Machine Translation of "Order On Subjects Common For Secondary Schools (Elective Order)" (Denmark)

In accordance with section 15 (1). 3, in the Law on Student Student (Ax) (High School Act), cf. Law Order no. 791 of 24. July 2008, section 14, paragraph 14. 2, in the law of training for higher commerce samen (hhx) and higher technical examination (htx), cf. Law Order no. 871 of 27. This is August 2008, and paragraph 10, paragraph 10. 4, and section 11 (4). 2, in the law of training for the preparation of the preparation of the preparation (hf law), cf. Law Order no. 445 of 8. May 2007 :

§ 1. The tender, organisation and organisation, and so on of the selection subject to this notice, shall be subject to the rules laid down for the training in which the profession is offered, including the limits laid down for the provision of subjects in the person concerned ; education.

§ 2. The individual training institution may, in accordance with this notice, be able to do so, cf. however, section 1, the subject of the subject referred to in Annex 1.

§ 3. The content and objectives of the instruction are set out in the respective readout as described in Annex 2-45.

Paragraph 2. In the reapers, cf. paragraph 1, the name "pupils" covers both students and couriers and the term 'school', both schools and courses.

§ 4. The announcement shall enter into force on 1. In August 2010 and have an effect on pupils who are subject to a high school education or following a secondary school training organised as a single subject of 1. In August 2010, or later, cf. however, paragraph 1 3.

Paragraph 2. At the same time, notice No 744 of 30. June 2008, on the subject of the joint courses of the High School of High School Elements (High School Notices ). However, the announcement still has an effect on pupils who have started a high school education before 1. August 2010.

Paragraph 3. The leader of the school may decide that classes or teams with students subject to paragraph 1 shall be subject to the following : 2, according to the readers shown in the appendices to this notice, are shown in the list of the readers shown in the Annexes.

The Ministry of Education, the 23rd. June 2010

P.M.V.
Jarl Damgaard
Branch Manager

-Mads Bentzen

Appendix 1

Overview of the readout program-Election class, June 2010

Appendix 2	Arabic A
Appendix 3	Arabic B
Appendix 4	Astronomy C
Appendix 5	Dance B
Appendix 6	Data Book in C
Appendix 7	Design B
Appendix 8	Vocational economics C
Appendix 9	Philosophi B
Appendix 10	Philosophi C
Appendix 11	Funding C
Appendix 12	French Begin language B
Appendix 13	French Continual language C
Appendix 14	Greek C
Appendix 15	Ikilt B
Appendix 16	Information Technology C
Appendix 17	Innovation B
Appendix 18	Innovation C
Appendix 19	International technology and culture C
Appendix 20	Italian B
Annex 21	Japanese A
Appendix 22	Japanese B
Appendix 23	Chinese A
Appendix 24	Chinese B
Appendix 25	Cultural understanding B
Appendix 26	Cultural understanding C
Appendix 27	Latin C
Appendix 28	Market communications C
Appendix 29	Material Technology C
Appendix 30	Multimedia C
Annex 31	Organization C
Appendix 32	Programming C
Appendix 33	Psychology B
Appendix 34	Psychology C
Appendix 35	Religion B
Appendix 36	Retorik C
Annex 37	Russian B
Appendix 38	Spanish B
Appendix 39	Static and Equipment C
Appendix 40	Statistic C
Appendix 41	Technology C
Appendix 42	Turkish A
Annex 43	Turkish B
Appendix 44	German Begin language B
Appendix 45	German Continual language C

Appendix 2

Arabic A-Elec, June 2010

1. Identity and purpose

1.1. Identity

Arabic is a skill class, a science class and a culture class. Its reposition is the Arab language and, by extension, knowledge and understanding of history, culture and social relations in the Arab world and other areas with Arab-speaking peoples.

1.2. Objective

Through the work with Arabic language, the students ' ability to communicate in Arabic is evolven. The study of Arabic language and culture provides insight and insight that brings the student to the understanding of Arab society and Arabic culture, as well as increased understanding and intercultural awareness. Arabic A is a knowledge of a culture that plays an important role in the globalised world, and sharpish the aesthetic attention of the students. Finally, Arabic A pupils, through the Culture Summit, put the students in a position to reflect on their own culture in comparison with Arab culture.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? understand the main content when the default information is spoken of known as well as the general public via different media ;

-WHAT? participate in conversation and discussion in a coherent and reasonably correct standard abusive knowledge of knowledge and general issues as well as to understand and use ordinary terms in one of the most important dialects

-WHAT? Read and understand simple contemporary texts, fiction and non-fiction.

-WHAT? an oral presentation and an explanation of a known concourse on a coherent and reasonably obvious Arabic,

-WHAT? express in writing in a single and coherent Arabic region for a given problem and could translate a single text from Danish to Arabic ;

-WHAT? to analyse and interpret texts of different genres and to put the individual text into cultural, historical and societal contexts ;

-WHAT? use the acquired knowledge of Arabic culture, history and social relations in the language of Arabic and in the work on the subject matter, and could provide prospects for other culture and social conditions ;

-WHAT? practising knowledge of how to learn foreign languages, in day-to-day work with Arabic

-WHAT? use one and two-language dictionaries and an Arabic grammar and be confidential with the use of IT in Arabic.

2.2. Kernestof

The core matter is :

-WHAT? pronuntates, intonation and unloading,

-WHAT? listen and talk, including the ability to engage in dialogue and for self-employed presentation and presentation of texts or subjects in Arabic

-WHAT? sound and image media to support listener and literacy, and talk and write skills

-WHAT? in writing.-(b) fiction, as well as non-fiction, of different proportions, which illus the cultural and societal development of the Arab world, with emphasis on the 20th. And 21. Century

-WHAT? the central aids of the specialist, including IT ;

-WHAT? Arabic history, culture and social issues that are relevant to the studies studied and central social conditions in the Arab world and among Arab minority cultures in the West.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The supplementary matter is made up of different historical, cultural and societal terms, which is based on the Arab world. It must deepen and deepen the core and broaden the professional horizons so that the pupils meet the professional objectives.

3. Organisation of the Organisation

3.1. Didatical principles

The disciplines of the trade shall be experienced as a whole which, in accordance with the professional objectives, primarily focuses on the application aspect. The teaching must allow the students to acquire the knowledge of languages necessary to develop communications skills.

The centre of education is the opportunity for students to have their own language production and to develop in a relationship with the professional objectives. Coherent language needs a higher priority than linguistic precision.

Listening, reading and communication strategies must give students the tools to trigger and maintain communication, despite linguistic barriers. Teaching grammar, vocabulary, text analysis and alienation of languages to the relevant extent and taking into account the professional progression.

The teaching is as far as possible in Arabic.

