Key Benefits:
Chapter 1 Purpose, duration and scope of education
Chapter 2 Structure and content of the training and the content
Chapter 3 Instructions and restraint
Chapter 4 Management of the training
Chapter 5 Planning and implementation of the Noise
Chapter 6 Internal Evaluation
Chapter 7 Education Descriptions and attestations for successful education
Chapter 8 Special training and other special pedagogical assistance
Chapter 9 Health training
Chapter 10 Various provisions
Chapter 11 Crow
Chapter 12 Fraviations from the notice
Chapter 13 Entry into force and transitional rules
Completion of the train to two-year Hf (hf-prodilation)
In accordance with section 10 (4), 4, section 11, paragraph 1. 2, section 14 (4). 3, section 15 (3). 2, section 16 (4). 4, section 17, section 25, section 35, section Paragraph 1, section 36, paragraph. 3, section 37, paragraph. 3, section 38, paragraph. 2, and section 41 (1). 3, in the law of training for the preparation of the preparation of the preparation of the preparation (hf), cf. Law Order no. 445 of 8. May 2007, as amended by law no. 641 of 14. June 2010, and Article 8 (3). 3, section 14 (4). 4, and section 55 in the institutions of general education and general adult education, etc., cf. Law Order no. 937 of 22. September 2008, as follows :
Chapter 1
Purpose, duration and scope of education
§ 1. The training for higher preparation, organised as a two-year education, is targeted at young people with an interest in knowledge, in depth, prospects and abstraction, and which is primarily aimed at higher education. The training constitutes a whole and completes with a degree in accordance with national standards.
Paragraph 2. The aim of the training is to prepare the course for higher education, including that they are dedicated to education, knowledge and skills through the combination of professional breadth and depth and through the interaction between the professionals.
Paragraph 3. The course of training courses through training and educational qualifications must develop professional insight and study skills. They must gain confidence in the use of different forms of work and of the ability to function in a study environment, where the requirements for autonomy, cooperation and sans to seek knowledge are at the heart of the matter.
Paragraph 4. The training must have a training perspective, with the emphasis on the development of personal authority by the couriers. The Kursists must therefore learn to behave reflecting and responsibly to their world : people, nature and society, and to their own development. The training must also develop the creative and innovative capabilities of the couriers and their critical eye.
Paragraph 5. The training and education culture as a whole must prepare for the couriers of co-determination, responsibility, rights and obligations in a society of freedom and the rule of law. The teaching and the entire life of the Kurds must therefore be based on spirit of freedom, equality and democracy. The Kursists need to achieve the conditions for active participation in a democratic society and understanding of the opportunities for individual and, together, to contribute to development and change, as well as understanding both the immediate and European and European level. global perspective.
§ 2. The two-year Hf is carried out with the emphasis both on the theoretical and the application-oriented, cf. § 37, paragraph. 2. The development of the couriers must develop the skills of the couriers and their understanding of the links between the professors and the promotion of the individual couriers ' responsibility for their own and shared results. The Kursists must achieve analytical and critical skills and gain insight into science, social sciences and humanistic relationships. They must also develop their language skills.
§ 3. The overall training period, cf. § 4, because the course of the two-year hf shall comprise at least 1625 hours á 60 minutes.
Paragraph 2. In the case of the liquids which have been accepted, substitution, substitution, in accordance with the rules on this subject, the course of training may organise individual courses of training in less than 1625 hours.
Paragraph 3. The director of the courier may, upon application, permit a cousist to have merit in training in accordance with the rules of the Merit notice and which is therefore exempted from parts of the instruction may use the available time to complete further ; Election courses which may be included in the training course, including raising the level of compulsory subjects.
§ 4. The time of training includes the overall training course activity, that is to say. the time, the couriers participate in different types of teacher-driven education and other activities organized by the courses to achieve the purpose of training, including technical and methodologies, cf. § 28, paragraph 1. 1.
Paragraph 2. The preparation of the couriers for teaching, the written work, the official tests for the examination, guidance for the implementation of the training, cf. § 28, paragraph 1. 2, voluntary training, cf. Section 23, the student body, cf. section 24, and open workshop, cf. Section 25 is not covered by the training period.
Chapter 2
Structure and content of the training and the content
§ 5. A Hf exam consists of high schools C, B and A level subjects, where A is the highest level.
Paragraph 2. The two-year Hf encomps for all Kurds compulsory subject, cf. section 6, mandatory professional groups, cf. Section 7, and the selection subject, cf. sections 8 and 9. There is a greater written task, cf. section 16, project periods, cf. § 17, an introductory class, cf. Section 18, and skated-ware training, cf. § 19.
Paragraph 3. The course shall be offered by the couriers, as provided for in the case of section 23, guidance, cf. § 28, paragraph 1. 1 and 2, and may offer a range of other activities, cf. ~ § 20-22, ~ ~ ~ 24 and 25 ~
Mandatory subject
§ 6. The training period shall comprise :
1) Danish A : 240 hours.
2) English B : 210 hours.
3) Mathematics C : 125 hours.
4) Sport C : 75 hours.
5) Practical / musical class C : 75 hours.
Paragraph 2. 75 hours are allocated to other C-level classes, 125 hours to lift from C to B-level and 125 hours to lift from B-to A level.
Paragraph 3. The English class and English class will be placed in 1. and 2. Hf. The leader of the Kursets will decide on the distribution of the hours between the two years.
Paragraph 4. The teaching of mathematics, sport and the practical and practical subject can be placed in the first place of the decision of the class. or 2. hf, however, so that at least one class C in at least one class in 1 shall always be offered. Hf.
Paragraph 5. The Kursists must make the wish for one of the following practical / musian subjects : art, dance, design, drama, media studies and music, cf. § 33.
Mandatory professional groups
§ 7. The training period shall comprise :
1) A natural scientific group that includes biology C, geography C, and chemistry C, combined with a total of 225 hours.
2) A culture and society group, which includes history B, social studies C and religion C, together 300 hours.
Paragraph 2. The teaching of the natural scientific group is concluded in 1. hf, whilst the teaching of the culture and social groups is placed in 1. and 2. Hf. The leader of the Kursets will decide on the distribution of the hours between the two years.
Paragraph 3. The leader of the Kursets decides how the training time, the professional groups are allocated, is distributed among the individual subjects in order to meet the specialised professional goals of the specialists in the specialists.
Elections
§ 8. As an elective, the course can be a practical / musian subject from this notice, subject to the publication of the general election campaign in the field of high school education and studies from other secondary schools in accordance with the rules governing the subject of the studies. hf-individual trade notice, stx notice, hhx notice and the htx notice, cf. However, section 9.
Paragraph 2. The course of information is also provided that an optional service is offered after which it is published, provided that it is planned to be read after the Notice, the announcement or the htx notice. The instruction shall be subject to the rules of the subject in question.
Paragraph 3. When the courier elects elects, they must be able to choose between the selections that were offered, as the Kurds were to take place on the course.
Paragraph 4. The course may offer other selections other than those referred to in paragraph 1. 1, cf. § 34, paragraph. 2.
Paragraph 5. The course can decide to appoint a number of a group in a group (qualified package) with a parent subject.
Paragraph 6. In the course of the course, the cursists must indicate the wish selection of an uninvited professional package, respectively, in the selection of the selections, in the case of the training profession of 1. Hf.
§ 9. Only one of the following subjects can be considered as an elective :
1) data catalog in C,
2) information technology (C),
3) information technology B,
4) It B,
5) It A,
6) communication / it C,
7) communication / it A, and
8) Programming C.
Paragraph 2. A courier can neither choose Idea History B or Cultural understanding C or B as a selection.
§ 10. The practica/mumsical profession, cf. Section 6 (2). 5, may be included in a professional package, cf. § 8 (3) 5.
Paragraph 2. The course can decide that one race, for example, 2. foreign languages must be chosen by all the Kurds.
§ 11. The director of the courier may, on the basis of the application, permit a coupage of training to follow the teaching of an elective subject to the training of a second institution.
Paragraph 2. In the case of institutions with both stx and hf, the search for the courier shall allow for a coupage who wants an elective subject to be a specific access requirement for higher education during training hours in the training period following a lesson in education. the institution of a compulsory class or study class in stx. However, this requires that the subject or level not be established as an institution in the institution, or that if any circumstances prevent the couriers from being admitted to a desired election-level. In such cases, the course of courier shall follow the plan laid down for the instruction in the profession.
Paragraph 3. An elective subject to another high school education is always brought to an end with a test.
Paragraph 4. A courier cannot, as an elective subject, receive lessons in a subject at the same level or at a lower level than the level of compulsory education.
§ 12. For the individual coupage, the training period in an electoral field must be at least 250 hours and include 2-4 elective classes at C, B, or A-level. Minimum requirements are :
1) two classes at B level,
2) a B-and-two classes at C level,
3) a level B level and a C-level class whose course is a language subject of at least B-level or physique at a level of at least B-level ; or
4) A level-A-level class and a C-level program. However, if the "A" level is English or history, at least two classes at C-level or level are required at the level of the B level.
Paragraph 2. The individual courier can, after approval of the course of the courier, follow the teaching of extra electoral courses.
§ 13. The individual courier must have followed or follow the teaching of the nearest sub-level before they can begin the training of a higher level of the profession.
Paragraph 2. The leader of the courier can derogate from paragraph. 1 where the real professional qualifications of the courier are deemed to be sufficient.
§ 14. Elections of biology A, Physics A and Chemistry A are conditional on the course of the coupage to follow instruction in math B or have professional assumptions corresponding to Math B.
Paragraph 2. Elections of German or French are conditional on the fact that the coupage has followed the test preparation of primary school in the profession for two to four years or in any other way has obtained similar qualifications.
Paragraph 3. The leader of the courier can derogate from paragraph. 1 and 2 where the real professional qualifications of the courier are estimated to be sufficient.
Aggregation of electoral duty
§ 15. If the leader of the courier decides to establish two existing elections for one team, the merging must be well alert to the courier and teachers concerned, in such a good time that there is an opportunity to establish a sufficient consistency between the teams. professional content and fulfillment of the professional objectives and to carry out a review of the training of the classes in which the group is to be joined.
Major Written Task
§ 16. IN 3. or 4. Semester shall draw up the curristals individually for a greater written assignment, cf. Annex 4. The task is part of the training period of 25 hours.
Project Periods
§ 17. During the period of training, project periods are included around the time 50 hours. Hence the depart at the end of 4. Semester. Twenty-five hours for an examination project in the cultural and social studies group. The Kursists prepare the project individually or in groups, cf. Annex 14.
Other training activities in the training period
§ 18. As part of the training period of fagenes and professional groups, the training period of each class is organized ; intro course a coordinated introduction period of a total duration of approximately 5 000 (1). four weeks, cf. Annex 3.
Paragraph 2. The intro-grains are organised and planned coordinated between class teachers in the vocational and vocational training and in the workshop class.
Paragraph 3. The leader of the Kursets decides how the training period for introductory classes is allocated to classes and trade groups.
§ 19. In the course of the entire course of the journey, 50 hours to the workshop training, that is associated with each class, cf. Annex 6.
20. Part of the training period may be organised and organised in accordance with the decision of the leader of the couts ; excursions -Mv.
Paragraph 2. All excursions must be approved by the Executive of the Kurds and must be included in the fulfilment of the technical objectives to the same extent as the training they are taking instead.
§ 21. The leader of the courier may decide that, as part of the training, joint events ; and theme days and may allow for internship.
Paragraph 2. Community events to cover more than one class or crew can be made across the vineyard and be organized under freer forms than the usual course of training.
Paragraph 3. Thematic days may be used for activities across the class of the year, class steps, and must be such as to be able to work professionally and pedagogical relevant at high school level.
Paragraph 4. Practice is in a business, an institution, or similar to one or more Kurdish people. Practik can be part of a learning process in all subjects, their interactions or in the written projects.
Paragraph 5. All joint events, thematic days and internships must be approved by the leader of the courier and be included in the achievement of the objectives of education.
§ 22. Parts of training can be carried out by a foreign training institution for courier who has enrolled in a special scheme where this is planned beforehand.
Activities outside of education
-23. The course is to offer the couriers. voluntary education. The leader of the Kurds decides on which subjects and topics the teaching is being offered. The training that can be offered across the year, classes, and crew can not include the subject of the test-related training.
Paragraph 2. Participation in voluntary training cannot be made a condition of the individual courier's options for the choice of subjects or other activities offered by the course of course as part of the training.
Paragraph 3. The cures must establish special offers for the Kurdish special needs, cf. here at § 56 a. These may be directed at the test-related technical training.
§ 24. The course can be offered to the couriers Student exiles. Studies can be offered groups of courier across the vines, classes and teams. Studiekredse cannot include the subject matter of professional training.
Paragraph 2. Participation in voluntary study can not be made a condition of the individual courier's ability to choose subjects or other activities which are offered by the course as part of the training.
Paragraph 3. The course shall establish special offers for the liquids with special skills, cf. here at § 56 a.
§ 25. The leader of the courier can offer the couriers the opportunity to use the facilities of the courier as open shop, the study centre or the like so as to strengthen the study of study and the basis for ensuring that all the courier achieves a good trade in trade.
Lireplanes
SECTION 26. The objectives and content of the instruction appear in the respective readers, cf. Annex 2-18.
Paragraph 2. In Appendix 7 to 18, the professional content of the act shall be defined in point. 2.2. Cerein and in the furs. 2.3. Supplementary material. The core matter includes the professional content that is mandatory for all the courier groups which have been given at that level. The additional substance is a freer framework within which professional content is chosen, which is deepening and outstretching the core material and extends the professional horizons of the coupage. Both core and supplementary matter are necessary in order to achieve the technical objectives. In the selection of nuclear and supplemental substances, the couriers must be involved.
§ 27. The language of education is Danish, unless the instruction takes place at a foreign institution, cf. § 22. In other cases, the Ministry of Education may accept that the language of instruction is English, German or French.
Paragraph 2. The instruction shall be used by a joint grammatical terminology. The languages of the proverted text may be used in the teaching of all classes and in their interaction.
Paragraph 3. This training shall include training in study methodology.
Chapter 3
Instructions and restraint
§ 28. The leader of the Kursets must ensure that professional and methodical guidance is given in the individual classes and in professional groups, etc. as part of the training period.
Paragraph 2. The training and vocational guidance provided by the Kurds in accordance with the announcement of the choice of higher education and professions are beyond the training period.
Paragraph 3. The Kursists have a duty to participate in the instructions given in accordance with paragraph 1. 1-2.
Paragraph 4. The leader shall ensure that guidelines are drawn up for the work of maintaining the training courses in training, including the reduction of the absence and the procedures for reelection or absence, cf. Section 14 of the law on training for the preparation of the preparation of the preparation of the preparation (hf law).
§ 29. The leader of the courier shall appoint a number of classes tutors each of which must follow and advise normal 6-8 courids through the whole of their teaching procedure, cf. Annex 5.
Chapter 4
Management of the training
Classes and teams
-$30. The classes define the framework for the creation of classes and teams, cf. However, section 35.
Paragraph 2. The leader of the Kurds will decide on the distribution of the couriers in the individual classes and in teams. In the distribution of couriers in classes, the conducibility of the courier shall take account of the preoccupations of the couriers to the practical / musical selection in accordance with the conditions laid down in the course of the courier. Section 6 (2). 5, and the selection subject, cf. sections 8 and 9.
§ 31. The director of the Kurds shall decide that, in certain cases, the teaching of practical or educational reasons may be organised in teams within the individual class and across the vines and across the vines and takes a decision on the distribution of the couriers ; The teams.
§ 32. The leader of the courier can approve the inclusion of single-class and students from another high school education, which has selected a class in the training, is being recorded in an existing class or on an existing team.
Prohibition and the creation of classes
§ 33. The course shall offer two or more of the sections referred to in section 6 (2). Five, mentioned practical / musian subjects.
§ 34. The course shall, in cooperation with the other courses in the binding cooperation of the courier, ensure that, in the geographical area covered by cooperation, there is a broad range of trade in the fields covered by the three main areas of humanities, Science and social sciences.
Paragraph 2. The course may be published in accordance with the other selections, cf. § 8 (3) 4, following the approval of the objectives, content, level and test of the Ministry of Education of the Ministry of Education.
Paragraph 3. Cure of trade in the course of the class, including practical / muse subject, cf. Section 6 (2). 5, subject matter and selections must be published by 1. In advance of the application for membership application. The enrollment shall be made on the website's website and, where appropriate, at an orientation meeting for future 1. Hf-kursist.
$35. Forbidden valghold is created when more than 400 courier / students have reported at least 10 couriers / pupils for the profession, and where at a maximum of 400 courier / pupils, at least seven of the enlisted students have at least seven. In schools with both alment colleges and hf, the overall student body of the two courses is being collected in the case of subjects which can be chosen by both high school pupils and Hf-Kurds. In the case of studies which can be chosen only by Hf-kursist, the total number of HF courier shall be taken into account.
Paragraph 2. The leader of the Kursets will decide on the creation of a specific election. The decision may involve the fact that not all the Kurds would wish to be taken into account. The leader must, however, ensure that all the courier can meet the requirements of the training, cf. § 12.
