be used in the work of analysis and text comprehension.
3.2 Work methods
The teaching is organized with variation and progression in the choice of work, so the learner achieves gradual autonomy in their work. Although the emphasis is on language learning, involvement of the cultural fabric from the beginning.
3.3 It
It is used for search of additional material in order to deepen the core substance.
3.4 Interaction with other subjects
Latin may interact with other subjects, where appropriate and possible. Also in interdisciplinary work, the professional objectives safeguarded.
4. Evaluation
4.1 Continuous evaluation
The academic goals are the basis for an ongoing evaluation of the student's standpoint. There are evaluated regularly with relevant tests based on teaching academic subjects to ensure the student's continued progression.
4.2 Technical documentation
The teacher selects or produce a short easier unknown Latin text on a topic that has been worked on in class. The student must be in training time in an individual written product demonstrate an appropriate working to understand the text. In a subsequent evaluative interview assessed the product in relation to the academic objectives:


A) understanding of a simple Latin text
b) translation of a Latin text easier
c) analysis of sentences
d) knowledge of relevant historical and cultural conditions.
Annex 46
avu Executive Order, in August 2009
Latin, level D
1. Identity and purpose
1.1 Identity
Latin is a language and culture. Central to the course is the Latin language structure and history as the basis for understanding and knowledge of languages ​​in general and the Latin culture and its influence on language and cultural issues in Europe.
1.2 Purpose
By working with lighter Latin texts give the student an insight into Roman culture and its influence on European culture and history. This insight contributes to the student's understanding of their own culture and intercultural understanding. Students get acquainted with basic grammar and the basic principles of lending and foreign words in European languages. The teaching of Latin strengthening linguistic imagination and provides a systematic approach which is effective for mastery of Danish and foreign language learning.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:



A) read and understand simple Latin texts
b) translate simple Latin texts to fairly correct Danish language with the use of aids such as dictionaries and grammatical overviews
c) recognize and identify elementary inflections
d) analyze sentences
e) identify Latin elements of foreign words and loanwords
f) relate to relevant historical and cultural conditions on selected topics
g) applying knowledge of cultural links between ancient and modern European culture.

2.2 Nuclear Substance
The core fabric is:


A) Constructed Latin texts
b) Basic Latin morphology and syntax, focusing on kasussystemet
c) Basic Latin vocabulary
d) Latin terminology
e) Latin in the European languages ​​
f) Culture, history and society.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance, quicken the Latin texts as well as expand the student's professional horizons.
3. Organization
3.1 Didactic principles
Emphasis is placed on the subject's various disciplines perceived as an integrated whole, where the translation, comprehension and syntax interact with cultural fabric viewed in a larger context. The work is organized through one or more items selected from the student group's interests. In the linguistic work is emphasized that the student acquire a common method that can be used in the work of analysis and text comprehension.
3.2 Work methods
The teaching is organized with variation and progression in the choice of work, so the learner achieves gradual autonomy in their work. Although the emphasis is on language learning, involvement of the cultural fabric from the beginning.
3.3 It
It is integrated as a natural and necessary aid in student's work to seek information about historical and cultural conditions in order to deepen the core substance.
3.4 Interaction with other subjects
Latin may interact with other subjects, where appropriate and possible. Also in interdisciplinary work, the professional objectives safeguarded.
4. Evaluation
4.1 Continuous evaluation
The academic goals are the basis for an ongoing evaluation of the student's standpoint. There are evaluated regularly with relevant test based on education to ensure the student's continued progression.
4.2 Test form
There will be an oral exam. The test consists of two parts:


1) a linguistic part
2) a cultural part.

Linguistic part
The teacher chooses an unknown machined Latin text of ½ standard page within one of the issues that are worked on in class. Selected phrases in the text is pre-stressed for the translation and analysis. The sentences shall be of such severity that the student gets the opportunity to demonstrate the fulfillment of professional goals. It also stresses individual Latin words that the student must explain in relation to the loan and foreign words in modern European languages.
Cultural part
It made one question that thematically related to the Latin text. The question is supplemented with a picture that illustrates the topic. Based on the model, the examinee must relate to relevant historical, social and cultural contexts.
Half of the exam will be used for the linguistic part.
Preparation time is 60 minutes and the examination time is 30 minutes.
4.3 Evaluation Criteria
In the evaluation, emphasis is placed on the extent to which the student's performance lives up to the academic goals set forth in section. 2.1. In the assessment emphasized that the student can:


A) translate fairly correct to Danish
b) examine the content of the text
c) recognize and identify elementary inflections
d) use morphological knowledge of the syntactic analysis
e) place the text into a relevant historical, cultural and social context.