3.2. Work Forms

The centre of education is the professional progression.

The beginning of education includes literacy and interlocutors, which provide elementary communications skills, which are further developed in freer dialogues and conversation. It also includes regular listening, read and write training, as well as targeted and systematic work on vocabable vocabinas.

After the initial instruction, the work is organised mainly through six to eight subjects, and ensures that the professional targets are integrated into this work.

Work methods and methods are varied and adapted continuously to the technical objectives pursued in the relevant subject. The training shall be organised with progression in the choice of forms of work, so that students gain competence and independence in the work. The focus is on working-forms that develop both the communicative skills of both the students and their ability to read and understand texts. Language understanding is ensured by the fact that the students hear Arabic dissected through various media.

Written work is included in the daily education, on the one hand, as support for the oral dimension, partly as a self-employed discipline, where pupils are both given the opportunity to train and demonstrate their linguistic knowledge and skills and to develop. the ability to account for the content of a single writing in Arabic. The written work is planned so that there is a degree of progression, and so there is consistency in writing work in other subjects.

The work of Arabic culture, history and social conditions are constantly being integrated into the work of the subjects.

3.3. IT

It is an integral part of the education class and is included in all disciplines from the first Alphabet learning. It is used as a tool for supporting the text work and for the work on the Proficiency Page Proficiency, and relevant programmes for interactive training and training programmes for the enhancement of the profile are used, both in the report and on the training of the language and training programmes. receptive as the productive one.

3.4. Collections with other subjects

Arabic A is covered by the general requirements for interactions between the trade unions. In stx-training shall be included in general study preparation and general language understanding in accordance with the rules that apply to these flows.

When Arabic A is part of a Student registration , it must form part of a interaction with other subjects on issues of linguistic, cultural, intercultural and historical nature. Subpart of the substance and of the additional substance shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study.

When Arabic A acts like elective It is part of interaction with other languages, in order to develop a general linguistic awareness and knowledge of how to learn foreign languages.

4. Evaluation

4.1. Ongoing Evaluation

Individual evaluation conversations between teacher and student are carried out on a continuous basis, a greater completed flow or topic evaluates targeted and forward-looking teacher and pupils in community. A broad evaluation is carried out in relation to the professional objectives. The evaluation shall be forward-looking.

The students perform tests on self-evaluations in relation to the professional objectives.

4.2. Test methods

A written and oral test shall be held.

The written test

A central written test shall be held in writing of five hours of duration.

The main ingredient of the test is a task in free written expression skills in the form of a contemporary arabic-language textbook from between 2/3 and one normal side, possibly supplemented with image material.

The extermines must use all aid. Communicating with the outside world is not allowed. What is more, the Internet is the use of the Internet and translation programmes, i.e. software or network-based programs that can translate entire sentences and entire texts from one language to another, not allowed.

The oral test

The sample is made up of three parts.

1) A text understanding based on an unknown, unprocessed arabic language of a scale between 2/3 and one normal side. The text must be provided with a short introduction in Danish, and only areas of the realm and specific glocks. The text is referenced in the main features of the Danish language.

2) Converts to Arabic on the basis of an unknown image material on general issues.

3) Presentation in Arabic by an unknown, unprocessed arabic text material with a size of three to four normal-time pages. The text material that is being gasped in relation to level and level of value must be associated with one of the studies studied. The issues covered as the basis for the test must also cover the technical objectives and the core material. The topic studied must be included in the presentation, which is followed by an in-depth discussion. The text material shall be delivered the day before the test and approx. 24 hours of preparation, however, not less than 24 hours. All auxiliary agents are permitted.

2 (2) and (3) shall be given a combined preparation time of approximately 30 minutes. Expermeation time is approximately 30 minutes. The extermines must use all aid. Communicating with the outside world is not allowed. In addition, the Internet is not allowed.

A normal page is too prosa 1300 letters for light-rik 30 verlines. In the standard form of an Arabic text, short vowels, even if they are not marked in the text, are included in the standard form.

The same unknown sample material may not be used more than three times on the same team.

4.3. Assessment criteria

In both the written and oral tests, the extent to which the achievement of the examiner shall meet the professional objectives as specified in point. 2.1.

By the written test, where the emphasis is placed on the fact that the examination may extract the essential material of the supplied text material, express in writing in a single and comprehensible Arabic, disponers and manufacture a content, as well as the examination of the examination of the relevant information in the relevant ; morphology and syntax, and a general vocabulary, and idiomatik.

One character is given out of a holistic assessment.

By the oral test, The emphasis is placed on the fact that the Arabic examiner can present and outlook the unknown text material and include relevant elements of Arabic culture, history and social relations from the subject matter. The emphasis is also placed on the level of cooperation and understanding of the text. Coherence of language is more important than correctness in the detail. The arabic part of the examination is the highest in the examination.

One character is given out of a holistic assessment.

Appendix 3

Arabic B-Elec, June 2010

1. Identity and purpose

1.1. Identity

1.2. Objective

Through the work with Arabic language, the students ' ability to communicate in Arabic is evolven. The study of Arabic language and culture provides insight and insight that brings the student to the understanding of Arab society and Arabic culture, as well as increased understanding and intercultural awareness. Arabic B is a knowledge of a culture that plays an important role in the globalised world, and the aesthetics of the students are sharper attention. Finally, the Arabic B students are able to reflect through the culture of culture by reflecting on their own culture by comparison with Arab culture.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? understand the main content when the default information is spoken of known as well as the general public via different media ;

-WHAT? participate in conversation and discussion in a simple and comprehensible standard, if known as both the general and the general issues, and to understand and use ordinary terms, in one of the important dialects

-WHAT? Read and understand simple contemporary texts, fiction and non-fiction.

-WHAT? an oral presentation and account of a known issue of a simple and comprehensible Arabic,

-WHAT? express in writing in writing in a single Arabic on a given issue ;

-WHAT? use knowledge of how to learn foreign languages in daily work with Arabic

-WHAT? use one and two-language dictionaries and an Arabic grammar and be confidential with the use of IT in Arabic.

2.2. Kernestof

The core matter is :

-WHAT? alphabetization, pronouncing, intonation and reading

-WHAT? listen and spoonful, including the ability to engage in simple dialogue and for self-employment and presentation of texts or topics in Arabic

-WHAT? sound and image media to support listener and literacy, and talk and write skills

-WHAT? in writing.-(b) fiction, as well as non-fiction, of different proportions, which illus the cultural and societal development of the Arab world, with emphasis on the 20th. And 21. century.

-WHAT? the central aids of the specialist, including IT ;

-WHAT? Arabic history, culture and social issues that are relevant to the studies studied and central social conditions in the Arab world and among Arab minority cultures in the West.