Course years and holidays
§ 36. The course is decided on the start of the course for the year.
Paragraph 2. The course shall decide on the number of days of school and on the placement of holidays and holidays.
Chapter 5
Planning and implementation of the Noise
§ 37. The education is planned and implemented, so that the objectives of both the training as a whole and for each class and professional groups are met.
Paragraph 2. The teaching of the class shall be organised and suitability oriented in the contexts where it is relevant for the fulfillbe of the professional objectives of each class and specialist groups. This involves the involvement of authentic issues of life, working life and working life, which can form the basis for the work of the objectives and content of the fwe have in order to examine and develop the use of professional practice.
§ 38. The teaching must be organised, taking into account the different capacities and conditions of the Kurds.
§ 39. The class leader can decide, the teaching of a class, in professional groups and introductory classes, workshops and project periods in a class and on a team can be carried out by several teachers.
Paragraph 2. When the teaching is carried out by several teachers, the leader shall establish a distribution of responsibilities for the overall evaluation, evaluation and test (s).
§ 40. The leader of the Kursets is putting together a faculty team for each class. In addition, the leader can put together trainers by other criteria. A teacher team may, as needed, work in a shorter or longer time.
Paragraph 2. The manager decides on the tasks attributed to the individual teacher team with regard to the planning, implementation, evaluation and development of the training.
§ 41. The leader of the Kursets shall, after discussion with each class ' teacher team, establish a general concise and foreseeable plan (study plan) for teaching. The study plan must ensure consistency and continuity in the training of individual couriers, and the study plan is the starting point for the teaching team's joint planning.
Paragraph 2. The Study Plan must set out a clear division of responsibilities between class teachers and ensure coherence between single-disciplinary and multi-disciplinary training courses.
§ 42. The Study Plan must include all classes of class and professional groups and their interactions to ensure progression and variation in the use of various forms of work, including written work, virtual courses, project work and excursions.
§ 43. The study plan will be adjusted continuously and must be communicated on the website's website, in accordance with the provisions of the law on transparency and openness in education and so on.
§ 44. The leader of the courier shall ensure that the objectives of the professional, general and personal skills of the couriers are unique as a condition of professional excellence, study skills and personal development, cf. the purpose of training in Chapter 1.
Paragraph 2. In addition to the specific objectives, the leader must ensure the couriers,
1) the oral and written expression fertility and the ability to disseminate,
2) basic IT skills, including ensuring that the couriers reign IT-based communication forums, and
3) awareness and ability to manage their own apprenticing processes and control of various forms of work.
Paragraph 3. The leader of the courier shall ensure that the written work of the agents ' s interaction and in the individual subjects, including the subject matter of hand-distributed time to writing, shall be subject to written work, cf. Section 56 of this preexchange of couriers is part of a binding common plan for the written work for the realisation of both the specialised objectives and the objectives set out in paragraph 1. One and two.
Paragraph 4. The leader of the Kurds must ensure that the work load of the courier is distributed evenly over the entire educational process.
§ 45. Outside the project periods, cf. Section 17, single professional and multi-disciplinary project periods in each class or professional group or cross-class or professional groups may be organized in a shorter continuous course or be incorporated into the schema and run over a longer period.
Paragraph 2. IN TWO. hf shall be suspended in the course of the week in which the couriers prepare the major written assignment, cf. § 16.
§ 46. When the teaching starts in a new subject or at a new level, the couriers must have submitted a plan for teaching or to contribute to the preparation of such a process. For the later stages, the Kurds and teachers are planning the work together.
§ 47. The leader of the Kursets must ensure that there is coordination of the teaching and written work. Coordination must make it possible to combine simultaneous learning courses at different levels in the same subject in accordance with the subject's objectives and professional content requirements.
§ 48. Until 20%. training may take place in the course of education that does not require, at the same time, the presence of teacher and coupage (virtual teaching).
§ 49. The leader of the Kursets decides no more than seven p. the overall training period of couriers shall be used for internal evaluations, internal joint events or other cross-disciplinary activities in accordance with the objectives of the training programme.
Paragraph 2. The leader of the Kurd shall, taking into account the objectives of the training field, determine the way in which the allocated part should be distributed among the individual subjects, trade groups and the teaching procedure.
Written Work
$50. The leader of the Kurds ensures the distribution of the deposed resources to make written tasks and to evaluate the course of the couriers ' written work. The leader may, as part of this, provide for the creation of knowledge banks for tasks and to do wordings and the development and use of collective (including IT-based) retrance methods which can be used against groups of Kurds.
Paragraph 2. Written worker can have the form of texts, reports, it presentations, multimedia productions, mm.
§ 51. The written work must be used to ensure the quality of the training of individual courics in relation to the objectives of both the education and training as a whole as for the individual subjects.
Paragraph 2. There must be progression in the requirements of the written work of the Kursists.
Paragraph 3. The written work must form part of the ongoing internal evaluation.
§ 52. Written work must, in the course of every profession and across trade, contribute to the currisist skills development by :
1) develop and document the skills and knowledge of the couriers in the field of professional expertise,
2) Practices the couriers in the form of a professional body in language, correct written form ;
3) ensure the possibility of the couriers to carry out a separate working order of issues,
4) practising the couriers in performing systematic written production, including a chance to demonstrate an overview of professional substance,
5) contribute to the deepening of the couriers in special issues ; and
6) provide the basis for the position of the coupage and teachers of the position of the Kursist.
Paragraph 2. The leader of the Kurds prioritises the use of writing work in both the individual and in the co-play of the agents and to ensure coordination and cooperation between professionals to attainment the targets.
§ 53. The leader of the Kurds decides which tasks are attributed to each teacher and a teacher team as regards the course of the couriers ' written work.
Paragraph 2. The extent of the couriers ' written work should be the same for all the Kurds.
Paragraph 3. The leader may, however, take account of the cures of special needs.
§ 54. The extent of the written work is being made up in cursistasis. The course of time is the expected amount of time, an average coupage of the appropriate level must be used to complete a specific task to complete a specific task.
§ 55. The director of the Kurds shall lay down, after discussion with the teachers concerned, to determine how the course of the course of the individual task is to be established. The leader of the Kurds distributs the course of curritastic to the written work, cf. § 56 and 57.
Paragraph 2. The Kursists are to be made aware of the course of curriment for the individual task.
§ 56. A exchange rate of 360-460 hours is set aside for the entire training course for the written work of the individual courier.
Paragraph 2. The manager of the class shall consign the following hours :
1) at least 75 hours to Danish A,
2) at least 50 hours to English B,
3) at least 50 hours to Math C,
4) at least 45 hours to be used for the natural scientific group,
5) at least 100 hours to Math B
6) at least 160 hours to mathematics A,
7) at least 125 hours for each of the biology studies A, Physics A and Chemistry A.
8) at least 110 hours for other A-level subject of written test,
9) at least 40 hours to 2. foreign language at B level, but 50 hours in consecuriverb at B level
10) at least 25 hours for the subjects of the natural scientific professional group running from C to B-level ;
Paragraph 3. The courses shall ensure progression in the development of the study preparation of the couriers, cf. Annex 2.
Paragraph 4. In order to ensure the measurement of the individual subject matter, the director of the courier must decide whether to grant a subject more hours than the prevalediction of the minimum exchange rate, take account of the way in which the business is taken into other forms of writing.
Paragraph 5. The leader of the Kurds may demand the presence of the couriers in the course of clearing the course of curritastic time to writing.
§ 56 a. In the course of each course, in addition to the exchange rate, see the individual courier, cf. § 56 and Section 57 (3). 2, set up a pool of curristasis which, after the decision of the course, will be allocated to courier with special needs, cf. Section 23, paragraph 1. 3, for the exchange rate with particular talents, cf. section 24 (2). 3, and to Kurds, who need a stronger evaluation for degrees of examination. In the context of these activities, the training guidelines shall, where necessary, ensure the necessary extent.
Paragraph 2. The pot is a PR thing. schoolyears of at least three hours of courier times the number of cures per cures per hour. 1. -October.
§ 57. The leader of the Kurds will decide, after discussion with the teachers involved, how the remainder of the course is spread. In addition to the tasks referred to in Annex 2, point. 2.2 shall be taken into account in the following areas in writing :
1) the professional groups and other multi-disciplinary cooperation on written products,
2) introductory class,
3) the reporting of experimental work,
4) internal measured projects, including written tasks, cf. ~ 64, paragraph. 2,
5) in writing, in other subjects, including a selection, and
6) in writing, working in writing classes at the level of the b-level which the couriers have indicated that they would select as an A-level selection subject.
Paragraph 2. The leader of the courier can devote several hours to writing work to the courier who has selected one or more subjects at A-level subject with written test.
§ 58. In the written work, the Kursists are regularly entitled to get feedback on their standpoint, including the deepening of the task of the strengths and weaknesses of the Task's strengths.
Paragraph 2. The leader of the Kursets must regularly ensure knowledge of the strengths, weaknesses and the professional level of the individual class of the class, in writing. The leader uses this knowledge until after discussion with the teachers involved to ensure progression and distribution of the written work.
$59. In the evaluation of the course of written work, the A level of the A level shall be subject to prior written work in accordance with the written work of the couriers. § 56, paragraph. 2, no. 1 and 6 8, and in other subjects and professional interaction, different types of evaluation shall be used, including :
1) direction of the individual responses of tasks and tests by the couriers,
2) direction and comment on individual or group-based written work,
3) commenting in partially finished written work in a process write,
4) conversations with Kurds or courier groups ; and
5) combinations of the above.
Paragraph 2. The leader of the Kursets decides how the evaluation of the written work will be conducted in the individual subjects and in professional interaction.
Chapter 6
Internal Evaluation
School evaluation strategy
§ 60. The course will draw up an evaluation strategy. The director of the Kurds shall decide, after discussion with teachers and courier, how the strategy is translated into an evaluation process that includes in concrete, ongoing evaluation of the teaching and of the individual couriers, both based on the objectives set out in the report ; the degree of training as a whole, and based on the objectives and assessment criteria set out for the trade unions, cf. the relevant readout (s), so that :
1) The couriers are kept informed of their professional opinion, the development process they are in, and how the forward-looking future can be improved, cf. § 63, paragraph 1 and 2
2) each teacher is informed of the training position of the class or team, and how the course of action develops in the teaching profession and class of the teacher and class of class ;
3) be evaluated on a regular basis in order to assess the chosen methods and plan ahead, and
4) the school manager keeps informed of the results of the evaluations carried out.
Paragraph 2. The liquisists must be actively involved in the evaluation, including through the preparation of a study book, cf. Annex 5.
Paragraph 3. The strategy needs to be put on the coupage's website.
Paragraph 4. The leader of the Kurds establishes the division of responsibilities between Kurdish, teachers, teacher team and management for the specific, ongoing evaluation of classes and of the individual couriers. The leader of the courier shall determine when and how to be used by common evaluation subjects and methods on the course.
§ 61. The course decides on how the evaluation strategy and the evaluation of specialised professional and educational areas are included in the quality system of the courier.
Paragraph 2. The course decides in accordance with the law of transparency and openness, which parts of the evaluations carried out, cf. paragraph 1 publication.
Evaluation of the individual courier
§ 62. All major projects to which the couriers participate in the preparation must be evaluated separately and the results of the evaluation shall be submitted to the director of the courier.
§ 63. No final point characteristics are given (years of the year), but the teachers give at least twice a year the Kursists an assessment of their position in each subject, cf. paragraph 2. The assessment must form the basis for a guide of the individual coupage of how the rate of courisation develops its professional progression, its working methods and so on.
Paragraph 2. The course decides on how the assessment of the position of the courier, cf. paragraph 1, shall be done. Courier may choose to give the Kursisten standpoint percepts in the profession, to provide the coupage with written tasks, which are assessed by a character, or to use other methods of evaluation based on concrete documentation.
Paragraph 3. Elever in stx, hhx and htx training, taught in a class or process after this be-a-statement, has a requirement for the standpoint sharper and final position sharper accords (year-end acres) according to the rules for the training in question.
§ 64. The leader of the Kurds must ensure that the training courses are given training in the various forms of test that are included in the training.
Paragraph 2. During the last term of the final term, the cursists must be offered an offer to draw up a written task in the field of diplomas. The task can be assessed with a character.
§ 65. The leader of the Kursets shall ensure that at least once per per Semester is a discussion of the individual courier with a view to assessing the possibility of the courier's opportunity to complete the training.
Chapter 7
Education Descriptions and attestations for successful education
§ 66. Each teacher team each teacher must, at the end of a coupage, draw up a teaching description.
Paragraph 2. The teaching descriptions drawn up at the end of classes in a subject shall form a background information for the oral tests. Courier who previously finished a class or process at a lower level or have received merit for a portion of the trade or progress, following an agreement with the teacher expected to act as an examiner at any oral test, use the display description / is from here.
Paragraph 3. The teacher team shall, at the time of preparation of the education document, use it by the Ministry of Education, by the Ministry of Education, in the format provided for by the Ministry of Education. The Ministry may require the teaching descriptions submitted and may require this to be done in a specific electronic format. The viewing description must be available for the training centers of the courier.
§ 67. In the case of Kurdish changing training or course in the course of a course of course, each teacher team must contribute to the preparation of a teaching description. The Education Description must be drawn up in accordance with the rules of section 66.
§ 68. A coupage that has participated in the teaching of a subject or course without completing this may, upon request, obtain the attestation from the leader of the class for the course of the training, cf. however, paragraph 1 2, and for results obtained.
Paragraph 2. It is a condition for the implementation of the training course for the training of the courier in the course of the courses of study and the active participation of the courses in the course of the exchange of rules.
Chapter 8
Special training and other special pedagogical assistance
§ 69. In particular, courier, due to disability or any other difficulties which may be placed on the side, require special assistance, special training or other special pedagogical assistance which responds to their needs.
Paragraph 2. The teaching or other form of aid shall be carried out following the specific evaluation of the needs of the Kurds in the light of the facts of the Kurds. The teaching or special pedagogical assistance shall be implemented in cooperation with the coupage and its teachers or teachers. If the courier is subject to custody, then in agreement with the holder of the custody of the custody of the courier, it must be implemented.
Paragraph 3. The leader of the courier can exempt a coupage for teaching in PE, the leader of the director, which is to implement the course of the course instead.
§ 70. For Kurdish people who do not have the opportunity to follow an ordinary two-year course, the leader of the courier can allow the two-year cycle to be extended over three years. The training period is the same as for a common flow of 2 years, cf. Section 3, paragraph 3. 1.
Chapter 9
Health training
§ 71. Kursist, which is temporarily due to illness, cannot keep up with general education for a longer period of time, must have an offer on health education.
§ 72. In the absence of a disease likely to last for a longer period, the leader of the courier shall shortly and within two weeks (10 days of school) (10 school days) after the last part of the training course, appropriate communication to the course of courier ; . Where the courier is subject to custody, a further request shall be made to the holder of the custody of the parent authorities on the implementation of health education.
Paragraph 2. The leader shall arrange for the necessary training to be carried out in accordance with the course of the exchange rate and, where necessary, with the teacher or teaching team of the Kurtupy.
Paragraph 3. If the coupage is in a hospital or another institution, the head of the department shall, furthermore, take a further detailed agreement with the institution on the dismantling of the notification.
§ 73. The extent to which the recovery of the coupage must normally not exceed five weekly hours and normally cannot extend beyond 8 weeks (40 school days). The training period performed replaces the training period during which the course of courier during the period concerned has not been carried out.
§ 74. If a courier due to disease has frequently been a frequent absence or is expected to have frequent, short-term absence, the courier shall be given additional training in connection with the participation of the couriles in the general education.
Paragraph 2. The leader of the Kursets shall take a decision pursuant to paragraph 1. 1.
§ 75. For the Kurds which, because of long-term disease, do not have the opportunity to follow the ordinary education, may allow the leader of the courier to allow the two-year cycle to be extended over three years. It is a condition that the courier does not have a prospect of immediate recovery and that the courier needs to be curtailed on a daily basis or periodi-by. The training period is the same as for a common flow of 2 years, cf. Section 3, paragraph 3. 1.
Paragraph 2. The Kursist has to document its illness and his needs in a medical certificate.
Chapter 10
Various provisions
SECTION 76. For the exchange rate recorded in TEAM Denmark, and for Kurds engaged in the Musical course or similar course in the art arts class, the director of the courier may organise training over three years. The training period for the hf part is the same as for a common flow of 2 years, cf. Section 3, paragraph 3. 1.
§ 77. A course may, according to the approval of the Ministry of Education, provide a HF training in combination with an agri-or seacraft training with a total duration of three years. The training period for the hf part is the same as for a common flow of 2 years, cf. Section 3, paragraph 3. 1.
Chapter 11
Crow
§ 78. A coupage can complain to the leader of the Kurds who are in charge of educational decisions taken in the course of this notice.
Paragraph 2. Where the courier is subject to custody, a complaint may also be lodged by the holder of the custody of the parental authority.