One mark is given based on an overall assessment of the student's performance, where the linguistic part weighting of 2/3 in assessing performance, and the historical part counts 1/3 in assessing performance.
Annex 47
avu Executive Order, in August 2009
Philosophy of life, level D
1. Identity and purpose
1.1 Identity

Philosophy of life is a dannelsesfag dealing with existential issues arising out of human existence. The program includes philosophical, religious and social points of view of humankind, society and culture. Philosophy of life based on the interaction between these perspectives and focuses on the life value-related aspects. Through the subject is a historical dimension, which can be put into perspective the human contemporary living conditions.
1.2 Purpose
The participants will through the teaching of philosophy meet different outlooks and theories that put their own views of life in perspective. The teaching of philosophy to put students in a position to relate to statements and arguments based on different values. The training seeks to develop students' self and environment awareness, which is related to both national and international conditions in the global community. Thus contributing outlook to create a professional foundation for personal and responsible attitude and action towards fellow human beings in a modern, multicultural and democratic society.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:


A) identify and describe the existential and ethical issues
b) examine the theories arising out of philosophical, religious, and social considerations
c) demonstrate an understanding of livsanskuelsers importance to the individual, society and culture
d) evaluate the statements and arguments based on different outlooks and values ​​
e) perspective livsanskuelsers historical and contemporary importance.

2.2 Nuclear Substance
The core fabric is:


A) Ethical positions
b) Existence Philosophy
c) Religious and atheistic ways of deciphering life
d) Society, democracy and human rights
e) Identity past and present.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. Additional substance elaborates and puts into perspective the core substance. Additional substance in philosophy may be different philosophical, religious and societal perspectives on human existence, anchoring the core substance in the student's life.
3. Organization
3.1 Didactic principles
The teaching of the course alternates between theory and practical examples. Teaching is mainly based on dialogue where arguments and reasoning is the basis for the acquisition of the subject material. The teaching is based on a wide range of literature, journalistic texts, artistic expression and media-based materials. By creating forums where the participant has the opportunity to express themselves in relation to different outlook on life and values, develop student's self and environment awareness. Writing is a common element to achieve the course goals and maintain the subject material.
3.2 Work methods
The teaching is organized with variation and progression in the choice of work, taking into account that the student can take an active learning role. Discussion, debate and various role-playing forms can accommodate this learning role.
The student can also be challenged through encounters with people who can recount specific experiences with existential conditions.
A written dimension can be part of the training period in the form of small writing exercises or log book writing, which may consist of own views, conceptual reflection, reasoning, perception of reality, etc. Furthermore, establishment of arrangements for oral presentations.
3.3 It
The teaching is organized so that it included as tool for achieving professional goals. It will primarily use in written work, discussion and information.
3.4 Interaction with other subjects
The professional goals strengthened through interaction with other disciplines from the foundation program, where appropriate. The professional interaction taken into account to the extent that it allows the organization.
4. Evaluation
4.1 Continuous evaluation
The ongoing evaluation to ensure quality of education and enhance the student's learning. The basis for evaluation is the professional goals. The evaluation conducted in both written and oral form, so that the participant will have a clear view of the academic level, work effort and commitment in teaching. The evaluation also forms the basis for a joint reflection on lesson planning.
4.2 Types of test
There will be an oral exam.

At the end of the training period selects the student a subject that is within scope of the course and prepare them a written outline of a paper on the topic. In addition, choose the student in cooperation with the teacher an Annex that relate to the topic. The Annex may be a text of 1-2 A4 pages, a picture material or a short, digital sequence. The teacher assesses the piece, dispositionens and Annex suitability examination is based. Subject, disposition and annexes sent to the censor.
The student initiates test with a short oral presentation involving the Annex. The presentation should last 7-10 minutes. Then forms the examination of a conversation based on the oral presentation. The examination time is 25 minutes.
Even Students
The independent student passes the examination basis for the institution no later than three weeks before the exam. The institution assesses the subject, dispositionens and Annex suitability examination is based.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The emphasis is on the examinee can:


A) identify and describe existential or ethical issues
b) examine the theories arising out of philosophical, religious or social considerations
c) demonstrate an understanding of livsanskuelsers importance to the individual, society and culture
d) evaluate the statements and arguments based on different outlooks and values ​​
e) perspective livsanskuelsers historic or contemporary importance.