2.3. Supplemental fabric

3. Organisation of the Organisation

3.1 Didatical principles

3.2. Work Forms

The centre of education is the professional progression.

After the initial instruction, the work is organised mainly through three to five subjects, and ensures that the professional targets are integrated into this work.

Written work is included in the day-to-day learning of support for the oral dimension.

The work of Arabic culture, history and social conditions are constantly being integrated into the work of the subjects.

3.3. IT

3.4. Collections with other subjects

Arabic B is covered by the general requirements for interactions between the trade unions. In stx-training shall be included in general study preparation and general language understanding in accordance with the rules that apply to these flows.

When Arabic B acts like elective It is part of interaction with other languages, in order to develop a general linguistic awareness and knowledge of how to learn foreign languages.

4. Evaluation

4.1. Ongoing Evaluation

The students perform tests on self-evaluations in relation to the professional objectives.

4.2. Test form

An oral test will be held. The test consists of two parts :

1) Converts to Arabic on the basis of an unknown image material or in an unknown sound material of two to three minutes of length.

2) Redeposition and deepening of the conversation in Arabic as well as text understanding, starting with an unknown arabic language, prosatekst of a scale of 2/3 normal side. The text must be provided with a short introduction in Arabic, and only areas of the area and specific globs. The text has thematic connection with a study of the subject, which is included in the conversation in Arabic. The issues covered as the basis for the test must also cover the technical objectives and the core material.

Preparation of time shall be given for a combined preparation time. 48 minutes. Expermeation time is approximately 24 minutes. The extermines must use all aid. Communicating with the outside world is not allowed. In addition, the Internet is not allowed.

A normal page is too prosa 1300 letters for light-rik 30 verlines. In the standard form of an Arabic text, short vowels, even if they are not marked in the text, are included in the standard form.

The same unknown sample material may not be used more than three times on the same team.

4.3. Assessment criteria

The oral examination shall be judged by the extent to which the achievement of the examiner shall meet the trade union objectives as defined in point. 2.1.

In the assessment, the emphasis is placed on the fact that the Arabic examiner can present and outlook the unfamiliar text material and include relevant elements of Arabic culture, history and social conditions from the studied issue. The emphasis is also placed on the level of cooperation and understanding of the text. Coherence of language is more important than correctness in the detail. The arabic part of the examination is the highest in the examination.

One character is given out of a holistic assessment.

Appendix 4

Astronomy C-Election class, June 2010

1. Identity and purpose

1.1. Identity

Astronomy represents a key scientific contribution to the human realisation of its own location in time and space. On the basis of observations and theories about the universe and its various astronomical structures, establish a link between the notions of the past and today's conceptions of the world, characterised by curiosity and fascination. The teaching profession illuminates through its connection to current astronomical research, central, human issues, which are open to more subjects, and can stimulate the interest of a professional study in nature.

1.2. Objective

Faking astronomy C contributes to the overall objective of education, focusing on the general education, by pupils through the work of astronomical observations, data, theories and models to gain insight into nature scientific work and thinking. The astronomical world image, which is in constant change, occupiers a central place in education, and the students must make acquaintances with the marked shifts in the recognition of the human location in the universe through the ages.

2. Fact objectives and professional content

2.1. Fagable targets

The students must :

-WHAT? be able to inform on the starry skies and be able to identify planets and selected constellar images

-WHAT? be able to explain to elementary astronomical phenomena, including day and night, the phases of the moon and the shape of the seasons and the seasonal shift ;

-WHAT? be able to account for change in the astronomical world image,

-WHAT? be able to collect, process and interpret astronomical data ;

-WHAT? have insight into the use of models for qualitative and quantitative description of astronomical phenomena and processes ;

-WHAT? demonstrate knowledge of the identity and methods of the profession ;

-WHAT? be able to process an element of astronomical text and to account for the technical concepts and the professional arguments used ;

-WHAT? be able to search for information about an astronomical subject from a variety of sources and assess reliability ;

-WHAT? could disseminate astronomical topics to a targeted target group.

2.2. Kernestof

The core material is as follows :

Man's place in the universe.

-WHAT? basic characteristics of the terrestrial planets, including their internal structure, surface and atmosphere ;

-WHAT? the building and dynamism of the solar system, including the impact of the Sun on various objects in the solar system ;

-WHAT? the structure of the milk road and especially the location of the sun

-WHAT? the cosmic zoom, including methods for the determination of distances in the universe.

Development and dynamism of the universe

-WHAT? The Big Bang Model with the focus on the cosmological red-shift, the age of the universe, the cosmic background radiation and the formation of the easy basic substances

-WHAT? formation, development and final development, including basic synthetic synthesis ;

-WHAT? the formation and conditions of planting and conditions of life.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance that fills out some of these. 40%. of the age of training, must be chosen so that it is in perspective and deepening the core material at the same time as it supports the objectives of education. The students must have a significant influence on the choice of supplementary matter. For the selection of the substance, particular attention shall be paid to the benefit of both current astronomical items, as well as the opportunities for involving pupils ' other subjects in the work.

3. The organization of the education

3.1. Didatical principles

The training shall be organised in the form of courses intended to satisfy one or more of the professional objectives. The professional content of each course may be both nuclear material from both professional and supplementary material. The detection flow must be viewed as a whole for all the professional objectives.

The teaching is based on a general nature and mathematical basis and in mathematics C, but must also be adapted to the actual technical conditions of the student body. It is not intended that formal mathematical reasoning should play a major role in the work on astronomical issues.

The inclusion of current astronomical phenomena and relevant new results from astronomical research is an essential principle for the organisation of education, even if it means that we must deviate from the plan beforehand only when it comes to the conclusion of the report. all the objectives are met.

Observations and experiments play an important role in the profession. In the course of the class, the students should carry out independent observations where they may, on the first hand, be able to make an acquaintance with appropriate instruments and methods for dealing with the data collected. The training must be organised so that the interaction between theories, models and astronomical data becomes apparent to the pupils.

3.2. Work Forms

The training must be organised so that there is variation in the forms of work used. If it is possible, multidisciplinary with selected topics must be worked out.

The astronomical portfolio

The student must, under the teacher's guidance, build its own portfolio, which is part of the ongoing evaluation of the position of the student and as part of the basis for the oral sample. The astronomical portfolio is made up of the elevency of the student body of :

-WHAT? the materials provided by the teacher or have been provided for the teaching ;

-WHAT? materials resulting from the elevens ' s own information search and the processing thereof ;

-WHAT? material associated with the observations and other experimental work ;

-WHAT? in the case of the student's written products, including project reports and reports of observations and other experimental work ;

-WHAT? products connected with the tendering of the tendering of the profession.