§ 79. If the leader of the courier does not provide the coupage with a complaint in accordance with Article 78, the Kursisten or custody of the custody shall be lodged with the Ministry of Education at the decision of the class of the Kurds. The complaint shall be returned to the head of the courier within two weeks of the fact that the director of the courier has informed the course of his decision.
Paragraph 2. The Leader of the Kurset shall draw up a statement in the case and give the complainant the opportunity to comment on the statement. The leader of the Kursets must give the complainant a week's deadline for this. Complash must deliver its comments to the course that is forwarded to you, including the opinion and any comments made by the complaint to the Ministry.
Paragraph 3. The Ministry shall take a decision on the retention of the decision of the leader of the Kurds or to amend it in favour of the complainant.
$80. A courier that needs special pedagogical assistance to appeal to the Board of Appeal for Educational Support for Decisions to be awarded for the award of grants to the exchange rate in accordance with the law of the State's Education and Education Funds. institutions of general education and general adult education, etc.
Chapter 12
Fraviations from the notice
§ 81. The Ministry of Education may, in exceptional cases, approve deviations from the notice in order to promote experimental and educational development work.
Paragraph 2. The Ministry of Education may approve deviations from the notice, where a course offers education aimed at an equivalent international law, which is forgiving higher education in Denmark.
Paragraph 3. The Ministry of Education may, moreover, approve deviations from the publication of a single coupage, in which exceptional circumstances apply.
Chapter 13
Entry into force and transitional rules
$82. The announcement shall enter into force on 1. August 2010. The announcement shall have effect on the course of the Kurds which have started the two-year HF training on 1. August, 2010, or later.
Paragraph 2. Publication no. 745 of 1. July 2008 on the training to the two-year (hf-notice) is hereby repealed. However, the announcement shall continue to affect the course of the Kurds which has started the two-year HF training prior to 1. August 2010. In addition, Annex 14 of the Bekendom Decision shall have effect on the HF single-trade-class, which shall take a single sample in the culture and social studies group before the 2012 summer finals, cf. Section 4 (4). Three, in the law. 1526 of 27. In December 2009 on the amendment of the Law on Student Exams (Ax) (High School Act), law on education for higher commerce sabres (hhx) and higher technical qualifications (Hhx) and law on training for higher preparation time (hf).
Paragraph 3. The leader of the Kurds may decide to hold the courier which is subject to paragraph 1. TWO, TWO. pkt., shall be taught according to the readers shown in the annexes to this notice. This does not, however, apply in the culture and social groups, cf. Annex 14.
The Ministry of Education, the 22nd. June 2010
Branch Manager
Jarl Damgaard
/ Helle Kristensen
Appendix 1
Summary of the contents of the notice and list of annexes-two-year Hf, June 2010
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Appendix 2
Courteers Study Preparation WriteesComp-Toyrich Hf, June 2010
1. Objectives
1.1. The couriers must be able to find and select relevant material, and process and in writing the central and multi-disciplinary issues.
The Kursists shall be required to provide a clear, coherent and nuanced written preparation of the couriers in the profession of trade and relevant documents, based on the following study preparation :
-WHAT? reconsciousness
-WHAT? linguistically correctness
-WHAT? outline
-WHAT? arguments
-WHAT? the use of quotes, figures, illustrations, etc.
-WHAT? presentation
-WHAT? appropriate references, sheet and literary list.
Student preparatory skills must be used in the major essay task.
2. Implementation
2.1. The leader of the courier shall ensure that, in the context of the introductory basis, an extension of the written basic course within the framework of the introductory basis, cf. Annex 3, through the whole education process, is the progression and coherence of the development of the written competences of each coupage. The course decides on how the systematic work on the development of the written competences of the couriers is organised.
2.2. In the context of the construction of the courses of study preparation, the couriers must be :
-WHAT? working with a flow of scripability in the first half of the courier in accordance with the Danish, cf. Annex 9 and
-WHAT? respond to a task in history within the framework of the culture and social group, cf. Annex 14
The leader of the Kursets shall decide which other single and multidisciplinary tasks, which are particularly focused on achieving the objectives, are determined. The leader of the Kurds decides how the other written work of the couriers are part of the overall skill set-up.
2.3. The leader of the Kursets shall decide on all major written tasks in addition to the greater written task, cf. Annex 4, the procedure for the selection of subjects or trade unions, professional and task formulation.
2.4. The course is provided for the individual courier / coupage group.
3. Evaluation
3.1. In the evaluation of those in point. The tasks referred to above are both professional and intermediate qualities and deficiencies, and to what extent the couriers are defined in the field of study writing in the field. 1.1. The evaluation shall be used for the purpose of a continuous progression in the restraint of the writing competencies of the couriers. Evaluation shall be carried out using the evaluation formulas in section 59 (5) ; 1.
3.2. The course decides whether or not to give character for the individual task. The course decides on how the evaluation of the individual written assignment forms part of the establishment of the standpoint percepts.
Appendix 3
Introduction Course-Toyrich hf, June 2010
1. Objective
The purpose of the procedure is to qualify for the transition to the HF training and to provide the Kurds with a secure professional and multi-disciplinary study platform. In addition, the introduction process must ensure that the individual courier is offered and organised the professional and methodical education that the person in question needs as an entry into the overall training course.
The introduction process must help to strengthen the general study of study skills in the two-year hf.
In addition, the introduction of the introduction of a common educational foundation for teaching must be a joint development.
2. Content
Each course shall define the content of the intro-level content. The following elements are usually included :
-WHAT? initial screening
-WHAT? introduction to general study methods, including the study book, cf. Annex 5
-WHAT? introduction to the tasks of the tutor,
-WHAT? introduction to various working methods, including group work and project-oriented education ;
-WHAT? introduction to virtual study and work methods
-WHAT? introduction to the oral and written preparation, including written basic training ;
-WHAT? differentiated rates in math, grammar, legibility, etc., etc.
At the end of the windfall, the couriers draw up a study profile which describes the current status of the coupage. The Kursisten is reconciling the tutor to the study and put it in the study book for the purpose of forward-looking use, including in conversation with tutor, cf. Annex 5.
The content and weight of the different elements in the intro process vary according to the conditions of the individual courier.
3. Organisation of the Organisation
3.1. Didatical principles
The process of introduction is a special organisation of the teaching of vocational, multi-disciplinary and differentiated courses of education.
In the context of the introduction process, typically, the screenings of the courses of study in the course of the coupage are included in key professional areas in the Danish, English and Math classes. Screens shall be made for the organisation and implementation of differentiated training courses.
The elements of the introduction of the Introduction shall be followed up and shall be taken into account in all the professional, multi-disciplinary and educational considerations. the planning, implementation and evaluation of the instruction in the course of progress.
Parts of education will benefit from differentiated and virtual organism, while other parts are organized in a class or a shelf base.
3.2. Organizing
Each HF course sets out an overall target and course plan for the intro process and its various elements.
The introduction process is organized in relation to the assumptions and conditions of the individual coupage, where the individual couriers, in addition to the part of a specific class, may be included in several different points of contexts.
The introductory process is organised as a interaction between teaching, guidance and evaluation.
At the beginning of the process, the couriers will be presented for an overall plan for the content and phases of the intro preparations.
Appendix 4
Major Written Task-Toyrich Hf, June 2010
1. Purpose of the task
The purpose of the major written exercise is that the couriers work independently of reproacting and disseminate a technical problem in a self-chosen field. The Kursists must demonstrate that they are capable of independent decision-making, including and using relevant material, and that they are able to carry out a critical assessment on a professional basis. In the course of the major written task, the couriers thus strengthen their study of study by means that they are in a position to demonstrate that they are capable of viewing, working, disponers, summarise and disseminating a professional ; Problem position.
2. Objective
The objective of the greater written task is that the couriers must be able to :
-WHAT? demonstrate the ability of professional skills and to enter into new areas of expertise,
-WHAT? demonstrate the ability to select, use and combine various professional approaches and thus reinforce the technical level of expertise ;
-WHAT? control relevant professional objectives in the in-depth,
-WHAT? select, process and structure relevant material ;
-WHAT? demonstrate the ability of professional intermediaries,
-WHAT? to respond to a submitted task, including that there is a match between the task formulation and the task response, as well as
-WHAT? control the mode of manufacture in a professional task (e.g. quotes, notes, source and literature).
3. Task Frames
The larger written assignment is individual and drafted within a three-class subject. If the task is written in one subject, the training course must either follow the teaching or the test of the sample at a minimum level of B level. If the task is written in multiple subjects, the course must be followed or tested in the studies, of which at least one must be at least B level. The Kursisten must prepare the task at the highest level of professional training, the courias has or has followed the trade unions.
4. Area of the task
4.1. The individual courier selects, even within the framework of the cot. 3.1. -they (t) subject to which the task is written.
4.2. The leader of the courier shall be appointed by the teachers of the courier or, where appropriate, by several guides for the individual coupage in the fields forming part of the course. Instructions are understood to be good advice and intake to the further work of the courias. The courses shall organise the instructions in such a way as to ensure a clear separation between the teacher ' s role as a guidance counselor and as a judge, and thus the instructions must not include an assessment of essential parts of the response of the courier.
4.3. The Kursisten will select, in consultation with the guidance counselor, for the task. The area must be defined in the case of both the nuclear material and the additional substance of both the fagen and the additive that a task formulation can be devised which ensures that the reuse of sections from responses to which previously have been delivered and addressed cannot be reused.
4.4. The Kursisten shall not later than six weeks prior to the start of the task week in writing (t) selected subjects and areas. The course establishes a procedure for that.
5. Task formulation
5.1. The task formulation shall be drawn up by the guidance counselor (s) of the coupage. It must accommodate specialist, multi-disciplinary requirements in the incoming subject, and there must be a requirement for clarification which, in essence, lies in addition to the work of the relevant subjects. The task formulation must be concrete and delimited, and must specify exactly what is required of the courier, and it must include some aspects or be accompanied by supporting documents that have not been discussed in the instructions. The form of the task formulation shall be such that the courier must not be prepared in advance to produce detailed parts of the final response but, at the same time, so as to take into account the considerations the courier has made of the task in : the guidance period. Couriers that have selected the same area must have different task formulations.
5.2. The task cannot be directly built on the part of the agent's substance, which is already entered into in the course of the individual courier's education in the hf course of the relevant court. However, there is no obstacle to the fact that the response is drawn up in the extension of the work in the (t) subject matter or in connection with the work.
5.3. If the task is to be written in a practical language subject, the task formulation must clearly indicate that it is a written task.
6. Task Week
6.1. The task response shall be drawn up in the course of a week of the courier fixed week within the period from 1. November to 15. March.
6.2. This task week must ensure appropriate access to facilities that are relevant to the preparation of the task.
7. Task response
7.1. The task response must be prepared in Danish. However, the course can be approved in full or in part in English, German or French. In addition, if one or more foreign languages are included, the course may also be accepted that the task of response is fully or partially prepared in the foreign language concerned.
7.2. The task response must contain a short summary in English.
8. Completion of the response
8.1. The reply must be delivered within seven days of the start of the task week in an original and the required number of copies. The course establishes a procedure for that.
8.2. The leader of the courier may allow the courier to demonstrate that they are full-time employed, will answer the task over a period of 10 days.
9. Assessments
9.1. The assessment of the task response is a professional health assessment in relation to the technical objectives of the tasks that are included in the task.
9.2. In the evaluation, the above weight shall be given to the following conditions :
-WHAT? the required task has been answered from the worded requirements
-WHAT? whether there is consistency between the time frame of the task and the scope and quality of the response
-WHAT? whether the relevant background material has been used for the response ;
-WHAT? whether the substance has been satisfactorily communicated and has undergone sufficient depth,
-WHAT? whether or not the material used is reasonably involved ;
-WHAT? whether there are precise references and adequate documentation,
-WHAT? whether all sources are informed and notes and literary lists are correct and complete
-WHAT? where the production is predisposed and that there is consistency in response to the response,
-WHAT? on the language version is clear, precise and uniform throughout the whole task.
9.3. If the response to the task is partially or partially drawn up in a foreign language, the requirements for the language design are the same as if the task was written in Danish.
9.4. One character is given out of a holistic assessment.
10. Self-Student
10.1. Self-students may prepare a greater written task in accordance with the meaning of the PICTs. 1.1. -7:4, except for the point. 2.2. The self-student must, if there are no tests laid down in the professional and trade unions, shall be given a test in the course / classes in question at the next exams to the test.
10.2. The leader of the courier can allow self-students who document that they are full-time employed, will answer the task over a period of 10 days.
Appendix 5
Tutor scheme and study book-two-year Hf, June 2010
The tutor
1. Objective
The torture device must help to develop the autonomy and self-management of the individual courier in relation to education and support the cursistence of the training course.
The torture device shall help to :
-WHAT? strengthen the individual couriers ' study powers,
-WHAT? maintain focus on each coupage's learning process
-WHAT? strengthen the professional motivation of individual couriers, the whole of the studies and, consequently, the maintenance of training ;
-WHAT? support the courism in the effort to develop the ability to take account of the status of the student status in respect of :
-WHAT? level of ambition
-WHAT? Student empowerless and weak points
-WHAT? progression in the teaching
-WHAT? the adjustment of the learning process
-WHAT? self-evaluation.
2. Content
The tutor shall be responsible for :
-WHAT? participate in the planning and execution of the intro courses, cf. Annex 3, including an introduction to the tasks of the tutor ;
-WHAT? schedule and conduct individual conversations with the associated cures : the talks are focused on the courses of study and development of the courier, and the summary of the talks shall be recorded in the study book ;
-WHAT? advise the individual courier of how the courier can work towards its objectives, including by working on and updating the study book ;
-WHAT? as a matter of fact, information on the courses of study of couriers in the course of the courses of study for other teachers.
3. Organisation and organization
The leader of the Kurds will appoint the tutors, so that each coupage has one of his teachers as tutor.
The tutor shall have close contact with the individual coupage and monitor the learning progression of the coupage in cooperation with the other teachers with a view to professional and methodical guidance on the training of the Kurds.
Centuals for the work of the tutor are, on the one hand, the talks with the couriers, some of the cooperation with the Kursisten study with a focus on progression in learning and the acquisition of study skills.
The tutor shall, to an extent fixed by the manager of the courier, be made available to individual, student-related inquiries from the course of the couriers.
Study Book
1. Objective
The work of the Kursist's Student Book is designed to strengthen the awareness of the coupage, why and how to work with the professional and personal learning language.
The study book must serve as a tool for the Kursisten, in cooperation with the tutor to set realistic targets and success criteria for the further development of its professional and study competences and continually evaluate the process and the progression.
In this way, the study book must help maintain the focus of the Kursist through the whole educational process and serve as evidence of the work up to the professional objectives.
2. Content
The Student Book acts as an interacting work tool in the training course of the coupage and contains the following elements :
1) relevant information on the former training and qualifications of the courier, whether the subject of progress (class and level, merit, etc.), and the specific conditions relevant to the training process, such as the purpose of training, or possible reading difficulties.
2) information on the professional and study competences of the courier and of the objectives set by the couriers.
3) information about and evaluations to the extent to which the objectives set have been met.
4) agreements on how the coupage can work with its professional progression and skills development.
5) interlocurams for and short minutes and conclusions from the tutorials.
In addition, the study book may include special pages for appointments, meetings, daily notes, etc.
The Kursist will submit the information in a furtive. 1 in connection with the preparation of the study profile, cf. Act. 2 in Annex 3 on intro-class classes.
Point 2-4 is filled in by Kursist, professors and tutor.
Pkt. 5 is filled in by the courier.
3. Organisation and organization
The study book is part of the professional and methodical guidance and is being conducted by the individual couriers and its teachers and tutors.
The student book is electronic.
Template for the various sections of the study book is drawn up by the individual course and made available on the web.
Access to the individual courier's study book has the cursiest, the tutor of the courier and other teachers, as well as the leader of the courier.
It is assumed that the study book does not contain sensitive personal information.
Appendix 6
Hostful education-two-year Hf, June 2010
1. Objective
The purpose of the site is to support the Kurds in the development of good study and working habits and to strengthen their awareness of apprentices, methods and objectives.
This means that the site education must contribute to the development of the changeling of couriers and to ensure the time for structured preparation and self-employment in the course of study.
The work in the workshop must establish a correlation between teaching and training courses in order to ensure that the Kurds have knowledge of how they can prepare for each profession and trade union groups.
2. Content
The working habits and the courses of study courses are developed through presentation and incorporation of different methods for the acquisition of professional and professional relationships. This must be done in order to ensure progression in the development of couriers to students.
In the context of the dedication of the trade union, the following elements usually include the following elements with progression in the workshop classes :
-WHAT? the work on taxonomy and method
-WHAT? study techniques, including various forms of notation technology, study techniques and strategies ;
-WHAT? the various forms of work of the subcommittee, including project work ;
-WHAT? continued development of the student IT competence,
-WHAT? exercise in test-taking.
3. Organisation of the Organisation
3.1. Didatical principles
Fifty hours of training for workshop education have been set aside, cf. § 19.
The workshop tubes and maps to each class are assigned.
The site education class shall be organized with a view to progression in terms of work and consistency with the other classes.