The student's written disposition are not included in the assessment.
One mark is given.
Annex 48
avu Executive Order, in August 2009
Psychology, level D
1. Identity and purpose
1.1 Identity
Psychology is a science in a general and basic level. The subject's main field is the normal working person's thinking, feelings and actions as well as their coherence and development of interaction with the environment. Psychology is based on research and theory in social psychology, developmental psychology and personality psychology. The course involves the psychological theories of history and explanatory, so that theory diversity can flourish. Psychology can also shed light on mental disorders and therapies theoretical foundations.
1.2 Purpose
Psychology gives students insight into the theories of the psychic life, unfolding in man and in its relations with others. Students acquire the competence to critically evaluate psychological theories. The teaching of psychology strengthen their opportunities for understanding and respect for people's personal, social and cultural diversity. Furthermore, strengthening students' ability to reflect on the psychological problems they face in their everyday lives. On that basis achieves learners also a self-awareness that makes them better able to express themselves in a changing world.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:


A) identify, define and explain the psychological issues
b) demonstrate knowledge of psychological theories and concepts
c) apply psychological theories and concepts in relation to specific psychological phenomena and problems
d) assess the social and cultural factors on human behavior
e) reflect on connections between theory and practice
f) perspective the psychological issues.

2.2 Nuclear Substance
The core fabric is:
Social Psychology


A) Group Psychological processes
b) Family and upbringing
c) Socialization and cultural influence

Developmental Psychology


D) Various psychological theories perspective on human development through a lifetime

Personlighedspsykologi


E) Identity
f) cognitive processes, learning and intelligence.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. Additional substance elaborates and puts into perspective the core substance. Additional substance in psychology can be, for example psychiatric disorders, crises, stress and other psychological conditions.
3. Organization
3.1 Didactic principles

The fundamental principle of the organization is a theme-oriented teaching. Education shall as far as possible be based on the student's experience. Furthermore, the student must be trained to use a jargon that makes it possible to acquire and disseminate psychological knowledge. Personal skills such as independence and accountability is strengthened through the use of different types of activity. The teaching must support the student's critical thinking so that a psychological theory is not perceived as the only truth. Education shall highlight the relationship between theory and practice.
3.2 Work methods
The teaching is organized with variation and progression in the choice of work. The teaching is structured so the student is part of situations that invite dialogue, debate and reflection. Less exercises, cases and media-based materials incorporated where appropriate. A written dimension in training time is included in the form of smaller writing tasks, accomplishing transactions for oral presentations, journal writing, etc.
3.3 It
The teaching is organized so that it regularly involved as a tool for achieving professional goals. It will primarily be used in connection with the written work, information on the internet and communication.
3.4 Interaction with other subjects
The professional goals reinforced through professional interaction, since the subject in perspective to other subjects from the foundation program. The professional interaction accommodated to the extent that the organization allows.
4. Evaluation
4.1 Continuous evaluation
The ongoing evaluation to ensure the quality of teaching. The ongoing evaluation must also show where the student stands academically in relation to the described competence and strengthen the student's learning. The evaluation carried out in written and oral form. It may be appropriate to use logbook or evaluation forms and short oral presentations or interviews. Testing can also be included to cover the student's academic understanding.
4.2 Types of test
There will be an oral exam.
At the end of the training period selects the student a subject that is within scope of the course and prepare them a written outline of a paper on the topic. In addition, choose the student in cooperation with the teacher an Annex that relate to the topic. The Annex may be a text of 1-2 pages A4 or imagery. The teacher assesses the piece, dispositionens and Annex suitability examination is based. Subject, disposition and annexes sent to the censor.
The student initiates test with a short oral presentation involving the Annex. The presentation may last 7-10 minutes. Then forms the examination of a conversation based on the oral presentation. The examination time is 25 minutes.
Even Students
The independent student passes the examination basis for the institution no later than three weeks before the exam. The institution assesses the subject, dispositionens and Annex suitability examination is based.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The emphasis is on the examinee can:


A) identify, define and explain the psychological issues
b) demonstrate knowledge of psychological theories and concepts and apply them to specific psychological phenomena and problems
c) assess the social and cultural factors on human behavior
d) reflect on connections between theory and practice
e) perspective the psychological issues.