Reality

The objective of the written dimension in astronomy is to ensure the elevation of students with the emphasis on the experimental work and the dissemination of professional insight. The written dimension covers :

-WHAT? reporting and reprocessing of observations and other experimental work ;

-WHAT? dissemination of professional insight into the form of texts, presentations and similar to a particular target group or as a result of project work.

In addition, calculations and explanations can be taken on the basis of simple models.

If the profession has been granted student time, then the written work shall be planned so that there is the progression and consistency of writing work in the other subjects. The Progression of the Progression of the Committees as well as the requirements for the self-employed activities and must, together with the context of writing, work in writing in particular in the mathematics and other natural scientific studies shall contribute to the development of the individual elevs ; written skills.

Experimental Work

The goal of the experimental work in astronomy is to ensure the elemental confidence of natural scientific working methods and to give them insight into the interaction between theory and experiment. The experimental work shall include :

-WHAT? its own observations, including the night sky, with or without auxiliary means,

-WHAT? the processing of own or other data,

-WHAT? digital image processing

-WHAT? the analysis and interpretation of processed data ;

-WHAT? virtual experiments.

3.3. IT

The students must work on the collection and processing of information from various sources, including the Internet, and in this context we are discussing how the reliability of the information can be assessed.

IT-based equipment for the collection of astronomical data and subsequent treatments is part of the lesson in education. Data processing includes both numeric calculations as well as electronic processing of image information.

The use of planetaric programmes and other simulation programmes is part of the teaching of the students ' observations, the theoretical treatment of the subjects and as virtual experiments.

3.4. Collections with other subjects

When astronomy C is part of a Student registration , must be chosen and treated in parts of nuclear material and supplemental substances so that it contributes to the strengthening of professional interaction in the study. The educational process must be organised in which the interaction with a joint study or study courses plays an important role in the lighting of historical or current astronomical issues.

Astronomy C is covered by the general requirements for interactions between the trade unions. In the general high school, general study preparation shall be made according to the provisions that apply to this course of action.

The teaching of astronomy C presupts that the pupils have a general nature of nature. On the organisation of astronomy C, elective involve the knowledge and skills of students from other subjects to contribute to the perspective of perspectives and illumination of the general educational pages of the professional.

4. Evaluation

4.1. Ongoing Evaluation

The teaching must be organised so that each student receives the opportunity to evaluate its yield regularly as well as a contribution to the evaluation and adjustment of the teaching. The overall effort of the elephant, including both the oral and the astronomical portfolio and the written products, is included in the evaluation of the position of the student. The evaluation needs to clarify how far the pupil has come about the achievement of the objectives of the trade and to show roads to improve the position of the trade.

4.2. Test form

An oral test is to be held on the basis of a broad-based task in the areas where the work has been carried out. The tasks together must cover the view description wide.

Expermeation time is approximately 24 minutes per hour. examiner duck. Approbe some. 24-minute preparatory time.

The exam shapes itself as a conversation between exams and examiners. The astronomical portfolio of the Ekberman must be included as a general rule in the examination.

4.3. Assessment criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the trade union objectives as defined in point. 2.1.

Weight shall be given to :

-WHAT? technical overview, including the examination of the examination, can include relevant and significant astronomical elements in the professional conversation ;

-WHAT? knowledge of the concepts, models and methods of the subject, so the examination may be carried out by means of a professional analysis, including account for the technical argument ;

-WHAT? the ability to link sightings, data and models as the basis for a professional reflection of the perspectives of the trade.

One grade is being given out of a comprehensive assessment of the verbal achievement.

Appendix 5

Dance B selection program, 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, 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 Fake dance B contributes to the overall goal of education, by the students achieving basic skills to dance, as well as to improvise, choreograph, and analyze the dance. The students achieve their ability to combine theory and dance practices in a reflective way.

2. Fact objectives and professional content

2.1. Fagable targets

The students must 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? use central concepts from the most widespread dance technical and theoretical terminology ;

-WHAT? Analyzing a dance, dance genre or dance culture from a cultural perspective.

-WHAT? reflecting over the senate and describe body, physical and aesthetic expression.

2.2. Kernestof

The core matter is :

-WHAT? a wide historical overview of dance in Europe ;

-WHAT? two dance-historic periods : one before and one after 1950 ;

-WHAT? practical and analytical work with Scene and social dancing forms,

-WHAT? central concepts of the most widespread dance technical and dance theory terminology ;

-WHAT? dance improvisation and choreography with a focus on development and the realisation of an idea ;

-WHAT? basic concepts and ideas from arts and cultural sciences.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives alone with the help 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 pupils can meet 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 being done in the field of practical and practical work, with the continuing involvement of the theoretical in a quest for the expansion of the pupils ' awareness of dance as a cultural profession. This will increase the level of reflection of the student body.

By virtue of the essential role played by sensory orientation, the body of expression must be in focus and reflection on this. For the purpose of the profession, the teaching of the profession, so that there are good opportunities to develop the relevant sensuous competences.

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 students are about to be around. 50%. of the training period of professional training, body with the exercise of dancing : solo-, par and group dancing as well as basal improvisation and composition.

In project work, the pupils work in groups and making a choreography, including formulating an idea and realise it for a defined target group. In this phase, the role of the teacher's role is the constructive and critical guidance counselor and commentator.

In the context of project work, the students must prepare a report that explains and argues for the project's idea, explains the theories and techniques selected, reflecting on and evaluating processes and products.

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, as students here are stipulation with modern Danish and computer techniques, as part of performance, video as a working tool and the like.

3.4. Collections with other subjects

The teaching of dance B is thus designed to enable students to use skills and relevant knowledge as they achieve in other subjects or professional groups, so that they contribute to the perspective of the perspective and the lighting of dancing 'almenteal' pages.

With its project-oriented and practice-based learning, dance B can be relatively easily integrated into cross-disciplinary projects with all other subjects, including those in nature. Cultural studies are placing more in the study of cultural studies or of decidedly performance in a production of other arts and languages, and language courses are to be used for ethnic cultural studies or for the exercise of linguistic patterns.

4. Evaluation

4.1. Ongoing Evaluation

The professional objectives are the basis for the ongoing evaluation of the position of students in particular and the teaching of the student body 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 students in relation to the technical objectives and objectives? In order for the evaluation to be sufficiently differentiated, the professional group at the individual school based on the technical objectives must draw up objectives and present them to the students at the beginning of the report.

4.2. Test form

The sample is bipartitioned and has a total duration of approximately total. 35 minutes per hour. examiner duck.

First part of the sample consists of a presentation of the group's dance project. The group has a size between two and eight examiners. The presentation shall last a minimum of one and a half minutes per hour. examiner and, however, the whole presentation may not exceed 15 minutes. 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. Please do not be judged by the test.