In the workshop, the couriers can work on an individual basis, as needed in some time periods, but so that they can have both help and time to process and deep-start. The workshop may also provide a good framework for differentiated training, which may be carried out both by physical presence and a virtual presence.
3.2. Organizing
The workshop times change the nature of the procedure and are thus divided into different phases :
At the beginning of the process, some of the workshop paths are included in the introductory process.
Subsequently, the workshop is followed up to the study methods introduced so that the study methods are anchorned in the courses of work of the Kurds.
In the course of the process, the workshop can be focused on the workshop paths, where appropriate, with a differentiated offer, focused on the needs of the individual courier, with a view to supporting it.
The workshop is organised in close cooperation between class teachers and with the involvement of the couriers, where appropriate. A class teacher team must have close cooperation in the planning and execution of the activities in the workshop hours.
The mandatory worksite instruction may be supplemented by an open, voluntary study workshop, cf. § 25.
Appendix 7
Image art C-two-year Hf, June 2010
1. Identity and purpose
1.1. Identity
The field's primary status field is phenomena from all over the visual field, including image and architecture.
In the profession, visual terms are considered to be dependent on time, culture and invid. Today, we are investigating, challenging and changing art and architecture our view of the world through perception and realisation. In addition, a variety of views on how art and architecture are developed, analysed and interpreted.
The image is based on applications-oriented themes which integrate practical and theoretical dimensions.
1.2. Objective
The aim is for the Kurds to gain an understanding of visual expression and phenomena, both at the level of the individual and in greater contexts.
The Kursists are dedicated to visual competence to inform themselves in visual cultures and to be able to work on the importance of the visa, including beyond the boundaries of the trade.
The compike is being raised through appropriate aesthetic work processes, practical as well as theoretical.
2. Fact objectives and professional content
2.1. Fagable targets
The couplers shall be able to :
-WHAT? distinguishing between personal experience of visual expression and analytic approach to visual phenomena
-WHAT? resolve elementary visualization tasks with weight on image communications
-WHAT? select and analyze an appropriate image material with a starting point in a manageable technical issue. The Kursist's own work must be included in the image.
-WHAT? gather analytic results in a conclusion
-WHAT? understand the work of art in the media and in the educational material at an elementary level ;
-WHAT? distinguishing between three selected Customer's history periods and describe the most important features of these periods ;
-WHAT? Communion and using visual expressions.
2.2. Kernestof
The core matter is :
-WHAT? practical and theoretical work on images of surfaces, sculptures and installations and architecture ;
-WHAT? selected works and texts with the following dissemination : 1. before approximately 1750, 2. about. 1750 and 3. of the art of the last five years, including global intertime art. In these periods, works shall be selected from three categories : a. images on surfaces, b. sculptures and installations, and c. Architecture ;
-WHAT? practical and theoretical work with at least two out of three types of professional issues : formalanalytic, significant analytical and social analytic,
-WHAT? practical and theoretical work on at least two different rendering strategies, such as different methods, which can be depicated or synthetically taken, and some considerations behind these methods.
-WHAT? practical and theoretical work on creative processes.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. In the supplementary substance, other works, used tasks or exhibition visits which are deepening the core shall be made so that more dimensions and perspectives are drawn up. Visual material and visual issues, which are part of other subjects, are included as an additional substance in the art of interactions in the field of professional interaction.
The couriers can only fulfil the professional objectives of involving works which the Kursists themselves choose or formers. Prisons, from all over the visual field, which are very close to the courtside, are involved.
3. Organisation of the Organisation
3.1. Didatical principles
The Kursists experience art and architecture on the first hand and through reproductions. These meetings with artistic and architectural meetings are actively involved in teaching as a starting point for and re-working with visual and image communications issues.
The teaching must be organised as a developer from teachers ' driven work to more independent work. The teaching must encourage the Kurds to ask independent questions in different ways of looking at phenomena from the visual field. The teaching must be organised in a way, so practical and theoretical forms of work are linked and complement each other in relation to limited, thematic issues. The practical and theoretical work is always acting as a means to achieve the overall trade union goals and is not an end in itself.
In the organisation of practical and theoretical work, the courier is always to be made aware of what is actually expected. This applies both to the theoretical and practical work.
3.2. Work Forms
The forms of the trade between class education, short course flow and project periods, where the couriers work individually or in groups, are exchanged. There must be a link between courses and projects. Class education and training courses provide theoretical and practical tools which the couriers can use in projects.
At the end of the period of curriculation, the couriers are a separate, individual examination project, where the Kurds are working on the basis of a problem formulation that the expert formulates. The teacher appears to be a guidance counselor.
We are working together with practical and theoretical elements. It is practical, with simple imaging communications, and visualizing the theoretical elements, just as the theoretical reflections of the practical work are always maintained in noteform.
In common for all forms of work, the process and task solutions, that is, research, choice, deselection and results are to be collected in a portfolio. Written tasks, imaging material and literature are also assembled in the portfolio.
The results of the submission are presented outside the image of the art rooms in the form of exhibitions or presentations that show the compesicies ' powers to communicate and using visual expressions.
3.3. IT
It is used in the education as a means of communication, as an expression agent, as a product-productive media, as an information search and as artistic image media.
3.4. Collections with other subjects
Picture art is covered by the general requirements for interactions between the professional.
In imaging arts, visual competencies and image communications that qualifies the use of images by the couriers in other subjects.
4. Evaluation
4.1. Ongoing Evaluation
The work of the Kursist, progression and self-evaluation is maintained in the portfolio.
On the basis of the portfolio, the rate of the courier will be assessed continuously in relation to the tasks that have been assigned. The Kursisten is editing its portfolio, so theoretical and practical formulations, research and task solutions clearly disseminate.
4.2. Test form
An oral test is to be held, consisting of two parts :
1) a test in the examination of the examiner's examination ;
2) a sample in the theoretical analytical substance on the basis of a task based on the portfolio of the examiner ' s portfolio, cf. Act. 3.2.
The end-or select or may choose to merge the two parts together.
Expermeation time is approximately 30 minutes per. examiner duck. Preparation time is around. 60 minutes per hour. examiner duck.
The test portion of the examiner's examination project
The basis of this part of the test is the examination for examination of the examination. This part of the examination consists of an initial presentation, where the examinations report and discuss key elements of the project, and of an in-depth discussion between examination and examiner's project on the examination of the examination.
Exmination time is a maximum of 10 minutes for this part of the sample.
The sample portion of the theoretical analytical substance on the basis of the portfolio of the examiner's portfolio,
The task is formulated by the examiner within a subject that is selected so that the examination can include examples across the portfolio (see. Act. 3.2.). The examples are partly produced by the examiner, and some photographs or reproduction of samples made from others.
Examine the task with the basis in the content of the portfolio. The reply is being made in a subsequent conversation between examiner and examiner.
Self-students
For the examination, the examinations have produced a portfolio consistent with the requirements of the readout ; the Portfolio contains a collection of self-prepared works, reproductions or works made by others, and relevant literature. The portfolios shall contain material so that the examiners can show that they have achieved the necessary technical objectives (furtive. 2.1.) and the portfolio shall have the width specified in the reading of the reading on the nuclear material (furtive. 2.2, and supplementary matter (furtive. 2.3.).
By the way, the exam is carried out as described in the replan (point. 4.2.).
Exminator shall formulate one test as a basis on the basis of the contents of the portfolios.
4.3. Assessment criteria
The assessment is an assessment to what extent the performance of the examiner lives up to the professional objectives set forth in point. 2.1.
In addition, in the evaluation of the oral examination of the examination project, the examination project ' s idea and execution shall also be given to the idea of the examination project and in relation to the proposed problem formulation.
One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.
Appendix 8
Dance C-two-year Hf, June 2010
1. Identity and purpose
1.1. Identity
The Fame is concerned with dances such as body and cultural phenomena, and so include artistic, popular, as well as popular dancing. The Fame has a theoretical and practical dimension, which is based on a European cultural heritage and its global relations. The profession is based on the current dance science, which opens up interactions with other subjects.
1.2. Objective
The Union contributes to the overall objective of education and training for the Kurdish people to dance as well as to improvise, choreograph and analyse dancing. The emphasis is placed on the fact that the couriers achieve their ability to combine theory and practice in a reflective way.
2. Fact objectives and professional content
2.1. Fagable targets
The couplers shall be able to :
-WHAT? creating, performing, and analyzing different types of dance
-WHAT? perform dance steps and movements and analyse them formally ;
-WHAT? account for significant dance-forms in Europe and look at them in a cultural perspective.
-WHAT? using concepts from dance theory
-WHAT? use and understand dance genre and dance cultures in the context of history ;
-WHAT? may reflect on the subject of the senate of the carrots.
2.2. Kernestof
The core matter is :
-WHAT? practical and analytical work with Scene and social dancing forms,
-WHAT? dance improvisation and composition,
-WHAT? basic concepts of dance techniques and dance theory
-WHAT? two dance-historic periods : one before and one after 1950 ;
-WHAT? Dance in cultural contexts.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The complementary substance of the trade must be a matter of perspective and deepen the core and, in the whole, broadening the professional horizons so that the couriers can live up to the professional objectives.
3. Organisation of the Organisation
3.1. Didatical principles
The emphasis is given to the emphasis placed on the disciplines of professional disciplines as a whole. The theoretical work is still happening in practical and practical work, with the continuing involvement of the theoretical in an attempt to widen the realisation of the curriculars ' acknowledgement of dance as a cultural profession. In this way, the level of reflection of the couriers is increasing.
By virtue of the essential role played by sensory orientation, the body of expression must be in focus and reflection on this. For the purposes of the profession, the teaching of the profession, so that there are good opportunities to develop relevant competences based on this particular approach.
3.2. Work Forms
The teaching is organized as themes and projects in which several elements of the business are included. The project and thematic education exchange rates with couriers, with systematic work on the basis of the necessary basic knowledge in the individual disciplines. The Kursists are about to go about 50%. of the training period of professional training, body with the exercise of dance : solo, par and group dancing as well as basal improv and choreography.
In the context of project work, the Kursists are required to prepare written reports to the documentation of the work results and the work process. The function of the written reports is primarily to deepen the professional competence of the couriers in key parts of the profession.
Company visits and visits to guest teachers must form part of the activity of the trade.
3.3. IT
It must be included in the theoretical and practical dimensions of the profession, which the couriers are profounders with in modern Danish and computer programs, as part of performance, video as a work tool, etc.
3.4. Collections with other subjects
The class of the optional dance class is arranged so that the couriers are given the opportunity to use skills and relevant knowledge as they achieve in other subjects or trade groups. This must be done in such a way that they contribute to the perspective of the fabric and the illumination of the ageing of the Dancing.
With its project-oriented and practice-based learning, dance can easily be easily integrated into cross-disciplinary projects with all other subjects.
4. Evaluation
4.1. Ongoing Evaluation
The professional objectives are the basis for the ongoing evaluation of the position of the Kurds in particular and the education as a whole. These objectives must therefore always be the basis of the ongoing oral and written evaluation. The fundamental and fundamental question is therefore : how is the position of the couriers in relation to the technical objectives and objectives? In order for the evaluation to be sufficiently differentiated, the professional group at the educational institution must draw up objectives and present them to the currists of the beginning of the notification.
4.2. Test form
An oral test shall be carried out consisting of two parts with a total duration of approximately 1 24 minutes per hour. examiner duck.
The first part of the test is a presentation of the group's dance project. The presentation shall last at least one minute per hour. examiner and, and the whole presentation shall not exceed 10 minutes. The group has a size between two and eight courids. There is no degree of examination during this part of the test. At the presentation, the group can use a limited number of helpers whose action must be clearly set out for examiner and censor.
The second part of the sample is individual. It shall be based on not examined material and shall be placed in relation to the examiner's own dance project with synopsis and examined matter. This part of the test has a duration of approximately 20 000. About 20 minutes, and a time of preparation is given at approximately 20 minutes. 20 minutes. The test is in a short notice from the exams and a subsequent conversation with examiner. The sample material may consist of up to several parts and may be images, texts and / or up to a minute VVs. The material is selected by an examiner and shall-to the extent that the information is known-is provided with data such as the place of execution and the year, as well as the title and, if necessary, author. A brief summary may be attached to fragments of fracture.
4.3. Assessment criteria
The assessment is an assessment to what extent the performance of the examiner lives up to the professional objectives set forth in point. 2.1.
In the first part of the sample, the weight shall be given to :
-WHAT? the technical execution of the choreography,
-WHAT? The skill of the examiner for choreographic work.
By part two of the test, the emphasis shall be placed on :
-WHAT? the ability of the examiner to be able to dispose of its presentation independently of its own,
-WHAT? the examiner's detailed description and analysis of the material ;
-WHAT? the ability of the examiner to draw lines to the substance of the examination,
-WHAT? the examiner's ability to engage in a dialogue with examiner and censor ;
-WHAT? the capacity of the examiner to convey precisely, nuanced and detailed ;
-WHAT? the insights of the examiner on the idea and execution of the project ;
One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.
Appendix 9
Danish A-2-year Hf, June 2010
1. Identity and purpose
1.1. Identity
The core of the Fagets is Danish language, literature and communications. In the work of Danish languages and danskingual texts in the diversity of the languages, culture, history, aestics and communications, languages and languages. It is characteristic of the fact that the literary, linguistic and communicative activities are part of a close interaction in both the receptive and the productive dimension of the profession.
1.2. Objective
The Danish profession is in the process of forming a training course and a study for study.
In a practice-and application-orientated work with fictional and non-fictional texts in all the media, the criticism-analytical sense of the coustic is exacerbated in order to uncover the text of the text. In doing so, the fact is that both the broadening of the training horizon and to strengthen their capacity to manage information, go behind words and understand their content and shades. The political and analytical sense of a certain linguistic expression promotes the possibility of the couriers to be able to orient and act in a modern, democratic, globally oriented society.
2. Fact objectives and professional content
2.1. Fagable targets
The couplers shall be able to :
-WHAT? express precisely, nuanced and mediate intentionally, both orally and in writing
-WHAT? control the standards of the print language and apply the basic concepts of the grammar and starch path of the starch path,
-WHAT? demonstrate the insight into the functioning of the language and variation, including its interactions with culture and society ;
-WHAT? use central oral forms (including keeping up and arguing for a point of view) with intermediaries of intermediaries ;
-WHAT? use central written manufacturing (including statement, discussion, analysis and interpretation) with intermediaries of intermediaries.
-WHAT? demonstrate knowledge of the identity and methods of the profession ;
-WHAT? analyzing and evaluating primarily non-fictional texts in all media
-WHAT? analyze, interpret, and perspectives primarily fictional texts in all media
-WHAT? demonstrate knowledge of the history of Danish literary history and examples of the interaction between text, culture and society ;
-WHAT? demonstrate the knowledge and relate to the modern media image, including able to analyse and evaluate the communicative role of the text and the role of the media in the communication ;
-WHAT? navigate and select information in screen-based texts with a professional focus.
2.2. Kernestof
For the core, the linguistic, literary and medium-term material which is estimated to be weighted in 2:2:1 are part of the substance. The three metabodes are part of a close interaction in education.
The core material is as follows :
The linguistic matter area
The linguistic area, as its genetic status field, has a re-varying range of texts, both speaking as well as printed, on which an analysis of the language can be applied.
Here, work is being worked out with :
-WHAT? language negligence, including grammar and stilistic ;
-WHAT? reasoning analysis,
-WHAT? rhetorical analysis
-WHAT? Communications analysis.
The literary area of the matter
The literary area of literature, as its gentile area, has a historically wide and repeated varied selection of mainly deflationary texts from the last 1000 years. The texts are added to the texts of the original and the Swedish texts in the original language and the language versions of the Swedish language.
Texternal should be read in the weight of their importance and function during the period of time and in the afterlife.
In the matter of the substance :
-WHAT? " The folk, fairy tales, the hymn and comedy
-WHAT? information from information time and romance
-WHAT? a historically wide and repeated varnished selection of texts from 1870 to today, including realistic and modernised texts ;
-WHAT? At least five pieces in the categories of novel, drama, noble collection, poetry collection, and reasoning prose. The host must have an historical and redistribution of values. Two of the workshops are read individually in connection with a professional flow. The Kursists shall document orally or in writing their work with each of these works.
-WHAT? At least one text from each of the authors : Louis Holberg, Adam Oehlenschläger, N.F.S. Grundtvig, Steen St. Blicher, H.C. Andersen, Herman Bang, Henrik Pontoppidan, Johannes V. Jensen, Martin Andersen Nexe, Tom Kristensen, Karen Blixen, Martin A. Hansen, Peter Seeberg and Klaus Rifbjerg.
Here, work is being worked out with :
-WHAT? reconcepts
-WHAT? literary theory and literary method,
-WHAT? Literature, culture and awareness of history.
The medial matter of the medium
The media area, as its gentile field, has media texts in print, as well as electronic media, including newspapers, radio, television, films, websites and interactive media.
In the matter of the substance :
-WHAT? news execusts
-WHAT? documentaries
-WHAT? prefix text
-WHAT? visual expression shapes
-WHAT? a work in the form of a larger aphodion media product.