The student's written disposition are not included in the assessment.
One mark is given.
Annex 49
avu Executive Order, in August 2009
Cooperation and communication level G
1. Identity and purpose
1.1 Identity
Cooperation and communication is a discipline that deals with relationships between people in organizations. The subject's main area are theories of cooperative and communicative relationship that has practical relevance. In cooperation and communication are the social skills centrally. The course also puts a special focus on reflection on their own impact on group processes. Through case studies and minor exercises acquires students collaborative and communicative skills that make it possible to use the acquired knowledge.
1.2 Purpose

Cooperation and communication to ensure students the opportunity to engage in contexts that require awareness and skills to collaborate and communicate. The teaching will give students the opportunity to achieve personal and social skills that increase students' ability to participate in various cooperative. The training should also provide students with knowledge on organizational matters.
2. Academic goals and academic content
2.1 Academic objectives
The student must be able to:


A) identify and apply basic forms of verbal and nonverbal communication
b) demonstrate knowledge of life positions as a precondition for understanding of communication
c) understand the importance of both positive and negative feedback
d) understand and apply key concepts of cooperation and group relations
e) reflect on their merits, and own impact on the collaborative processes
f) identify different forms of conflict and know the methods of conflict
g) demonstrate a basic knowledge of organizational theory and the interaction between the individual and organization
h) know about management styles affect human motivation, commitment and psychological work
i) put the theoretical substance in relation to practice.

2.2 Nuclear Substance
The core fabric is:


A) Communication - verbal and nonverbal
b) Groups and team
c) Conflict
d) Management and motivation
e) Psychological working
f) Organization Forms.

2.3 Additional substance
It will not be possible to meet the academic objectives on the basis of the core substance alone. The additional substance must deepen and put into perspective the core substance and in general expand professional horizons. The additional fabric in collaboration and communication can be, for example meeting, interview and feedback, and corporate culture. Scope of supplementary material is about 10 per cent. of training time.
3. Organization
3.1 Didactic principles
In collaboration and communication, the teaching based on practical issues. Through a case-based teaching strengthen the student's ability to identify, analyze and structure collaboration and communication situations. Where appropriate involvement of organizational issues. Education shall to the extent possible involve the student's experience. The teaching is organized so that the student is challenged verbally as well as non-verbal. This includes, inter alia, less exercises where the participant will have the opportunity to experience themselves and others in cooperative situations. It creates the basis for reflection and realization. The instruction includes theory and practice in an interaction where theory elucidates practice and practice calls for theory. The communicative dimension is central here as a fundamental perspective.
3.2 Work methods
The teaching is organized with variation and progression in the choice of work. The teaching is structured so the student obtains insight as well as skills in cooperation and communication, for example through group work and relevant exercises. Candidates are included in situations that invite dialogue, discussion, debate and argument, where speaking and listening are essential elements. A written dimension can be part of the training period in the form of smaller writing tasks that can take the form of feedback, summaries, journal writing, listing the transactions for oral presentations etc.
3.3 It
The teaching is organized so that it regularly involved as a tool for achieving professional goals. It will primarily be used in connection with small writing tasks, information on the internet and communication.
3.4 Interaction with other subjects
The professional goals reinforced through professional interaction, since the subject in perspective to other subjects from the foundation program. The professional interaction accommodated to the extent that the organization allows.
4. Evaluation
4.1 Continuous evaluation
The ongoing evaluation to ensure quality of education and enhance the student's learning. Ongoing evaluation will partly show where the student stands academically in relation to the described competence, partly make the student aware of their own learning process.
The evaluation carried out during the teaching in written and oral form. Ensure that by the end of the course has been used different evaluation forms, for example case, test and interview.
4.2 Types of test
There will be an oral exam.
The student chooses one of two methods of evaluation:

A) At the end of the training period selects the student a subject that is within scope of the course and prepare them a written outline of a paper on the topic. In addition, choose the student in cooperation with the teacher an Annex that relate to the topic. The Annex may be a text of 1-2 A4 pages, a picture material or a short, digital sequence. The teacher assesses the piece, dispositionens and Annex suitability examination is based. Subject, disposition and annexes sent to the censor.
The student initiates test with a short oral presentation involving the Annex. The presentation may last 7-10 minutes. Then forms the examination of a conversation based on the oral presentation. The examination time is 25 minutes.
B) At the end of training time working student with a case, as set by the teacher after discussion with the student. The case will address realistic issues in an organizational context. In relation to the case study prepares the student an outline for a presentation about the case. The teacher assesses dispositionens suitability examination is based. Case and disposition sent to the censor.
The student initiates test with a short oral presentation, which may last 7-10 minutes. Then forms the examination of a conversation based on the case and the oral presentation. The examination time is 25 minutes.
Even Students
Even Students follow sample form A. The independent student passes the examination basis for the institution no later than three weeks before the exam. The institution assesses the subject, dispositionens and Annex suitability examination is based.
4.3 Evaluation Criteria
The rating is an assessment of the extent to which the examinee's performance meet the academic goals set forth in section. 2.1.
The emphasis is on the examinee can:


A) identify and apply basic forms of verbal and nonverbal communication
b) understand and apply key concepts of cooperation and group relations
c) reflect on their merits, and own impact on the collaborative processes
d) demonstrate knowledge of conflicts and conflict
e) demonstrate a basic knowledge of organizational theory and the interaction between the individual and organization
f) demonstrate knowledge of leadership in relation to employees' motivation, commitment and psychological work
g) put the theoretical substance in relation to practice.

The student's written disposition are not included in the assessment.
One mark is given.
Annex 50
avu Executive Order, in August 2009
Topics included in the subjects of education
Academic reading
1. Identity and purpose
1.1 Identity
Reading is an active opinion-building process. Academic reading is to read to learn and is characterized in that the reading is used to gain new knowledge and insights. Specialist teachers are key resource people when it comes to developing the student's knowledge of the central trade terms, concepts and special types of text. Academic reading involves texts with a special information structure and a special vocabulary - texts, which are designed to fulfill a specific purpose. Since all subjects uses texts in academic instruction, can read and write is considered interdisciplinary skills that all subjects have a common responsibility to further develop. Activities with reading strategies and awareness of their own reading and writing techniques are therefore a natural element in all subjects.
1.2 Purpose
The purpose of education in professional reading is to develop the student to an active reader. Through a persistent and meticulous work with linguistic focus stimulated and developed skills of reading skill and reading comprehension. The student must have knowledge of the requirements subject texts put to the reader, and that reading is the interaction of many knowledge areas that acts simultaneously during reading. It is essential that the teaching establish good reading habits and strategies that enables the participant to all subjects to be able to understand, use and reflect on written texts. Education shall be the development of the skills of functional literacy help the student to reach the professional goals, increasing his knowledge and develop his potential.
2. Measure
The student must be able to use reading to acquire new knowledge, including:


A) orient themselves in an academic text and activate background knowledge and experience
b) formulating a reading object
c) control and regulate read manner on the basis of the purpose of reading
d) evaluate its benefit from reading.


The student must be able to understand the text language syntax and structure, including:


E) identify words and concepts in the text
f) understand the meaning of text keywords
g) activating his knowledge of the text's subject and create internal mental images
h) compare and integrate new knowledge with existing knowledge
i) draw inferences based on internal representation pictures
j) achieve a well-functioning working memory
k) take notes while reading
l) use systematic methods to gain an overview of texts and substance
m) use its knowledge of text types and genres to choose an effective reading strategy.

Sustainable development
1. Identity and purpose
1.1. identity
Brundtland Commission defined in 1987 sustainable development as "development that meets the needs of current generations without compromising the ability of future generations to meet their own needs". This definition is still the basis for consideration of sustainable development. We need to look at the Earth's resources. One consequence is that ensuring growth and prosperity must be integrated with environmental protection.
Sustainable development requires environmental, economic, social and health responses. A new basis for green growth to be formed through, inter alia, increased environmental awareness, changing consumption habits and strategic economic incentives. The challenges are global and therefore a shared responsibility.
Sustainable development implies, inter alia strengthening of renewable energy, new technology development, protection of nature, planning of healthy cities with environmentally friendly transport systems, strengthening of public health and not least increased education and knowledge.
1.2 Purpose
The purpose of bringing perspectives on sustainable development in the subjects is that the student acquires a knowledge and value-based foundation to be able to relate to sustainable development. The student must achieve an awareness that sustainable development is a complex challenge that requires all parties in society taking joint responsibility to contribute to this development.
2. Measure
The goal is that the student through participation in the general adult:


A) acquire knowledge of the factors involved in sustainable development
b) relate to sustainable development as a complex challenge
c) sees opportunities for the citizens to promote sustainable development
d) carry out responsible actions in relation to the common nature
e) understand that the path to the sustainable society involves both local and global solutions.
Annex 51
avu Executive Order, in August 2009
Additional, differentiated instruction
1. Purpose
The purpose of complementary, differentiated instruction is to strengthen the student's academic learning and desire to learn. Tuition is based on the student's academic interest, desire and need for academic concentration. Work with professional topics and issues for the student's choice and to present, train and incorporate professional practices and policies.
2. Academic goals
The student must be able to:


A) strengthening its professional knowledge, insight, understanding and skill in the subject
b) use learning strategies
c) achieve academic ideas
d) develop the ability to be creative and innovative
e) develop awareness of appropriate work habits
f) develop awareness of appropriate working methods
g) evaluate own competence.

3. Organization
3.1 Didactic principles
Candidates are encouraged to try out varied work.
3.2 Work methods
There used differentiated and varied work that coordinated with the profession and the student's desire for academic subjects and issues.
3.3 It
It is integrated in the work of the course.
4. Evaluation
Student learning pathways and progression evaluated regularly orally or in writing.
Annex 52
avu Executive Order, in August 2009
Introductory training
1. Purpose

The purpose of the introductory training is to strengthen and promote the student's qualifications, motivation and desire for education and thus meet the student who has desire and need to get started with training, but are uncertain and alienated from education. The student is introduced to one or more subjects in the foundation program and in teaching subjects demonstrated academic objectives, methods and working practices. The intention is to identify the student's personal, educational and professional resources in relation to the profession, education and occupation.
2. Objectives and content
2.1 Dimensions
The student will have:


A) insight into the subject content and methods
b) clarification in relation to the professional needs and levels
c) knowledge of their own learning skills
d) personal clarification in relation to education
e) guidance in the choice of education and profession in general.

2.2 Contents


A) education includes a broad introduction to one or more subjects
b) the introduction illuminates the subject's identity, method and significance from a given context
c) where several subjects included, organized content based on the parts of the academic
d) participants' assumptions and experiences taken into account in the planning and conduct of the process and reflected in the contents
e) education contributes to the identification of the student's academic qualifications and educational opportunities. Elements of educational and vocational guidance is integrated in the process.

3. Organization
3.1 Didactic principles
The starting point is the recognition of the skills acquired experience, resources and skills in relation to education, subject and level. The teaching is organized as far as possible as thematic wholes.
3.2 Work methods
Working methods coordinated with the student's needs. To promote the motivating aspect employed varied work with high participant involvement. Student's wonder and curiosity in relation to the individual subjects and elements will form the basis for teaching.
3.3 It
It is integrated in the work of the course and areas where it is relevant.
4. Evaluation
It is subject to ongoing evaluation within two fields:


A) Internal evaluation, which ensures that the student through reflexive questions and dialogue can assess their own learning pathways and dividend
b) Evaluation of the teaching style and content.

Evaluation forms and methods must reflect the educational objectives and content.
Annex 53
avu Executive Order, in August 2009
Overview of meritorious levels of courses offered under the Executive Order no. 1480 of 15 December 2005 on teaching. in general adult education (avu-Order) in a general preparatory examination
With avu reform are all subjects provided with a level indication, ie basic level and the levels G, F, E and D, which is also used when a student applies for credit transfer.
Subjects where the test is passed under the previous regime, cf. Order no. 1480 of 15 December 2005 on teaching. in general adult education (avu order), gives merit in a general preparatory examination so that steps 1 gives credit to level G and step 2 gives credit to level E except:
Art, English, communication (offered as standard test) and social studies, where level E / step 2 under the previous regime gives merit in a general preparatory examination at level D.
Other courses, including courses offered as standard tests or special fagtilbud not give full credit.