Other part of the sample is about Thirty minutes, and a time of preparation is given at about 30 minutes. Thirty minutes to get here. In the first of these. five minutes of this part of the test is carried out between examination and examination of the presentation to which the examination was carried out in the first part of the sample.

In the remaining time, the exams are exams in material that have not been worked through and analysed in the teaching. The sample material can consist of up to multiple parts and can be images, texts, and / or up to three minutes of video. The material is chosen by an examiner and shall, to the extent that it is known, shall be 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 trade union objectives as defined in point. 2.1.

By first part of the sample the following value shall be added to the following VAT :

-WHAT? the technical execution of the choreography,

-WHAT? the knowledge and awareness of the entire project ;

-WHAT? the examiner's ability to engage in a dialogue with examiner and censor to include comparisons between their own choreography and dance knowledge

-WHAT? The ability of the examiner to engage in a dialogue with examiner and censor to develop new ideas linked to their own choreography.

By part two of the test, the following value shall be added to the following VAT :

-WHAT? material value of the material ;

-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 give concrete expression and abstraction ;

-WHAT? the ability of the examiner to draw lines for relevant theories and undergone the substance,

-WHAT? the ability of the examiner to use the methods and terminology of the profession ;

-WHAT? the examiner's ability to engage in a dialogue with examiner and censor ;

-WHAT? the ability of the examiner to convey precisely, nuanced and subverted.

One character is given out of a holistic assessment.

Appendix 6

C-Elec C-Elec, June 2010

1. Identity and purpose

1.1. Identity

The data logs relate to the methods and concepts that are the foundation for current manifestations of information technology. The key areas of reproduction are information, structure, process and model. These concepts feature in many professional contexts, and in computer science, develop and deal with general methods of understanding the concepts.

1.2. Objective

In the dedication of the profession, the ability to understand and model reality is the reality of the data. There is a knowledge of technical possibilities and limitations, which provide a basis for the qualifying position and discussion of information technology and its applications.

Working with constructive projects increases the abstraction of the abstract and stimulates creativity. At the same time, a form of work is being raised where the theory and practical application of this combination are being raised.

The independence, cooperation and competence of the profession must be given, cooperation and competence to seek knowledge.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? structure and represent information as data ;

-WHAT? using algorithms

-WHAT? describe composite systems built by virtual levels

-WHAT? describe the composite systems built up by commie components

-WHAT? describe protocols and interfaces between systems, including between system and users,

-WHAT? developing, testing and documenting minor systems ;

-WHAT? on his own shall seek, dedicate and disseminate technical information ;

-WHAT? identify where the data book is used in their environment.

2.2. Kernestof

The core matter is :

-WHAT? representation and structure of data ;

-WHAT? algorithm concept

-WHAT? interfaces and protocols,

-WHAT? programming and testing ;

-WHAT? networks, communications and security

-WHAT? architectures of composite systems.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall include, inter alia :

-WHAT? contribute to the achievement of the professional objectives,

-WHAT? ensure that themes / problem fields are exposed from multiple points of view

-WHAT? support the use of computer data in multi-disciplinary contexts

-WHAT? display current trends within the profession.

3. Organisation of the Organisation

3.1. Didatical principles

The teaching is organised around one or more themes / problem fields where several points of view are being added to each of these, so that it will constitute a whole.

This instruction is based on the design work form, where students through a creative process reach the project's goals.

The project work places the emphasis on the interaction between the student's own production of relevant information and the acquisition of knowledge and the use of this information. The creativity and the creation of elephants must be a driving force in the teaching.

3.2. Work Forms

In the teaching, problem solving with the project work form is eminent. The organisation shall take place in the form of a series of projects in which, as a matter of priority, projects are exchanged between projects based on a given task, a given subject matter and a participant ' s target.

Work on the subject's themes can be done both in groups and individually. The work is regularly documented in an e-space, i.e. a network-based collaboration tool. Any written work shall be produced in the form of reports of selected parts of the projects.

If the profession has been granted student time, the written work shall be arranged in such a way that there is a degree of progression in the writing and the context of writing in other subjects in the development of the written competences of each student.

3.3. IT

The training makes extract the use of IT tools. The project work will be supported through electronic communications and knowledge sharing, which also allows for educational differentiation. The preparation of reports will be used for text processing and presentation tools. The various technological themes use each of their specific collection of IT tools. Using the problem, the Internet is used to extract a level of technical information in the area of technical information.

3.4. Collections with other subjects

DataloI C has a natural interaction with most of the other subjects of four different levels :

-WHAT? technical IT tools can be used in projects

-WHAT? other technical data can be made subject to the projects to render the projects resubspace

-WHAT? aspects of data science may be studied by other professional handouts

-WHAT? other technical methods may be used as tools.

These opportunities must be exploited to a degree so that the pupils experience that data logs are part of a greater whole.

In the three-year high school education, the selection and treatment of parts of nuclear material and supplementary material shall be considered to contribute to the strengthening of the professional interaction in the study.

4. Evaluation

4.1. Ongoing Evaluation

The ongoing documentation of the various projects is made subject to evaluation. In addition, in writing, it will provide a written basis for an assessment of the professional opinion and knowledge of the student body and the knowledge of data-based methods of data.

4.2. Test methods

The coil selects for the individual team one of the following two forms.

Test form a)

Mundant test on the basis of a task to develop a system or part of a larger system.

Expermeation time is approximately 24 minutes. Approbe some. three hours of preparation, where the examiner's individually or in a group of up to three persons prepare drafts for the task solution. In preparation of the task, all aid must be used.

The draft for the task exercise forms the basis for the individual oral sample, which forms a presentation of the task solution, and on the other, a subsequent conversation between examiner and examiner, where also professional elements from teaching, in addition to what form part of the task solution, the involvement of the tasks. In this conversation, the task can also be set in relation to the examiner's own productions.

So many tasks need to be made that all the professional elements of the teaching are represented in these. The tasks must be used three times.

Test form b)

Mundant test on the basis of a task to develop a system or part of a larger system.

Expermeation time is approximately 24 minutes. Approbe some. 24 hours of preparation, but not less than 24 hours, where the qualifications individually or in a group of up to three persons prepare drafts for a task solution. Time-consuming parts of the system is carried out only in sketches with regard to considerations at last and complete development of the system.

The examination tasks without supporting documents shall be known to the examiners before the test, but only after the publication of the test.

So many tasks need to be made that all the professional elements of the teaching are represented in these. The tasks must be used three times.

The task shall be issued at the date of lottery day before the test.

The relationship is individual and is based on the task solution. It forms part of a presentation of the task solution, and a subsequent conversation between degrees and examiner, where details and incomplete elements of the task solution are involved. In this conversation, the task can also be placed in relation to professional elements from the teaching, and to the examination of the examinations of their own productions.