Here, work is being worked out with :
-WHAT? liqueur criteria
-WHAT? prefix and fact codes in the textual types of the substance in the substance.
Mundant and written expression fertility
In this part of the core matter, the following :
-WHAT? a flow of equality
-WHAT? a flow of font
-WHAT? oral proposals and text production.
The work of the oral and written expression of expression must enable the couriers to express themselves precisely, nuanced and mediate. We are working on a range of oral and written forms of communication, some of which are in other subjects.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The supplementary matter must be a matter of perspective and deepen the nuclear material. The teaching of the supplementary matter concerns approximately EUR 5 000. 15%. of the professional training period of the professional.
3. Organisation of the Organisation
3.1. Didatical principles
The training shall include the professional competencies of a interaction within and across the three fabric areas, linguistic, literary and the medial matter of the medium. In particular, linguistic work forms part of the text reading, paying particular attention to the use of the user and media context in which the texts are included.
In the context of education, the texts are historically and systematically gauging their function in both at the same time as a contemporary context.
3.2. Work Forms
There is a wide range of forms of work involved.
The written work tents from minor write exercises, coach subcompetencies and delimited write actions, for greater redefined tasks where the couriers in a cohesive and mediate preparation are analyzing, debatable, or enquiry into a text or topic. Technical guidance is placed in the read-only phase. In the organisation of the written work, a flow of writing is included in the first half of the course of the class (see point. 2.2.) where the Kurds are working with basic concepts and methods of importance for the writing process and the finished product.
The written work is planned so that there is a degree of progression and coherence for writing in other subjects. The link to other subjects can be set up in a content-wise way, as well as in terms of form.
The oral work Focates on the verbal veracity of the coupage in different communication situations. In the organization of the organization, a course of action is taken on the first half of the courier's first half (see point. 2.2.) where the couriers work with different verbal genres. The Kursists are presented here for suitable techniques and tools in the preparation, settlement and evaluation of oral positions.
3.3. IT
The emphasis is placed on the inclusion of IT in the teaching of :
-WHAT? the instruction manual and in the work of presentation supported oral presentation ;
-WHAT? information search
-WHAT? the work on texts which are not in the form of a printed form.
3.4. Collections with other subjects
Subpart of nuclear material and supplemental substances shall be selected and processed in such a way that it contributes to the strengthening of the trade union trade unions.
In a two-year hf, the trade union targets are strengthened by a professional interplay, as the factions are being targeted at a core or supplemental matter in other subjects from the trade unions.
In the case of a single professional, the professional interaction to the extent that the organization makes possible.
4. Evaluation
4.1. Ongoing Evaluation
The flow of tests carried out continuously with a view to giving teacher and coupage knowledge of the technical standpoint and to define the subsequent work. Use of different forms of evaluation shall be made, including :
-WHAT? portfolioeEvaluation, optionally using electronic portfolios, which includes the responses of larger and minor write tasks ;
-WHAT? oral proposals,
-WHAT? less written samples.
4.2. Test methods
A written and oral test shall be held.
The written test
The test has a duration of six hours, the first hour and a half of which is executed in groups. The other select from a number of tasks on the basis of a text / image material. The tasks are given by extension of the three fabric areas of the trade.
The oral test
Expermeation time is approximately 30 minutes per. Exams, and approximately 60 minutes of preparation time. The test material shall be selected by examiner.
The diplomas shall be apportionated by the linguistic, literary and medial matter in the order of 2:2:1.
The question of the diploma has a focus in one of the fabric areas and consists of one or more texts and instructions on how the examination will be carried out with the texts. The overall size of the text shall not exceed eight normal pages or 12 minutes of the text. A normal side consists of 1300 letters. As well known as unknown texts can be included, but at least one text must be unknown.
The texts may be reused if the corresponding instructions are not identical.
The Committee of Expermine shall enter into an oral amendment with an oral amendment. Ten minutes. The exam is shaping up as a professional conversation about the extracted diplomas. In this conversation, the conversation will be made available to the rest of the substance
4.3. Assessment criteria
The assessment is an assessment to what extent the performance of the examiner lives up to the professional objectives set forth in point. 2.1.
In the written examination, the skill of the skill of the examiner shall be the following :
-WHAT? in writing.
-WHAT? to respond to the submitted task
-WHAT? the relevant use of Danish professional knowledge and method,
-WHAT? genre and mediate consciousness.
In the oral examination the attention shall be paid to the skill of the examiner in :
-WHAT? the oral production
-WHAT? to respond to the submitted task
-WHAT? appropriate use of the knowledge and method of professional use.
By both tests, one character shall be given in a holistic evaluation of the performance of the examiner.
Appendix 10
Design C-Toyrich hf, June 2010
1. Identity and purpose
1.1. Identity
Designs rendition is product design, communication design, and design of a physical environment, which is seen as a interaction between form, function and communication.
The Fame is defined as process-oriented, deliberate problem solving, which is seen in historical and societal coherence.
Design analysis is the element that establishes the link between the practical and theoretical side of the industry. Under the practical design process, an understanding of professional design as a process and result qualifies as a result of professional design, as well as the analysis of professional design intensifies an awareness of the design process in practice.
In the high school education, design education shall be based on projects integrating practical and theoretical dimensions.
1.2. Objective
The Kursists must dedicate the basic design competences, which are prerequisites for the practical implementation of a design process, which enables them to analyse and evaluate the world of design.
The profession must, in its structuring of a problem, provide the couriers with a method that can be used to resolve tasks in other subjects of secondary school education and higher education.
The education must give awareness of the role of designs in a globalised world as part of an international communication and as a method of resolving local-related issues.
2. Fact objectives and professional content
2.1. Fagable targets
The couplers shall be able to :
General
-WHAT? analyzing and evaluating design as a process and result ;
-WHAT? visually and orally disseminate a design process, design solutions, and design analysis.
Design Process
-WHAT? identify a design issue and conduct a design process ;
-WHAT? generating designidés
-WHAT? conduct, document, and justify selection in a design process
-WHAT? examine design issues and design solutions based on various parameters, and by means of various methods as mentioned in the nuclear material ;
-WHAT? combining the results of the idea generation and some studies in a specific design project ;
-WHAT? detail a few aspects of a design project or an element of design project ;
-WHAT? presenting a design project
-WHAT? be able to move between practice and theory, the abstract and the concrete, between the whole and the details, between the known and the unknown.
2.2. Kernestof
The core material is as follows :
Genchaperfield
-WHAT? product design
-WHAT? communications design ;
-WHAT? physical surroundings.
Design theory
-WHAT? the elements of the design process in a descriptive level,
-WHAT? Design history, historical focus on design manufactured during the period from the modernization to the day.
Visualization methods at elementary mediate level
-WHAT? 2D and 3D sketches
-WHAT? model building
-WHAT? desktops.
ResearchMethods at elementary level in the context of specific processes
-WHAT? study of professional literature or websites
-WHAT? at least one method for examining various stakeholders, including the user,
-WHAT? product analysis.
Design Parameters
-WHAT? form, function, and communication are the main key parameters of the trade, which are part of the process
-WHAT? the spaces, material, aestics, target groups, production, construction, technology, environment, society, economy, ethics and culture are part of the teaching of an elementary level ; these parameters are the nuances of and alterations to the parent parameters and shall be forfeit in the course of progress where appropriate.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The couplers can only fulfil the technical objectives by supplementing the core sample of design examples to which the Kurds themselves choose.
The selected projects and interaction with other subjects do that some design parameters (b) mentioned under core matter are included in the teaching of a higher level.
3. Organisation of the Organisation
3.1. Didatical principles
The primary education form is inductive, enabling the couriers to dedicate themselves to the practical and theoretical competencies of the project, the Kursists, through their experience of their own projects and through employment, and professionally executed design.
The projects must be organised so that the couriers are increasingly able to show independent initiative in the identification of a design issue, as well as in the formulation and resolution of it. The Teacher is increasingly acting as a sparring partner and a guidance counselor in this process.
3.2. Work Forms
The instruction exchange between project periods and short course flows, creating tool conditions for conducting a design process.
The work of the couriers, the progression and self-evaluation is maintained in a portfolio.
The Kursisten is editing this, so theoretical and practical research materials and solved tasks clearly.
The Kursists are working both individually and in groups. In the case of group work, the individual courier must draw up an individual record in his portofolio of his work in the project process.
External activities are included in the form of visits to drawing rooms, undertakings, exhibitions or equivalent.
3.3. IT
It is a fundamental work tool in the various stages of design process. The Kursists are using IT in connection with research, testing ideas, visualization and dissemination.
3.4. Collections with other subjects
Design is covered by the general requirements for interactions between the trade unions.
4. Evaluation
4.1. Ongoing Evaluation
In the design projects, ongoing evaluation is a natural part of the process. Evaluations are carried out in the form of conversations which involve the whole team, parts of the team or the individual coupage, and an evaluation is carried out during the final presentation of the individual project.
On the basis of the portfolio, the work of the couriers is constantly being assessed in relation to the tasks that have been set
4.2. Test methods
An oral test will be held. The course selects for the individual team one of the following two tests :
Test form a)
Mundant test on the basis of a presentation task submitted by examiner.
The task is based on the portfolio of the examiner's portfolio, cf. pkt.3.2. The task is requested within a subject selected by the examiner and approved by the examiner. The topic must be chosen so that the examiner can include examples across the portfolio and across at least two disciplines of the restate fields of product design, communication design, and design of a physical environment.
Expermeation time is approximately 30 minutes. Approbe some. 48 hours of preparation, but not less than 48 hours. During the preparation time, exams exams from the portfolio and prepare for a presentation on the basis of the proposed task shall be used.
The exam is based on the presentation of the examiner's final presentation. The exam is then shaping up as an in-depth conversation. The presentation of the ex-party represents up to half of the examination time.
Test form b)
Mundant test on the basis of a task which is based on the portfolio of the examiner's portfolio. The diploma is formulated by the examiner. The samentia task is formulated in such a way that the examiner can include examples across the portfolios and across the disciplines, product design, communication design, and design of a physical environment.
On an exam team, the assignments must be used three times.
Expermeation time is approximately 30 minutes per. examiner duck. Approbe some. 60 minutes of preparation time.
The individual examiner task is answered by examples from the portfolio of the examiner's portfolio (see. Act. 3.2.). The examples are partly produced by the examiner, partly photographs or reproductions of examples, produced by others.
Examine the task with the basis in the content of the portfolio. The visits are deepened in a subsequent conversation.
The entire portfolios can be included in the examination.
4.3. Assessment criteria
The assessment is an assessment to what extent the performance of the examiner lives up to the professional objectives set forth in point. 2.1.
Furthermore, if examination form a) is selected, the quality of the presentation is also judged in a communication context.
An overall character shall be given on the basis of a comprehensive evaluation of the performance of the examiner ;
Appendix 11
Dramatic C-Toyrich hf, June 2010
1. Identity and purpose
1.1. Identity
Dramatic is a subject that links the creative processes in drama and theatre with consideration of the aesthetic results. This means that we are concerned with creating, understanding and reflecting on different forms of performing art in a current or historical context.
The substance is human actions and relations that are often characterised by conflicts. Exprescients are the body, voice, language and technical means of the expression.
The heredification of the aesthetic results goes from a description and understanding of the creative processes for analysis, interpretation and perspective of the theatre performance and other perforated performance.
1.2. Objective
Fake dramatics contribute to the overall goal of education by the couriers achieving both basic skills in creating, realizing and analyzing the scene of the stage to develop and to make their own ideas-including incorporating their ideas into action-including incorporating their own ideas. binding cooperation on the realisation of the ideas of a defined target group.
Weight and emphasis is placed on the skill of the couriers in analysing and assessing both the process and the result, and on their ability to combine theory and dramatic practices in a reflective way. The Kursists are dedicated to the skills and knowledge of selected forms of drama and theatrics and the importance of the arts and forms of human awareness and development.
In the work of drama and theatrical and the involvement of competences from other subjects, the Kursists will develop an understanding of relations between the European and the global arts and culture.
2. Fact objectives and professional content
2.1. Fagable targets
The couplers shall be able to :
-WHAT? creating and understanding concrete scenes and games ;
-WHAT? understand and apply key concepts from drama and theater.
-WHAT? the techniques of the dramaets and theatrics of problem solving and ideas ;
-WHAT? reflecting on the creative process and the product ;
-WHAT? understand and use selected theories on European drama and theatre and to see them in a cultural historical context.
-WHAT? work creatively, innovative and self-employed in interaction with others.
2.2. Kernestof
The core matter is :
-WHAT? basic principles of development and the realisation of an idea ;
-WHAT? basic principles for creating a game for, or with others, with or without a text ;
-WHAT? basic concepts, techniques and methods of working with physical expressions, dialogues, improvisation and role-playing
-WHAT? two theatre historical periods-one before and one by year 1900.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The complementary substance of the dramatics must outlook and deepen the nuclear material and, in the whole, open to new recognition and interaction with other subjects, so that the couriers can live up to the professional objectives.
3. Organisation of the Organisation
3.1. Didatical principles
The training shall be organised so that, in all progress, integration between the practical-experimenting and theoretical-analyzing work and taking into account the fact that the profession must give the curristals a sense of drama and theatre as a means of experience, To think, explore, and manufacture reality.
The vocational training of the Kurds shall be built up from two different observation positions, one when they, as participants in an exercise or a reality, have a specific experience with a substance, the other when they observe, provide responses, analyzes and Reflecting. In this way, the training bridge is building between the creative and the scientific.
The profession has an intoxification of all other humanistic subjects, such as social studies and some of the science professions. It is therefore essential that education should be organised so that the couriers are given the opportunity to involve the professional knowledge and skills that they achieve in other subjects.
To strengthen the understanding of quality of the couriers, a course of action must be taken where the Kursists meet the professional environment either as a spectator or in a cooperative way.
3.2. Work Forms
The work in the training goes from the work on simple exercises and realisations of ideas or texts over smaller projects and short course flows for a project of self-employed work.
The initial phase will be marked by teacher management and by the fact that the entire team is working on joint issues, while in the smaller projects a break between teacher management and the self-employed work of the courier groups in smaller groups.
In the project work, the course is individually or in groups of up to five people to make smaller production, including formulating an idea and realism it for or with a defined target group. In this phase, the role of the teacher's role is the constructive and critical guidance counselor and commentator.
The production is regularly documented in a log book, which will explain and argue for the group's idea, describe and reflect on the process of realisation, the reactions of the target group and the evaluation process and the product.
Each coupage must select materials (such as photos, sketches, quotes and short reviews), and to do some technical, personally, reflections on key elements from each of them. five higher education flows and assembling them in a portfolio which can illustrise the rate of trade in the course of the coupage. The amount of time spent on the portfoliowork must be taken to the attention of the aid for the purpose of achieving the professional objectives.
If the profession has been provided for the course of the exchange, the written work shall be planned so that there is a degree of progression and consistency in writing in the other subjects.
3.3. IT
The Kursists must use electronic communications and knowledge sharing, as they are to collect, process and assess information from various sources, including the Internet.
3.4. Collections with other subjects
Dramatics are covered by the general requirements for interactions between the trade unions.
As a practical musician in 1. hf must be organised so that a interaction with other subjects forms part of the scheme.
4. Evaluation
4.1. Ongoing Evaluation
The ability of the couriers to work with the practical-experimental parts of the profession and understanding and disseminate the theoretical-analyst elements together with the portfolios of the couriers is the basis of the ongoing evaluation.
4.2. Test form
An oral test is to be held, consisting of two parts. It lasts. 30 minutes per. examiner duck.
The first, practical part is a test in the ability to develop and implement an idea based on the final project. The test consists of a group display or individual presentation of (parts of) the final project. The group may consist of up to five examiners. The duration of the sample is four to six minutes times the number of group members. No evaluation is carried out during this part of the test. At the presentation, the examiners can use a number of help whose efforts must be clearly set out for examiner and censor. Assists shall not participate in the conversation and shall not be judged by the test.
The other part, is an individual test without preparation time in the ability to understand the project and see it in a larger perspective, the starting point is a short notice from the examiner followed by one of the examiner led perspectives for a professional conversation, where other parts of the nuclear material and the qualification of the examiner's portfolio.
4.3. Assessment criteria
The assessment is an assessment to what extent the performance of the examiner lives up to the professional objectives set forth in point. 2.1.
By the first, practical part, the following shall be included in the evaluation of the sample :
-WHAT? the complexity of the project and the level of difficulty ;
-WHAT? the degree of penetrait,
-WHAT? the ability of the examiner to communicate to the target group.
By the second part of the test, enter the following tax rates in the assessment :
-WHAT? the overview and detailed understanding of the project ;
-WHAT? the capacity of the examiner to reflect and perspectives to relevant theories and history ;
-WHAT? The capacity of the examiner to during the conversation is to expand new pages of the project.
One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.
Appendix 12
English B-Toyrich hf, June 2010
1. Identity and purpose
1.1. Identity
English is a skill class, a science class and a culture class. The Fame deals with english languages, English language cultures and global relationships. The profession comprises the use of English in writing and the speech and knowledge of the subject matter of trade.