4.3. Assessment criteria

The assessment is an assessment of the degree to which the examiner lives up to the trade union objectives as defined in point. 2.1.

Only the premises of the oral test form part of the assessment basis.

In the assessment, the examination shall be attached to the examination :

-WHAT? is able to prepare itself independently for the preparation of data structures and the use of algorithms ;

-WHAT? can describe the system in relation to virtual levels

-WHAT? the system's internal communications and interfaces to and communications with associated systems and users can be described ;

-WHAT? demonstrating a competence for the use of technical information found in the preparation of the draft oral test ;

-WHAT? to describe how the system can be tested ;

-WHAT? can relate the system to similar systems from the surrounding world.

One character is given out of a holistic assessment.

Appendix 7

Designing the B-Election class, 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 in relation to society, aestics and innovation.

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 students must dedicate the basic design competences, which are prerequisite for the practical implementation of a design process and which makes them able to analyse and assess the world of design.

The profession must, in its structuring of a problem, provide the students with a method that can be transferred to the task of other subjects in secondary school education and higher education courses.

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 students must be able to :

General

-WHAT? analyze and discuss design as a process and as a result

-WHAT? reflect the design process and design solutions by means of the methods and terminology of the trade and the dissecting a design process and design solutions visually and orally,

-WHAT? reflect the characteristic features of selected design-historical periods, starting with design and architecture and analytical composite design examples from different periods.

Design Process

-WHAT? identify a design problem and formulate, plan, and implement a superacting design project which is based on a main hold or concept ;

-WHAT? applying different methods for generating designideer and conceptual development ;

-WHAT? examine a design issue from a variety of parameters and by means of various methods, as mentioned in the nuclear material,

-WHAT? combining the results of Ideation Generation, conceptual development and various surveys in a specific design project

-WHAT? conduct, document, and justify selection in a design process

-WHAT? details a design project or an essential element of a design project ;

-WHAT? selecting temporary solutions and later open up for new solutions in a design project

-WHAT? presenting a design project

-WHAT? move intentionally 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, including industrial design ;

-WHAT? communications design ;

-WHAT? physical surroundings, including architecture.

Design theory

-WHAT? the elements of the design process on a reflecting level,

-WHAT? Design history, historical focus on design manufactured during the period from the modernization to the day.

Visualization Methods

-WHAT? 2D and 3-D sketches, including sketching in the measurement ratio

-WHAT? model building

-WHAT? desktops and phototreatment.

ResearchMethods

-WHAT? different methods (sighting, surveys, interviews or similar) for examination of different stakeholders including the user and the updragator ;

-WHAT? sketching surveys

-WHAT? the form, product and process analysis ;

-WHAT? information search in professional literature and on websites.

Design Parameters

a) The parameters form, function, aesthetic and communication. These are superiors and must be seen in the context of each other and with the parameters referred to in design parameters (b).

b) The following parameters are included in a descriptive level : space, material, construction, technology, the environment, culture, society, production, economy, history and ethics.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The choice of supplementary matter is dependent on professional interaction in courses of study, incidentally, and the pupils ' individual projects.

Supplementary material is :

-WHAT? at least one of the parameters referred to in design parameters (b) is included at a level corresponding to design parameters (a),

-WHAT? selected examples of literature, such as legal rules, notices or legislation (for example, on a working environment), local plans or other policy documents, business plans, product tests or product reviews in the teaching as a result of : professional interaction or projects selected ;

-WHAT? other areas such as designs produced before the modernization and design located outside the west design tradition shall be included in the training as a result of professional interactions and the selected projects.

3.1. Didatical principles

The primary education form is inductive, so that the technical and theoretical competencies are dedicated to the project work. The students are achieving competences through experience of own projects and through employment, professionally, design.

The projects must be organised so that the students are increasingly able to show independent initiative in the identification of a design issue and the formulation and resolution of it.

The Teacher works 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 student, the progression and self-evaluation is maintained in a portfolio.

The results from each project flow are collected in the portfolio. The student edits this, so theoretical and practical research materials, and solved tasks clearly.

The students work both individually and in groups. At group works, each student must complete an individual documentation in its workbook by its project 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 students use it in connection with research, verification of ideas, visualization and dissemination.

3.4. Collections with other subjects

Design B is covered by the general requirements for interactions between the trade unions.

If design B is part of Student course , the nucleus of the substance and the additional substance in such a way that the interaction between the trade unions can be optimum.

4. Evaluation

4.1. Ongoing Evaluation

In the design projects, ongoing evaluation is a natural part of the process. On the one hand, there are evaluations in the form of conversations that involve the whole team, parts of the team or the individual student, and some evaluation takes place during the final presentation of the individual project.

On the basis of the portfolio, the students ' work will be assessed continuously in relation to the tasks that have been put.

4.2. Test methods

The coil selects for the individual team one of the following two forms :

Test form a)

Mundant test on the basis of a presentation task submitted by examiner. The exam shall be based on the portfolio of the examiner, cf. Act. 3.2. The certificate shall be lodged in 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 the disciplines product design, communication design, and design of a physical environment.

On an examination team, the same task must be used three times.

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 examination team, the same task must be used three times.

Expermeation time is approximately 30 minutes per. examiner duck. Approbe some. 60 minutes of preparation time.

Examina task is replied to by examples from the portfolio of the examiner's portfolio, cf. Act. 3.2. The examples are partly produced by the examiner, partly photographs or reproductions of examples, produced by others.

The end of the task is based on the content of the portfolio. The decision is being deepened in a subsequent conversation.

The entire portfolios can be included in the examination.

4.3. Assessment criteria

The assessment is an assessment of the extent to which the students ' performance meets the technical objectives that they are specified in point. 2.1.

In the event of a test form (a), the following shall also be judged :

-WHAT? the structure of the presentation,

-WHAT? the quality of the presentation in communications terms.

One character is given out of a holistic evaluation of the performance of the examiner.

Appendix 8

Commer-economics C-Elev, June 2010

1. Identity and purpose

1.1. Identity

Business economics is a social scientifically subject, which includes knowledge of the strategy, the economy, organisation and the marketing of the market. The Fame offers knowledge of the conditions and the opportunities that are in order to establish and develop a company in an international and market-orientated society.

1.2. Objective

Through education in the economy, students develop the ability to reflect reflecting to the establishment and development of the establishment, its value and its basic outlet, organisational and economic scope for action. In addition, the students must promote the ability to relate to the company reflecting to the company and its importance in terms of social development. Finally, the students are developing the ability to work on basic economic issues through the application of the professional theory of the theory in an international context and international context.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? account for the company's interaction with the outside world,

-WHAT? use knowledge of your industry and market relationships to discuss and assess your strategic options

-WHAT? account for the establishment of a business ;

-WHAT? use knowledge of a company's organizational relationship to discuss and assess the development opportunities of the undertaking ;

-WHAT? use knowledge of a company's affixing relationship to discuss and assess the establishment ' s determination ;

-WHAT? use knowledge of your economic relationship to discuss and assess the company ' s target performance.

2.2. Kernestof

The core matter is :

-WHAT? the company and its surrounding world,

-WHAT? inter-branch analysis, including market and competition conditions ;

-WHAT? the enterprise's idea, objectives and strategy ;

-WHAT? business plan for business

-WHAT? organizational structures and management

-WHAT? your parameter mix

-WHAT? financial management, including accounting understanding and budgeting.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance is current business economic fabric, which is in perspective and is deepening the professional objectives of the establishment or development of the establishment.

3. Organisation of the Organisation

3.1. Didatical principles

In the economy, C is being worked on with current and real-life issues, with concrete companies being analysed from a holistic approach. Commercially, economic theory is involved in creating a structure and understanding.

An inductive and casebased teaching principle has a central place in the organisation of education. Through the inductive and casetuse teaching, the ability of the students to structure and formulate a professional reasoning is promoted.

3.2. Work Forms

The training must be organised with variation and progression in the choice of forms of work.

This training includes work with drills based on specific and demarcated business economic issues, so that the students are able to acquire skills in the business of business-economic models.

This instruction includes a project flow. The run is organised with a high level of authenticity so that the ability of students to discuss and assess business-economic issues of the use of the professional theory in a realization and international context is being developed.

3.3. IT

The teaching is organised in the interest of the fact that it is part of a professional and educational tool. In the case of casework and project work, the teaching of the students in the interest of the availability of electronic communications platforms and the Internet must be provided.

3.4. Collections with other subjects

The share of the nuclear material and the additional substance shall be chosen and treated in such a way as to contribute to the reinforcement of professional interaction in the study. When the business is part of a Student registration in the organization of the study, the emphasis must be placed on the opportunities for interaction with social studies in the context of business and business issues as well as with natural scientific studies in the context of such training ; Innovation, establishment and cost / benefit considerations.

4. Evaluation

4.1. Ongoing Evaluation

The basis for the ongoing evaluation is the professional objectives. Through individual guidance and evaluation, the students will gain a clear understanding of the level and development of the technical standpoint. There are activities that stimulate individual and common reflection on the proceeds of education.

4.2. Test methods

The coil selects for the individual team one of the following two forms :

Test form a)

Mundable test on the basis of an unknown text material and a number of questions. Expermeation time is approximately 24 minutes per hour. examiner duck. Approbe some. Forty-eight minutes of preparation time.

The exam shapes itself as a conversation between exams and examiners.

A sample material may not be used in three examinations on the same team. The whole test material must cover the technical objectives wide.

Test form b)

Mundable test on the basis of the examination ' s project flow from the teaching and an unknown text material with a number of questions. Expermeation time is approximately 30 minutes per. examiner duck. Approbe some. 30 minutes of preparation time. The samination is two-tier.

The first part consists of the presentation of the examination by a self-chosen problem from the project process complemented by in-depth questions from the examiner.

The second part is based on the unknown text material and form a conversation between examiner and examiner.

The time of extermination is divided equally between the two parts.

A sample material may not be used in three examinations on the same team. The whole test material must cover the technical objectives wide.

4.3. Assessment criteria

The assessment shall be evaluated in the degree to which the examiner is able to meet the objectives of the trade, as specified in point. 2.1.

The other person shall, in particular, be able to :

-WHAT? structuring and disseminating professional substance,

-WHAT? formulate a professional reasoning

-WHAT? demonstrating professional skills,

-WHAT? discuss and assess business-economic issues with the application of the professional theory of the profession in an international context and international context.

One global character shall be submitted on the basis of a comprehensive evaluation of the performance of the examiner.

Appendix 9

Philosophi B-Election class, June 2010

1. Identity and purpose

1.1. Identity

Fame philosophy is dealing with philosophical problems and philosophical arguments. Philosophy deals with issues that are fundamental to the human existence and to all subjects and to knowledge. It is the philosophy of the philosophy, across professional and scientific boundaries, to ask ever more profound questions and to reflect critically over possible responses and arguments. The Fame is a matter of a systematic historical and an actualizing perspective on its issues.

1.2. Objective

The students must dedicate knowledge and skills to recognise, process and discuss philosophical issues and theories which have been and are constituent for our culture. The philosophy of the Philosophian presents the guiding ideas and key methods of the basic human and scientific approaches to the world. The profession thus favouls the understanding of how philosophical human and reality is involved in humanist and society-and science. The students are capable of analysing and dealing with different forms of knowledge and values in the global knowledge society. Herivia is tightening up the ability of individual student to self-sufficient self-critical argument as a thinking, enlightened and full human being.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? recognise and account for philosophical issues

-WHAT? demonstrate an overview of and relate to the philosophical argument of one longer text (text extracts)

-WHAT? demonstrate knowledge of philosophical issues and theories on fundamental concepts of human, society and nature in both practical and theoretical philosophy ;

-WHAT? demonstrate a knowledge of philosophical problemes, conceptual historical and systematic context and development of the theory ;

-WHAT? account for important traditional solution proposals for the specific philosophical problems,

-WHAT? examine and discuss a philosophical problem in the material from recent decades (last 20 years) ;

-WHAT? display the ability to handle conceptual definitions and distinctions ;

-WHAT? show elementary knowledge of reasoning theory and logic ;

-WHAT? enter into a specialised subject of discussion of a treated philosophical problem of classical or everyday-type character ;

-WHAT? account and assess ethical aspects of personal, social or scientific issues ;

-WHAT? distinguishing between different knowledge and knowledge standards, as they apply across and within the different fields and fields of science ;

-WHAT? formulate and disseminate the outcome of a depth in a philosophical problem in the context of project work ;

2.2. Kernestof

The core material is the following philosophical disciplines and their main issues :

-WHAT? recognition steori,

-WHAT? the scientific theory of human, society and natural scientists ;

-WHAT? the philosophy of science,

-WHAT? metaphysics

-WHAT? ethic

-WHAT? philosophy of society

-WHAT? philosophy of life

-WHAT? reasoning theory and logic.

The teaching must ensure an elementary philosophy and idea historical overview of the different periods : the antique, the Middle Ages, the renaissance, the enlightenment, the age of information, modern and recent times.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance in philosophy B must, inter alia, in the interaction with other subjects, perspectives and deepen the core and, in the whole, broadening the professional horizons so that the students can meet the targets.

The specific purpose of this is taking into account the position given by the profession in the context. It shall take into account whether the profession is appearing in a study or in the field of study, and to the objectives of the secondary school training.