1.2. Objective
It is the purpose of teaching that the Kurds of the Union ' s factions will have the ability to understand and use the English language so that they can orient themselves and act in a globalised world. It is out there for the purpose of the Kurds to gain knowledge of British, American and other English-language societies and cultures, and that their understanding of its own cultural background will thus be developed. The Fame creates the basis for the couriers to communicate across cultural borders. The teaching of the various disciplines of the profession contributes to the development of the linguistic, cultural and aesthetic knowledge and awareness of the couriers, and hence their general skills of study.
2. Fact objectives and professional content
2.1. Fagable targets
The couplers shall be able to :
-WHAT? understand orally and in writing English on general and professional matters ;
-WHAT? contain a varied vocabulent, which makes it possible to participate in a conversation and discussion in English ;
-WHAT? give a nuanced, coherent oral and written preparation of a known subject on a floating and essentially correct English language ;
-WHAT? be able to account for content and views in different types of English language, English language, including films,
-WHAT? analyzing and interpreting literary lyrics, non-literary texts, and media esters, including films
-WHAT? perspectives the given material, culturally, socially and historically ;
-WHAT? use a basic knowledge of historical, cultural and societal conditions in Britain and the United States for the analysis and perspectives of current circumstances ;
-WHAT? formulate their views in english with the application of appropriate communication strategies ;
-WHAT? use professional trainers and other means of assistance.
2.2. Kernestof
The core matter is :
-WHAT? the grammar of the English language, orthograph and punctuation ;
-WHAT? pronunciation, vocabary and idiomatik,
-WHAT? communication strategies, standard language and variety ;
-WHAT? the English language as a global communication language
-WHAT? different types of newer literary lyrics, non-literary texts and media esters, including films
-WHAT? text analytic concepts
-WHAT? significant historical, cultural and societal conditions in Great Britain and the United States,
-WHAT? historical and current conditions in other parts of the English-speaking world.
Horrible texts, non-literary lyrics, and mediestas, which are part of the core material, must be unprocessed and authentic English.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The additional substance is deepening and outstretching the core and broadening the professional horizons of the couriers.
In the supplementary matter, texts and other forms of expression are made up of latest time. In addition, substances from other areas and parts of the world are included in the area other than those in the English language.
The supplementary matter must be written on or translated into English.
3. Organisation of the Organisation
3.1. Didatical principles
The training must be based on a professional level corresponding to the level of couriers from primary school. The training shall be organised in order to be exchanged between inductively and deductive organized courses.
The work of languages, text and culture must be integrated so that the Kurds are in a clear correlation between the expression of expression, substance and communication.
We need to work on listening, reading and communication strategies and with the strategies for alienation. The Kursists ' own language production in writing and speaking must be a priority. Teaching text analysis and alienation must be adapted to the professional progression. The language of the language is primarily English.
The application-oriented profile of the training shall mean that the teaching of the linguistic dimension of the specialist is organized with the emphasis on the use of the language and that the structure of the language is worked out as a means of promoting communicative skills ; and dissemination skills. The content side of the instruction is informed against the action for action by : to use parts of the profession in other subjects, to consider the profession as a tool for solving problems and to include current topics relevant to the Kursist Group education and life practice.
3.2. Work Forms
The work on the profession is primarily organised in matters. There are at least six subjects to be included on the basis of the subject's nuclear material and in the supplementary matter.
Teaching and working forms, which are mainly instructors, must gradually be replaced by education and working practices, which offer the couriers greater autonomy and responsibility. Work methods and methods must be adapted to the technical objectives, and the written and oral work must be varied so that the couriers develop a nuanced and flexible expression of expression in both the words and the text. Furthermore, the work of the various disciplines of the profession must underpin the course of the general skills development of the Kurds, including their ability to work together and to work in self-governing groups.
The work on the written side of the trade must be organised in such a way as to support the text and the subject work and to support the language learning. In addition, the written work must form an independent discipline and be organised so that the couriers develop the ability to master the English language system in a free written manufacture and in writing to express themselves clearly and nuanced in writing. principally correct English.
The teaching of written expression skills shall be arranged in such a way as to train the couriers in the work of a broad spectrum of genre in both printed texts and digital media. In the education process, both the writing process, including different appropriate write strategies, and the finished product and qualities are worked.
The written work shall be planned so that there is progression and then where possible the link will be created with written work in other subjects and other written test types. The short written summary in English, which is mandatory in the larger written assignment, is one of the written genre that is trained in the profession.
3.3. IT & Electronic Media
The IT and electronic media are used with the overall aim of promoting the learning process and learning result of the couriers. The integration of electronic media in the teaching gives the couriers the opportunity to experience the language of varied, authentic, and current contexts. It is used as one of several tools in the work of texts and in the work on the proficiency side of the language grant. The practical application of IT must also strengthen the couriers ' ability to seek, select and disseminate relevant technical material, and the Kurds must gain knowledge of the importance of various electronic media for communication.
3.4. Collections with other subjects
The profession is covered by the general requirements for interactions between the trade unions. The oral and written language skills must be strengthened in this interaction by ensuring that the couriers are dedicated and appropriate to the parts of the trade union in English.
English must be used as a starting point in the subject matter of the trade and the supplementary matter, to build and illum the professional content of and the perspective of matter in matter areas which are dealt with in the interaction.
The professional interaction must be carried out at the professional level of the professional interaction of the organization.
4. Evaluation
4.1. Ongoing Evaluation
In the course of the notification start and during the year, evaluation shall be carried out in the form of screening or other individual tests to determine the level and progression of the individual courier. In order for the couriers to be given a tool for assessing their own knowledge of knowledge, self-evaluation must also be carried out. The evaluation of the written work shall be exchanged between various forms of evaluation of the finished product and a process-oriented evaluation.
4.2. Test methods
A written and oral test shall be held.
The written test
The basis of the written test is a two-divided centrally placed task set. The entire task set is delivered at the start of the test.
The duration of the test is five hours. In the first hour, computer and technical support resources must not be used.
After an hour, all responses to the first part of the task set are collected and then the examiner must use all means of response to the second part of the task set. Communicating with the outside world is not allowed. In addition, the Internet is not allowed.
The oral test
Based on an unknown unprocessed material thematic is associated with a study subject, the presentation, conversation, text understanding, and perspective. The issues covered as the basis for the test must also cover the technical objectives and the core material. The test material shall consist of one or more texts, together with a total of five to eight normal pages. The scope must take into account the value of the material and ensure that the professional objectives can be assessed. Electronic material in electronic form may be withdrawn and replaced in text material as a maximum of 25%. of the five to eight normal pages, which constitute a sample material.
Expermeation time is approximately 30 minutes. The text material associated with one of the studies studied is handed out the day before the test, and around it is approximately 24 hours of preparation, however, not less than 24 hours.
The same unknown sample may not be used in three examinations on the same team.
A normal side is too prosa 1300 letters, for poetry and drama 30 lines. In the case of the use of electronic media material, three to six minutes of playback is equivalent to one normal side.
4.3. Assessment criteria
The assessment is an assessment to what extent the performance of the examiner lives up to the professional objectives set forth in point. 2.1.
By the written test, attention shall be paid to the language of the examiner of the English language, understanding of the supplement and fertility in writing in English.
One grade shall be given on the basis of a comprehensive response to the overall response.
By the oral test, In particular, the emphasis is placed on the fact that the examination of a floating and essentially correct English can present, analyze, interpret / evaluate and outlook the unknown sample material and use the knowledge obtained in the work on the subject of the study. Furthermore, emphasis is placed on the ability to disseminate their own views and arguments.
One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.
Appendix 13
Sport C-tooeous hf, June 2010
1. Identity and purpose
1.1. Identity
The central issue of sport is the physical activity that is supported by knowledge by nature, health and social sciences and the humanistic areas. Through the dedication of athletic skills, mobility, knowledge and experience gained with the body and its mobility capabilities are achieved. Through physical activity, training of athletic skills and the involvement of theory, the profession is partly aware of the impact of physical activity on health, on the one hand, and understanding of the cultural values of sport.
1.2. Objective
In general education, the couriers, both good physical and basic athletic skills and experience with the body's mobility options are achievers. They gain an understanding of combining practical experience with theoretical knowledge in terms of training and health and thus gain an understanding of the importance of being in good physical exercise mode. This education contributes to the development of the personal identity and social skills of the couriers, and through the experience of the joy of moving motivating the profession to a physical active lifestyle.
2. Fact objectives and professional content.
2.1. Fagable targets
The cursists must :
Focus area physical activity and training
-WHAT? achieving good physical capacity and in the context of the basic concepts of the disciplines and training of the athletic education and training,
-WHAT? control basic athletic skills and functional movements ;
-WHAT? include in selected sports disciplines and activities that satisfy the ferries :
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-WHAT? complete and implement a warm-up programme, a physical test and a physical exercise programme, and in this context the impact of the physical activity and the impact of life on health ;
-WHAT? developing body consciousness
-WHAT? enter into different types of cooperation relations and gain an understanding of the roles and ethical conditions of others as well as others,
-WHAT? know of the possibilities of physical activity outside of schools.
2.2. Kernestof
The core matter is :
-WHAT? activities promoting physical capacity ;
-WHAT? alsily sporting events and activities that satisfy body control and control
-WHAT? basic principles of training and basic athletic concepts of training, lifestyles and sporting practices ;
-WHAT? PE that focuses on cooperation and ethic and promotes self-estet.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. In addition to the core matter, additional substance, which is in interplay with the other classes of the trade union, is taking a perspective on the nucleus. This way extends the professional horizons of couriers, and they are being made aware of the possibilities of the profession.
3. Organisation of the Organisation
3.1. Didatical principles
The training must be based on a professional level corresponding to the level of couriers from primary school.
The emphasis is given to the emphasis placed on the practical disciplines of professional disciplines involving the necessary theory of the relationship between physical activity, training and health. The alsium of disciplinary action shall be taken into account by the areas (a, b and c (see, cf.). Act. 2.1.) each form part of at least 20%. of the training period. The core of the Fae is the physical activity. Theory and training are integrated into physical activity, so that the training aspect is included in the training, together with the relevant linkage to the theorical areas of the trade.
By virtue of the role which the practice plays for the professional and personal gain of the individual courists and the following motivation for continuing to cultivate sport, education must take account of progression, variation, security, and physical physiological tests ; gender difference. The individual courier is therefore participating in gender differentiated and gender-based education.
3.2. Work Forms
The teaching of the class shall be organized in the course of such a length that the technical care is taken into account. Each course must be used in practice to integrate the theory and training into the individual lessons.
The courses shall be carried out during periods of work on the basis of the intercourse and the theory and the end of a product as a documentation for both process and technical results. The teaching must, by choice of course, give the couriers a diverse experience of the capabilities of the profession, and the flow of traders must :
ensure that both sexes are motivated for continued physical activity.
The individual hours are arranged in such a way that, in the majority of hours, there are at least 20 minutes each courier experience to be physically congested.
3.3. IT
The Kursists make use of IT to gain knowledge of health, lifestyles and sports habits. It may be involved in the context of various types of test and the processing of it, as well as the source of the opportunities to cultivate sport in leicertain time.
3.4. Collections with other subjects
In the two-year hf enter the trade in close cooperation with the other professional row in intro shack The Fame offers the opportunity to interact with every subject in the trade union. This interaction ensures that the couriers achieve the necessary understanding of specific sporting union elements, at the same time as they are aware of the further impact of physical activity and training in relation to lifestyles, body-paging and the education of the general public.
4. Evaluation
4.1. Ongoing Evaluation
The professional objectives are the basis of the ongoing evaluation in the profession. In the light of a diverse gender-based and gender differentiated education, a holistic assessment is given to the position of the Kursist, where both sporting and social skills and theoretical knowledge are part. The understanding of the Kursists to link theoretical knowledge to a personal trainset must be included in
the evaluation.
4.2. Test form
There shall be no trial in the profession.
4.3. Assessment criteria
In the context of the continuous evaluation, including the assessment of the level of activity of the couriers, the indentation to 2. hf and the professional basis for the choice of B level, the following assessment criteria shall be applied :
-WHAT? physical capacity,
-WHAT? the control of basic athletic skills
-WHAT? control of technical and tactical elements of a diverse range of sporting disciplines and activities in the three spheres of spheres (see in the three spheres of spheres. Act. 2.1.)
-WHAT? the ability to work independently and engage in cooperation relations ;
-WHAT? the ability to link theory with training and training in connection with heating, training programmes and educational courses.
Appendix 14
Culture and social union-two-year Hf, June 2010
1. Identity and purpose
1.1. Identity
The Group of the Party of Union consists of the professions ' history, religion and social studies. The Trade Group provides basic insight into the interaction between historical, social and cultural development at local, national and international level, both in the case of the room for access, the basic conditions of life and the expression of the individual and the individual's population ; Opportunities.
1.2. Objective
The teaching must develop the Kurds themselves and the outside world understanding and to contribute to the creation of a professional basis for independent positions and active participation in a modern, multicultural and democratic society.
The Kursists must gain knowledge and understanding of essential elements of historic development, the complexity and dynamism of modern society, different religions, cultural values and life scisals.
The consistent insight and comprehension of the couriers in the work on joint disciplinary matters and in the application of concepts, theories and methods by professionals in the professional group, provide an understanding of the links between the professionals in the professional group ; and contributes to strengthening the course of the curriculums.
2. Fact objectives and professional content
2.1. Fagable targets
Content
The couplers shall be able to :
-WHAT? use and combine knowledge and methods from the professional group to gain insight into historical, societal and cultural interconnections, with understanding of the specific characteristics of each specialist
-WHAT? account for different life scisates, religions and political foundations and their importance in historical and current context ;
-WHAT? reflecting on the human being as a history-made and historian
-WHAT? discuss the cultural values of own and other people in relation to contemporary and concurrent values
-WHAT? use knowledge of central epoker to gain an understanding of the links of cultural and social nature in the Danic History
-WHAT? put the religions and their business history into selected aspects of European culture and thinking
-WHAT? examine the interconnections between relevant background variable and social and cultural patterns.
Method
The couplers shall be able to :
-WHAT? gather, analyze and critical use heterogeneous material types, including texts, statistics and image material ;
-WHAT? distinguishing between description and assessment and identify the values that lie with the assertion of their own and others ;
-WHAT? conducting an empirical study,
-WHAT? communicate both orally and in writing by means of professional terminology ;
-WHAT? argue for a point of view on a professional basis and be able to discuss and assess the consequences of the viewpoint.
2.2. Fagle Content
This lesson is based on shared professional issues. It includes both the nuclear material and the additional substance, which is a perspective and is deepening the core.
Work with common professional topics in or across the following areas :
-WHAT? globalisation and the cultural meeting
-WHAT? area study
-WHAT? identity-forming in traditional, modern and modern society ;
-WHAT? religious and political breaks in Danish or European prospects ;
-WHAT? The good community.
Other areas can be included in the perspective of the shared professional issues.
2.2.1. History
The core matter is :
-WHAT? Danish history and identity
-WHAT? the principal lines of European history from the antique to the day,
-WHAT? nature, technology and production in historical and current perspective ;
-WHAT? governance in historical and contemporary perspective,
-WHAT? The battle of ideologies in the 20th. Century
-WHAT? the relationship between the western cultural circle and the rest of the world.
2.2.2. Religion
The core matter is :
-WHAT? Christianity, in particular for the purposes of its European and Danish forms of progress. In the work, contemporary texts are both present and biblical texts.
-WHAT? Islam, including contexts, as well as texts from the Koran, including the inclusion of a European and Danish context,
-WHAT? selected pages of further one religion and the central phenomena of religions ;
-WHAT? ethical or philosophical issues ;
-WHAT? societal, political and cultural importance in the past and present.
2.2.3. Samfound
The core matter is :
-WHAT? political ideologies
-WHAT? democracy, participation options, political decisions and human rights
-WHAT? identity formation and socialisation ;
-WHAT? social and cultural differences, including welfare and distribution ;
-WHAT? financial contexts.
The core material in social studies can be applied to social conditions in Denmark and in other countries.
3. Organisation of the Organisation
3.1. Didatical principles
The teaching of the professional group shall be carried out as a minimum of four joint professional procedures. In the joint professional procedure, all three subjects are included. This is a lesson to be put into practice in concrete and realising joint professional issues. Specific activities of shorter duration are involved.
The teaching must be alansily in the selection of methods and issues, theories and perspectives. The Kursists must be involved in the choice of forms of work. The key importance of the individual courier's ability to make its own views, arguments and evaluations must be given to each courier's ability to make its own views, arguments and evaluations. In specific terms, the main emphasis will be on the work of basic knowledge, concepts and methods which qualify for joint professional activities.
In history, the following aspects must be represented : use and abuse of history, as well as myth and reality in history.
The teaching must be organised in such a way that a professional progression is carried out in :
-WHAT? selection of issues (from simple to complex)
-WHAT? methodical requirements (requirements for the use of various material types to document professional connections)
-WHAT? the requirements for the use of professional concepts ; and
-WHAT? the requirements for the performance of the couriers to precise and nuanced written and oral dissemination.
In the planning of the overall cycle, account must be taken of the selection of religion and social studies as an elective (b-level) of the second level of training in the field of education. Years.
The training period is scheduled to be flexible in order to allow for varied training periods in the individual subjects for their participation in the joint vocational courses, in accordance with the procedure laid down in the Community. the professional objectives.
3.2. Work Forms
In the teaching process, the exchange of and courier tactics must be used, so that the couriers are given good opportunities to document, communicate and discuss professional relations and views. Outwarted activities, including minor empirical studies, must be integrated into the training.
Joint business issues are the focal point of technical cooperation where the issues are to be dealt with using methods by professionals under thorough technical and methodical guidance.
The written work shall be organised in such a way as to test different forms of written work in the field of professional training and dissemination, including the drawing up of synopses on the basis of a larger material.
In 1. hf a history task. The purpose of the history is to practise the couriers of working and prolong in historic issues, including the involvement of the professional objectives. See Appendix 2.
3.3. IT
Information technology is used for :
-WHAT? information search
-WHAT? training in critical use of the resource of the Internet ;
-WHAT? working and dissemination ;
-WHAT? knowledge sharing.
3.4. Collections with other subjects
The teaching may add up to interactions with subjects outside the trade union with the purpose of further deepening and perspectives on the subject matter of nuclear and application aspects of the three subjects.
4. Evaluation
4.1. Ongoing Evaluation
Through the individual professional guidance, the use of test and feedback in writing must be a clear understanding of the level and development of the technical standpoint, including weak and strong pages. Furthermore, during each semester, the evaluation of the work effort of the courier must be carried out, active participation and accountability of the training course. In this connection, training and professional cooperation must be evaluated by courier and teachers.
4.2. Test form
The test is oral on the basis of a written project.
The project shall be drawn up by an examination and by several examiners collectively. The oral sample is individual.
The project shall be prepared in approximately 25 hours, distributed over at least two weeks at the end of the period of curriculment after the period of training in the professional group is concluded. Teachers will guide the examinations.
The project base is a sample material within one of the joint professional topics, cf. Act. 3.1. The test material contains a heading indicating the subject and an unknown, varied voucher material of 10 to 15 normal pages of 1,300 letters. In the case of the use of electronic media material as part of the annex material, four to seven minutes of playback is equivalent to one normal side.
There must be sample material in all the joint disciplinary matters. The same sample material may be included in the draw two times.
Once the training period is over, the examiners draw up a sample material. Eksaminander, who wants to create a project together, a test material is drawn together.
The examiner or the group of examiner shall draw up a synopsis on two to three sides. The synopsis shall include :
-WHAT? the subject of the extracted sample material (heading),
-WHAT? a common professional problem formulation,
-WHAT? overview of the issues that have been worked on in the synopsis
-WHAT? a processing of the problem positions, based on :
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-WHAT? a clarification of the conclusions of the project,
-WHAT? a summary of the material used.
The synopsen will be delivered to the last teaching day. The synopsis shall be sent to the censor with the test material.
Expermeation time is approximately 45 minutes. The synopsis (10-15 minutes) will present the acidity. The examiner (s) and centre-centred-examiner (s) and include a professional dialogue with the examiner other on the basis of the synopsis.
4.3. Assessment criteria
The assessment is an assessment to what extent the performance of the examiner lives up to the professional objectives set forth in point. 2.1.
The emphasis is placed on the evaluation of the ability of the examiner to :
-WHAT? examine the issue on the basis of the common technical problem formulation
-WHAT? independently find and critically apply relevant and significant additional material ;
-WHAT? use and combine concepts, theories and methods from the subject matter group in relation to problem formulation and material ;
-WHAT? characterizing and analysing material
-WHAT? perspectives for other common vocational courses, where appropriate ;
-WHAT? apply and combine relevant knowledge from the nuclear material of the fshall be used ;
-WHAT? included in professional dialogue,
-WHAT? formulate itself independently and critical of professional issues ;
-WHAT? manufacture a case in a clear and manageable manner ;
-WHAT? dispose and structure its presentation.
One grade shall be given on the basis of a comprehensive evaluation of the verbal performance of the examiner's oral performance.
Appendix 15
Math C-Toyrich hf, June 2010
1. Identity and purpose
1.1. Identity
Mathematicism is based on abstract and logical thinking and includes a wide range of modeling and problem care methods. Mathematicism is indispensable in many professions, in science and technology, in medicine and in ecology, in the economy and social sciences, and as a basis for political decision-making. Mathematics are at the same time important in everyday life. The widespread use of mathematics bunder in the abstract nature of the profession and reflects the experience that many different phenomena behave in a uniform manner. When hypotheses and theories are worded in the language of mathematics, new insights are often won. Mathematicism has accompanied the development of culture from the earliest civilisations and the first considerations of the human race. Science and mathematics have evolved in an ever-altering interaction between applications and built-up of theory.
1.2. Objective
The purpose of the teaching of mathematics is that the couriers will be able to understand, apply and communicate mathematics in contexts that relate to everyday life, social life and natural conditions, and that they obtain sufficient skills to be able to : perform an education in which algebra is part of a basic level. In addition, they must be aware of important aspects of the interaction of mathematics with culture, science and technology.
2. Fact content and professional objectives
2.1. Fagable targets
The couplers shall be able to :
-WHAT? handle simple formulae and equations, including translating from symbolic language to natural language and vice versa ;
-WHAT? provide a statistical treatment of a number of material and be able to communicate conclusions in a clear language ;
-WHAT? manage simple models for the description of the variables and could discuss the range of such models
-WHAT? account for current geometric models and resolving geometric problems ;
-WHAT? implementing simple mathematical reasoning
-WHAT? seek information and disseminate knowledge of mathematicians in daily life and social life ;
-WHAT? use IT tools for the solution of given mathematical problems.
2.2. Kernestof
The core matter is :
-WHAT? the hierarchy, equation solution of graphical methods and simple algebraic manipulation, percentage and interest rate, absolute and relative change ;
-WHAT? the description of the description of straight and inverse proportionality, linear contexts, exponential interconnections, and power correlation between variable
-WHAT? The xy plot of data amateur and characteristic characteristics of linear contexts, exponential interconnections and power correlation
-WHAT? descriptive statistics containing graphical presentation and the determination of simple empirical statistical descriptors ;
-WHAT? proportional calculations in uniquated triangles and trigonometric calculations in terms of triangles
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The complementary substance of the arithmetic population is about to fill. Twenty-five hours of training. It must be a matter of perspective and deepen the core and, in the whole, broadening the trade horizons so that the couriers can live up to all the professional objectives.
For this reason, the supplementary matter will include, inter alia :
-WHAT? issues that approach the work with a percentage and interest rate and other economic contexts
-WHAT? reasoning and proof of the selection within selected topics ;
-WHAT? the processing of authentic numerical material.
3. Organisation of the Organisation
3.1. Didatical principles
The training shall be organised in order to achieve the professional objectives of each coupage. The self-employed handling of mathematical issues and tasks of the Kursists must be at the heart of the lesson.
The mathematical understanding of the Kursists must be developed through experimental approaches to issues and tasks, as well as through the work of oral dissemination.
Subsizable emphasis is placed on the applications of mathematics, and the couches must see how the same mathematical methods can be applied to the extent of different phenomena.
The training shall be organised with progression in working methods and professional content, while at the same time as basic skills and paratability are maintained by regularly being taken up again.
3.2. Work Forms
A significant part of the instruction within the substance and the supplementary matter is organized as project process or major theme tasks. In the case of each major procedure, professional objectives are formulated and a position is taken on the work process, including any educational differentiation. In the context of each major project or subject, the Kurds must draw up a written product which can document the professional results. After each course of action or in connection with a repetition, the form of the professional substance may be shown in degrees of examination.
Part of the teaching is organised as group work in order for the Kurds to develop their mathematical concepts through their inter-disciplinary discussion.
In education, the emphasis is placed on the task of providing a decisive support for the dedication of concepts, methods and competences. The work of tasks is carried out both in the hours and at home work. A number of the workloads and thematic tasks are rounded up by the fact that the couriers draw up a report.
3.3. IT
The training shall be organised so that the calculators / it are included as essential aid in the work of the couriers, with the concept of a concept of a concept of a concept of a problem of concern and of a problem. In the organisation, training is used to use calculators and IT to perform calculations, to handle statistical data ale and to gain an overview of graphs. In addition, it is utilized in the experimental approach to issues and resolution.
3.4. Collections with other subjects
Where possible, it is up to the fact that the profession forms part of interaction with other subjects of the purpose of organising professional activity, which includes applications of mathematics in other professional fields to which the couriers are aware.
4. Evaluation
4.1. Ongoing Evaluation
Both the teaching and the training of the couriers will be regularly evaluated, including through forward-looking evaluation talks.
In the case of each major project or subject, the results of the progress of the course of the flow of the proceedings shall be clearly shown.
After each major project or subject, the teaching and training courses are carried out, an evaluation of the teaching, working forms and progress towards achieving the technical objectives.
The Kursists regularly deliver written assignments and reports. The visits are corrected and commended by the teacher.
4.2. Test methods
A written and oral test shall be held.
The written test
The written test shall be given for three hours. The central position of written examinations shall be made up of the tasks assigned to the core and shall evaluate the corresponding technical objectives. During the second part of the test, the examination must use all aid. Communicating with the outside world is not allowed. In addition, the Internet is not allowed.
The oral test
The oral test must include the project flow and thematic tasks carried out. The final question to the oral sample shall be published in good time before the test and together shall cover the technical objectives and the professional content. A significant part of the examination questions must be designed in such a way as to allow the project flow and thematic tasks to be included with corresponding coupage reports. The questions and a list of reports and training flows will be sent to the center.
The individual question must be drawn up with a headline indicating the overall subject of the examination and with specific individual issues.
Expermeation time is approximately 24 minutes per hour. examiner duck. Approbe some. 24-minute preparatory time.
The sample is bipartitioned.
The first part of the test shall consist of the presentation of the examination of the extracted question by the examination of the extracted question.
The second part acts as a conversation based on the overall issue.
4.3. Assessment criteria
The assessment is a holistic assessment of the extent to which the performance of the examiner complies with the relevant technical objectives specified in point. 2.1.
The attention shall be given to the examination of the examiner :
-WHAT? has basic mathematical skills, including :
-WHAT? is aware of mathematical symbolic language and mathematical concepts ;
-WHAT? is aware of mathematical methods and may use them correctly ;
-WHAT? skill in using IT tools appropriate.
-WHAT? have an overview of and can apply mathematics to existing problems, including :
-WHAT? may select appropriate methods for resolving the problems of the submitted
-WHAT? may present an arithmetic subject or method by resolving a mathematical problem in a clear and overly fashion ;
-WHAT? can account for simple mathematical reasoning
-WHAT? is aware of mathematical reversal within another professional area,
-WHAT? may reflect on and discuss the range of available mathematical models.
In an examination situation, the categories that are relevant for the diplomas concerned shall be included.
In the oral question, a possible report shall not be included in the assessment. It takes account of the verbal achievement alone.
In both the written and oral examination, one grade shall be given on a holistic assessment.
Appendix 16
Mediemajors C-Toyrich hf, June 2010
1. Identity and purpose
1.1. Identity
The media field is a live image in an aesthetic, cultural and communicative context. The profession unites a theoretical-and a practical-productive approach to live images.
The Fame offers the couriers the necessary tools to analyze live images. This is of crucial importance for their ability to experience and assess the information and impacts that they face as users of the media. In addition, the European Union provides the right to access to films and the expression of television in the context of practical production, so that they become active, creative and reflective media users.
1.2. Objective
This education is developing the ability of the couriers to analyse, perspectives and assess Danish and international media productions in the field of fiction and fact and mixtures between these types of activity. At the same time, education is developing the ability of the couriers to express themselves independently and nuanced in live images, so that they become active, creative and reflective users of films and television, giving them the opportunity to test their skills. concrete practices.
2. Fact objectives and professional content
2.1. Fagable targets
Theory and analysis
The couplers shall be able to :
-WHAT? use the terminology of the film language in the context of the analysis of films and productions ;
-WHAT? account for basic dramaturgical principles and narrative conditions ;
-WHAT? characterise the basic characteristics of the facts and the fiction ;
-WHAT? identify key genres and program types
-WHAT? make a vision of films and television productions.
Practice
The couplers shall be able to :
-WHAT? operating recording and editing equipment ;
-WHAT? planning and carrying out media production in groups ;
-WHAT? determine the phases of working with a media production
-WHAT? use the terminology of the film language in the context of the phases of media production ;
-WHAT? customizing expression form to content and target group
-WHAT? develop synopsis and storyboard ;
-WHAT? use the basic principles of dramaturgical,
-WHAT? remain analytical to the production process and their own production.
2.2. Kernestof
The core matter is :
-WHAT? terminology of projections,
-WHAT? basic dramaturgical principles and narrative conditions
-WHAT? basic features of the facts and fixation programmes ;
-WHAT? core genres and application types
-WHAT? production organisation, including the preparation of synopsis and storyboards ;
-WHAT? recording principles and recording equipment,
-WHAT? editing principles and editing techniques.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The additional substance in the media trade must be a matter of perspective and, in the whole, broadening of the matter, in order to increase the level of professional horizons, so that the couriers meet the professional objectives. Historical, cultural, societal and genetic perspectives must be included in the teaching.
3. Organisation of the Organisation
3.1. Didatical principles
It is a crucial thing of the principle of the media to integrate theoretical-analytical education into practical-productive and vice-versa. The emphasis is placed on the fact that the disciplines are being experienced as a whole : in the case of theoretical-analytical education, the terminology of the professional terminology and other conceptual apparatus shall be incorporated into the production process. In the production process, a number of practical experience can be carried out to be carried out into the analysis.
It is in the area of professionals that there will be interaction between inductive and deductive learning, so that education is organised as an equal distribution between the theoretical-analytical work and the practical-production.
3.2. Work Forms
In order to develop analytical, creative, communicative and social skills in the Kurds, different teaching forms from project work in groups to class education are used.
The theoretical-analytical work is based on the display of films and television productions. Inigo work, under the teacher's instruction and guidance, with short quotes and shot-to-two-shot analysis in order to make the couriers confidential with the terminology and working methods of the profession. The presence of selected scenes / sequences, where the couriers continue to actively participate in the analytical work, will be worked. Subsequently, the whole works are treated in the application of more complex methods of analysis and forms of work that liquids the independent contributions of the couriers.
The practical work is carried out as a group and project work and starts with simple, short drills in production under the teacher's instructions and guidance. There is then a little more work to be done, where the Kursists are gradually being made responsible for the greater part of the process. After hand, self-employed productions are manufactured where the teacher acts as a supervisor and a consultant.
3.3. IT
It has a central position in the profession, both in relation to the theoretical and the practical dimension.
In the theoretical-analytical work it is used for information-searching, presentation and dissemination of specialized substances. In the production process, it is used for the processing of text and the information search in pre-production and digital editing in post production.
3.4. Collections with other subjects
Where it is possible, it is up to the fact that the business is included in interaction with other subjects and trade groups. Subpart of nuclear material and supplemental substances shall be selected and treated in such a way as to contribute to the strengthening of professional interaction. This reinforces the perception of media as a multifaceted subject, which involves historic, cultural, societal and aesthetic perspectives.
4. Evaluation
4.1. Ongoing Evaluation
The professional objectives are the basis for the ongoing evaluation of the position and view of the couriers.
The theoretical / analytical procedure and the studies and forms of training shall be evaluated by means of questionnaires, testing and / or conforming to the individual procedure ; through this, the continuous evaluation shall contribute to the reflecting of the courisation of its couriers ; professional development.
All practical production flows will be terminated with a shared view of the products for the entire / class. The products shall be evaluated in such a way as to enable each group and the teacher to participate jointly in the evaluation of all the production units. In addition, each group evaluates its own production cycle in interaction with the teacher.
Interdisciplinary procedures shall include evaluation methods in the common organisation.
4.2. Test form
An oral test shall be conducted with a preparation time of approximately 5-5-6 (5). 30 minutes. During the preparatory period, the examination must use all aid. Communicating with the outside world is not allowed. In addition, the Internet is not allowed.
The basis for the first part of the examination is not a quotes from a film or a television programme. The quotation shall not exceed five minutes and shall be associated with films and television events that have been the work of the theoretical-analytical part of the teaching. The quotation shall be accompanied by a sheet containing the necessary credits and any indicative questions. The samenscitate may only be used three times. The test of the Committee shall be tested in its capacity to make significant aspects of the quotation.
The basis of the second part of the examination is the examination of the examination of the examination of the examination. In this part of the examination, the examiner is tested in its ability to account for key elements of production.
Expermeation time is approximately 30 minutes per. examiner duck.
4.3. Assessment criteria
The assessment is an assessment to what extent the performance of the examiner lives up to the professional objectives set forth in point. 2.1.
For the assessment of the examination of the quotation, the emphasis shall be placed on :
-WHAT? the analysis of the use of the film linguistic realities ;
-WHAT? the exposition of elementary dramaturgical and genre circumstances ;
-WHAT? the perspective of the quotation for the substance of the quotation.
In the assessment of media production, the emphasis shall be placed on the following :
-WHAT? the design and sound side of the design ;
-WHAT? the consistency between purpose, content, design and target group.
In the assessment of the final presentation of the production, the emphasis shall be placed on :
-WHAT? the ability to justify the choice of film language instruments ;
-WHAT? the ability to relate to the production of the analyst-reflector.
One grade shall be given on the basis of a comprehensive assessment of production and the performance of the examiner in the two parts of the test.
Appendix 17
Music C-Toyrich hf, June 2010
1. Identity and purpose
1.1. Identity
The possibility of the possibility is a theoretical-scientifically-scientific, artistic and a perforated approach to music as a global and multicultural, human expression of expression. The possibility is incorporating elements of the humanist, the science of science and society.
Through the creative process and musical development, the musical profession plays an important role in the education environment.
1.2. Objective
The teaching must challenge and develop the musical universe of the Kurds, and to give them professional tools to express themselves in music and in music, as well as strengthening their preconditions to deal with music as listeners and as executive.
Through employment with music and music-related relationships, and by working with musical parameters, music lessons, learning and music theory in practice, teaching must be taught music and awareness of the Kursists. The teaching includes historical, social and cultural perspectives and thus gives the couriers greater understanding of world understanding.
Musical exercise develops the cooperative ability of the couriers and allows them to experience musical collectively.
2. Fact objectives and professional content
2.1. Fagable targets
Music conunding (theory and history)
The couplers shall be able to :
-WHAT? Identify musical parameters in different styles and genre in western artistic music and popular music and non-Western music
-WHAT? demonstrate understanding of music in an historical, social and cultural context, with the application of basic concepts and methods of music teacher, hearing and music theory.
-WHAT? use the terminology of the professional terminology in a discussion of music from homeland and foreign cultures ;
-WHAT? orient in a simple, graphical rendering of Klinging music
-WHAT? search and use the available source material from printed and virtual media.
Music exercise (singing and interactions)
The couplers shall be able to :
-WHAT? Singing and playing a-and multi-branding songs and rates in a Danish and international repertoire
-WHAT? cooperation on incorporation and the performance of a musical arrangement for an audience ;
-WHAT? playing simple figures on a chord-, a rhythm-and a baser
-WHAT? use elementary reaping lessons in song and games.
2.2. Kernestof
The core material is as follows :
Music conunding (theory and history)
-WHAT? basic music teacher learning and reaps
-WHAT? musical parameters via classical music, rhythmic music, Danish music, folk music and non-Western music
-WHAT? musical historical and musical relations in the classical and rhythmic music
-WHAT? a special study of music,
-WHAT? Simple, short riders with relationship to the chosen music
Music exercise (singing and interactions)
-WHAT? a varied selection of unanimous songs from the inside and out of the country ;
-WHAT? a varied range of vocal vocal vowel and / or instrumental rates from the inside and out,
-WHAT? basic voting and basic technique of rhythm-, bass and chord-instruments
-WHAT? recording and the performance of a piece of music.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. In addition to the musical substance, the couriers must concern themselves with aspects of, inter alia, the historical and the historical and the current, cultural and social and medieminent relationships of the music.
3. Organisation of the Organisation
3.1. Didatical principles
The emphasis is placed on the presentation of the couriers to the disciplines of the profession, such as a whole, so that they experience a correlation and interaction between the executive and the knowledge of the knowledge. Both in the context of music and music training, it is to sung and play, and it was heard become the subject of conversation, analysis and discussion. In this combined practical and theoretical learning process, the music experience is qualified by means of employment in terms of terminology and methods.
The music class addresses the following levels in the learning process : perception (light, experience), reproduction (the execution of existing compositions), imitation (post), production (composition, improvisation), interpretation ; (interpretation) and reflection (perspectives), which constitute a taxonomic learning process , in which both inductive and deductive principles are included.
3.2. Work Forms
The teaching is organised so that the practical, instrumental / adult and theoretical methods and skills are presented and incorporated and incorporated into service and execution. The work forms are exchanged between class education, group work, presentation and conglomerations in the class or for a larger audience. The teaching is equally divided between musicians and music training.
With a view to raising the couriers about the musical parameters, there is work in music science and in music training with analyses, intensive listening, discussion and discussion in relation to the core matter. A shorter music history is being carried out in classical music and rhythmic music.
This overall employment forms the basis of the fact that the training and learning of cooperation must be focused on at least one musical issue, which is the basis of the examination.
In music training, work is being worked out of the instructive, imitant, teachers-driven education against musical embodiment and cooperation. It is striving for the individual music class to be exchanged between practical and theoretical work and between different forms of work.
In the course of the teaching, the music performance is being worked out towards a concert event in the course. The consequent reflection forms the basis for continued musical development.
The music class must establish contact with the rest of the music life.
3.3. IT
For the training of professional learning in music learning (music history, music theory, music lessons, auditees) and musical exercise is used it.
3.4. Collections with other subjects
The profession provides consistency with the course of the exchange rate and is where it is possible to link the other classes of the class, to be understood in the context of its historical, societal, cultural, psychological, philosophical, and technological preconditions.
4. Evaluation
4.1. Ongoing Evaluation
In order to ensure that the training courses are achieved by the professional objectives of the education training classes, the teacher is making use of minor tests along the way.
The role of the Musical Trade Union involves a continuous assessment and improvement of the musical performance, and so evaluation is a natural and necessary part of the process. This evaluation takes account of the artistic elements of the profession.
4.2. Test form
A sample is being held in music box and Music training .
Music conunding (theory and history)
The sample is based primarily on known substance from the selected music topic in the teaching and secondary in an unknown parallel. The test material shall consist of a recording of one or more pieces of music of a maximum of 10 minutes, a graphical rendering of the Klinging music or parts thereof, and, where appropriate, material.
Expermeation time is approximately 20 minutes per hour. examiner duck. Approbe some. 40 minutes of preparation time.
The preparation room must be equipped with replay facilities and tangentinostriment. The other person can bring the instrument of his own choice.
The test material shall be approved by the censor prior to the test of the test.
Music exercise (singing and interactions)
In the case of music training, a study shall be shown in groups of at least two degrees of examiner. The individual examiner will only appear once. Expermeation time is approximately five minutes per. examiner duck. It is allowed the teacher discreetly to be discreet to support the performance of the piano, for example.
In the period between the last teaching class and the degree, the teacher with the couriers two to three times to maintain the musical skills for the purpose of group reproduction.
Self-students are tested in music school in a particularly studied music topic whose contents are approved by the professional teacher.
Self-students do not participate in groupings, but are judged in music training in a solo song selected by a censor from a broad and varied repertoire of unanimous songs, composed of the courials, and approved by the teacher.
In the examination of the health examination, the examination shall be made in music confinement, as well as a sunon_number selected by the examiner, as group groupings lapse.
4.3. Assessment criteria
The assessment is an assessment of the extent to which the performance of the examiner lives up to the professional objectives set forth in the PICTs. 2.1. Weight of weight shall be given :
Music conunding (theory and history)
-WHAT? elementary knowledge of musical parameters, music lessons and learning and ability to use this in the analysis of music
-WHAT? elementary knowledge of the historical, societal and cultural context of the music
Music exercise (singing and interactions)
-WHAT? audible and sound music, i.e. the feeling of the own function of the group in balance with the group's other members
-WHAT? vocal and / or instrumental skills
One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.
Appendix 18
Natural scientific group-two-year Hf, June 2010
1. Identity and purpose
1.1. Identity
The field group includes the specialics biology, geography and chemistry.
The Fagene Group uses natural scientific methods to develop knowledge and conceptual understanding through interaction between observations and experiments on the other, and on the other, theories and models. This forms the basis for realisation and understanding of phenomena in nature and for understanding of the interaction between man and its environment.
The Trade Union has an application-oriented dimension and include biological, geographical and chemical knowledge to create a coherent insight into issues of natural scientifically content.
The Trade Group gives a technical background to the position taken in relation to current social problems with natural scientifically content.
1.2. Objective
The overall objective of the science fair group contributes to the overall objective of the training course of the Kurds to gain access to natural scientific methods and disciplins.
Through the work of natural scientifics and methods, the couriers must further develop both the general and the study of study. In particular, you must have experience of how to systematically collect, treat and promote scientific information, and they must develop the ability to take a critical and constructive approach to the use of natural sciences.
The teaching gives the exchange rate knowledge in biology, geography and chemistry through work on the core and through deepening and perspectives to this. Through the work on joint disciplinary matters, the couriers must be able to see the whole and the links between the trade unions and understanding the relationships between nature science, technology and society. The Kursists are given the basis of a nuanced and complex omission, so that they can understand the importance of sustainable development as a principle and can participate in the democratic debate on the basis of achieved natural scientific competences.
2. Fact objectives and professional content
2.1. Fagable targets
The couriers must be able to analyse joint professional issues as well as identify and deal with natural scientific issues from the outside world and from the current debate.
The Kursists must also
-WHAT? use natural scientifically,
-WHAT? relate observations, modeling, and symbol exhibitions for each other ;
-WHAT? distinguishing between a theoretical model and the observing reality and understand simple relationships between theory and practice
-WHAT? carry out experimental work, taking into account the general laboratory safety and to the handling of chemicals in a responsible manner ;
-WHAT? perform systematic observations and data collection during field work, and in the laboratory ;
-WHAT? establish simple hypotheses and explain the importance of auditing tests ;
-WHAT? collect data and process results from qualitative and quantitative experiments and studies ;
-WHAT? identify and discuss error sources when evaluating results from experimentation ;
-WHAT? express the professional precision with regard to natural scientific matters, both orally and in writing ;
-WHAT? obtain and evaluate the natural scientific information from various sources ;
-WHAT? analyzing shapes and data and setting them in relation to relevant explanatory models
-WHAT? working with simple problem formulations based on a natural scientific approach,
-WHAT? set local nature and societal relationships into a regional or global context and understand the local consequences of global processes.
2.2. Fagle Content
The training shall include the nuclear material as well as additional substance. Work with at least two joint professional topics selected in or across the following areas shall be :
-WHAT? natural sciences in everyday life
-WHAT? health,
-WHAT? living conditions,
-WHAT? environment
-WHAT? resource utilisation, production and technology ;
-WHAT? materials, materials and products.
Other areas, including nature scientists ' s history and development, can be involved.
Biology
The core matter is selected areas within the following :
-WHAT? organic substances and their biological importance, including the building and functioning of the DNA,
-WHAT? cellers structure and function and cellular processes
-WHAT? general genetic concepts and contexts, including the interaction between heritage and the environment ;
-WHAT? biological background for the use of biotechnologies,
-WHAT? the structure and operation of the system systems in the area of health,
-WHAT? ecological processes and their importance ;
Geography
The core matter is selected areas within the following :
-WHAT? weather conditions and climate
-WHAT? energy flows and circuits in nature ;
-WHAT? natural resources, production and technology ;
-WHAT? population and business conditions,
Kemi
The core matter is selected areas within the following :
-WHAT? use of the basic victim's period of intermitters,
-WHAT? structure of organic and inorganic substances, naming, state and memobility ;
-WHAT? chemical reactions,
-WHAT? volume weiings in relation to response schemas, including the concentration of substance,
Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. Additional substances are included as necessary, so that the common technical issues and the core matter provide the couriers with the possibility of obtaining the professional objectives. Parts of the supplementary matter may be selected in cooperation with the couriers.
3. Organisation of the Organisation
3.1. Didatical principles
The emphasis is placed in the emphasis on the achievement of the technical objectives as a result of the joint technical work.
The organisation of the single vocational training and the choice of tools and methods shall be taken in order to deal with the common technical matters.
The emphasis is placed in the emphasis on the practical work that is associated with field work and other
experimental work shall be linked to the theoretical substance for the most possible integration.
The teaching is organised in such a way that the curiosity, activity and creativity of couriers are encouraged, including, inter alia, that the scope of application-oriented aspects are a priority.
3.2. Work Forms
The training shall include a common introduction process and at least two courses of work being worked on with joint professional issues. These joint trade unions are organized the subject-and / or the project-oriented. The other classes shall be organised individually and / or collective professionals as necessary ; an equitable distribution of the elessed age of the three subjects is sought.
In the course of the year, there must be a progression in terms of working methods and in professional terms and in the demands of the autonomy of the Kurds. The use of the application must be in the spotlight through the whole teaching process.
The experimental work, field work and empiri-based work is an integral part of the class of science class, and it has an overall scale of approximately EUR 5 000. Twenty percent of education. The couriers shall perform laboratory work in the specialists in biology and chemistry in composite at least 30 hours. At the end of the overall education course, teachers draw up a list of the curriculators with the titles of the experimental work, field work and other empiribased work that can be included in the B part of the oral test. Test form). The list shall be published for the cursists at the latest at the end of the overall education process.
At the end of the overall training course of the natural scientific group, the coupage shall draw up an evaluation task on the basis of the A part of the oral test. The Evaluation Task is based on one of the joint technical issues. In the evaluation task, the courier must illusise a joint professional issue based on the three subjects. The issue, based on which the courier produces the evaluation task, is chosen by the teachers or by the teachers in cooperation with the Kursisten. The teachers decide how many issues to be presented to each class. The response to the evaluation task shall be equivalent to an extended basis available for use by the oral test. Based on the problem-setting, the courier is a predisposition to how he or she will shed light on the issue of the involvement of knowledge from all three subjects. In response, the question is explained how he / she will respond to the individual points in the enceptions. The reply must include an annex to be used for the test. For example, listed documents, graphs, tables, maps, response schemas, results from experimentation work, field work or other empiri-based work, etc. The evaluation task shall be drawn up individually or in groups and must be filled with maximum mass. five pages, including Annexes, corresponding to five hours of couriers, regardless of whether it is drawn up individually or in groups. The teachers are commenting on the evaluation task of the coupage, with a view to the course of the coupage preparation for the oral test. The Evaluation Task must be delivered so that teachers can comment on the task before the end of the notification.
Writeability in the professional group includes work with the professional group's various written genres and is part of the learning process. The written work shall include, inter alia :
-WHAT? experimental work and field work records ;
-WHAT? reports drawn up on the basis of journals
-WHAT? various types of task, for example, with a view to training for professional elements,
-WHAT? other products, including the evaluation task ;
The written work in the professional group must allow the couriers to prolong themselves in selected natural scientific issues and strengthen the dedication of scientific knowledge and working methods. The written work shall be organised so that there is the progressive nature and consistency of the subject matter in writing in other subjects in the development of the written competences of each coupage.
3.3. IT
It shall be included in the lesson by applying, for example :
-WHAT? IT-based teaching material, natural scientifically material and data
-WHAT? wilderness training programmes, data collection, data processing and data analysis ;
-WHAT? modeling, visualization and simulation programs.
3.4. Collections with other subjects
This training may add up to interactions with subjects outside the trade union with the purpose of further deepening and perspectives in the field of nuclear and use in the natural scientific group.
4. Evaluation
4.1. Ongoing Evaluation
The dividends of the courses of education shall be evaluated periodically so that a forward-looking guidance is based on each coupage in the work of attering the professional objectives and for the alignment of the teaching.
4.2. Test form
An individual oral test shall be carried out consisting of two parts, A and B, with a total duration of approximately 2 ; 40 minutes. The two parts are each occupa. Half the test track.
Preparation time, which is about 20. Forty minutes, the examination has to the extent that it is practicable, access to appliances, chemicals and other equipment that is relevant.
A
The Committee of Experts will present briefly the evaluation task and the deepening of the selected areas of the task. Next, a discussion on both the evaluation task and the professional content of the associated joint disciplinary subject.
B
This task shall be assigned by drawing.
The task is the title of an experimental work, field work, or other empiri-based work that has been entered into the overall education process. The Eksamine is making it clear for the specific experiment, field work, or other empiri-based work. The relevant equipment, chemicals and other equipment must be present during the test, to the extent that it is possible.
If the institution is running with examiners in all three classes, the censor may put questions to an end during the test. If the institution is running with examiners in the two classes, the censor does not represent, centre on an equal footing with the examiner's examiners during the oral test.
The three subjects must be equally represented in the team's overall task set.
Every single professional experiment, field work or other empirically used work must be used twice. Joint experimentation, field works or other empiri-based works must be used three times. The test material, that is, the evaluation tasks of the couriers and the list of the titles of the experimental work, field work and other empiri-based work which may be included in the B part of the oral test are sent to the centre.
4.3. Assessment criteria
The assessment is an assessment to what extent the examiner lives up to the trade union objectives as specified in point. 2.1., and can illusee common technical themes from the three subjects. In addition, the attention shall be given to the examination of the examiner :
-WHAT? express itself clearly, accurately and comprehensively in a proper, professional language ;
-WHAT? can analyze shapes and data and set them in relation to appropriate explanation models
-WHAT? to illustrse a joint professional issue while involving relevant professional knowledge,
-WHAT? can describe experimental work, field work, and other empiri-based work, as well as presenting data and assessing results.
-WHAT? can explain simple contexts between theory and practice.
One character is given on the basis of a comprehensive evaluation of the verbal achievement of the examiner's oral performance.