3. Organisation of the Organisation

3.1. Didatical principles

The teaching of various forms of instruction shall be organised in such a way as to enable students to obtain the skills described in the professional objectives. They must be used as well as inductive curriculus. The Progression must, among other things, be ensured through the choice of various educational and educational methods.

The work is based primarily on the reading of :

a) philosophical primary texts

b) secondary literary literature.

In addition, read :

c) the overview list, as necessary,

d) other material (Tex/cine/cine/producte/works) with philosophical content.

3.2. Work Forms

The class is organized by three to six subjects of the subject which together take account of the combined assets. 2.2, mentioned philosophical disciplines. At least one subject matter must deal with texts from the latest. In each of the tagging, there must be examples of a text-near-review of philosophical primary texts. In the course of the lesson, one longer reads philosophical text (20 to 40 pages, depending on the character of the text).

In addition, there must be examples of a treatment which is based on the students ' own reading of philosophical texts or other philosophical material. The students must be presented for at least one example of different material containing philosophical content, cf. Act. 3.1., d).

A project is being carried out where students of illumination of one of the permeable subject matter on their own will find, analyse and discuss additional philosophical texts or other material containing philosophical content. The project that is selected by the student may be individual or multidisciplinary. The work being organized individually or in groups will be completed with a project report (three to five pages per). participant).

If the profession has been granted student time, 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

It is integrated to the extent that it is necessary and relevant to the professional progression. Electronic dissemination and knowledge sharing must be included as part of the education.

In the case of education, the Internet and other electronic media may be used, both for information searches and in the context of discussion groups.

A critical approach to the use of IT and dealings with knowledge on the Internet must support the development of the general IT competence in the pupils ' development.

3.4. Collections with other subjects

The students are to be presented to examples that illustrate how other subjects can deliver material that inspires philosophical analysis and consideration. Conversely, the pupils must be presented with examples illustrating how philosophy can outlook and inspire other subjects :

-WHAT? in the case of stx and hf, there are, in the case of, walghold shall be examples of interaction with both the humanities and of the social and natural fields of society ;

-WHAT? in the case of hhx, that in the teaching of : walghold must be examples of interaction with other professions in the humanistic, economic and social studies ;

-WHAT? in the case of stx and hhx, that if the profession is Student course , the selection and treatment of parts of nuclear material and supplemental substances shall be chosen so as to contribute to the strengthening of professional interaction in the study ;

-WHAT? in the case of stx, philosophy B is covered by the general requirements for interactions between the trade unions and are part of general study preparation.

4. Evaluation

4.1. Ongoing Evaluation

The student must in the process run at least once every semester, a clear understanding of the level and development of the professional position. In the following guidance, specific instructions shall be given on how the improvements to the technical standpoint can be achieved. This guide shall consider the work performance of the pupils, including the professional work of project work, group work and individual lifts.

4.2. Test form

An oral test is to be held on the basis of one to three texts of not more than four normative characters a 1300 letter, chosen by examiner, of which at least two regular pages must be unknown philosophical texts, cf. definition in pkt. 3.1.

The examination shall consist of the presentation and discussion of the unknown philosophical text, with the inclusion of the known text, where such a document exists.

Tasks must be used twice on the same test teams.

Expermeation time is approximately 30 minutes per. examiner duck. Approbe some. 60 minutes of preparation time.

The exam shapes itself as a conversation between exams and examiners.

4.3. Assessment criteria

The assessment shall be attached to the extent to which the achievement of the examiner shall meet the professional objectives as specified in point. 2.1.

Furthermore, emphasis is placed on the ability of the examiner to present a philosophical problem in a clear and manageable way, and to dispose and structure the examination time.

One character is given out of a holistic assessment.

Appendix 10

Philosophi C-Elec, June 2010

1. Identity and purpose

1.1. Identity

1.2. Objective

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? recognise and account for philosophical issues

-WHAT? demonstrate knowledge of philosophical issues and theories on fundamental concepts of human, society and nature in both practical and theoretical philosophy ;

-WHAT? demonstrate an elementary knowledge of philosophical problemes, conceptual historical and systematic context and development of the theories, conceptual and systemic development ;

-WHAT? account for important traditional solution proposals for the specific philosophical problems,

-WHAT? display the ability to handle conceptual definitions and distinctions ;

-WHAT? show elementary knowledge of reasoning theory

-WHAT? enter into a specialised subject of discussion of a treated philosophical problem of classical or everyday-type character ;

-WHAT? recognise and account for as well as assessment of ethical issues ;

-WHAT? distinguishing between different forms of knowledge, as they apply across and within the different fields of science and science.

2.2. Kernestof

The core matter is :

-WHAT? significant issues in the theoretical philosophy,

-WHAT? significant issues within a practical philosophy,

-WHAT? elementary argument theory

-WHAT? an elementary philosophy and idea historical overview of the main periods of time : the antique, renaissance, information time and modern times.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance in philosophy C must, inter alia, in the interaction with other subjects, perspectives and deepen the core and, in the whole, broadening the professional horizons so that the students can meet the targets.

3. Organisation of the Organisation

3.1. Didatical principles

The work is based primarily on the reading of :

a) philosophical primary texts

b) secondary literary literature.

In addition, read :

c) the overview list, as necessary,

d) other material (Tex/cine/cine/producte/works) with philosophical content.

3.2. Work Forms

The teaching of the class shall be organised by two to five subjects which together take account of both the humanist, the social sciences and the science of science. In each of the tagging, there must be examples of a text-near-review of philosophical primary texts. In addition, there must be examples of a treatment which is based on the students ' own reading of philosophical texts or other philosophical material.

The students must be presented for at least one example of different material containing philosophical content, cf. Act. 3.1., d).

In the context of at least one of the issues, the pupils for illumination of the subject on their own will find, analyse and discuss additional philosophical texts or other material containing philosophical content. The work that is being done in groups ends with the groups being presented to the rest of the team.

3.3. IT

It is integrated to the extent that it is necessary and relevant to the professional progression. Electronic dissemination and knowledge sharing must be included as part of the education.

A critical approach to the use of IT and dealings with knowledge on the Internet must support the development of the general IT competence in the pupils ' development.

3.4. Collections with other subjects

-WHAT? in the case of stx and hf, there are, in the case of, walghold shall be examples of interaction with both the humanities and the fields of society and natural scientific areas ;

-WHAT? in the case of hhx, that in the teaching of : walghold have to be examples of interaction with other professions in the humanistic, economic and social studies.

-WHAT? in the case of stx and hhx, that if the profession is Student course , must be chosen and treated in parts of nuclear material and supplemental substances so that it contributes to the strengthening of professional interaction in the study.

-WHAT? in the case of stx, philosophy C is covered by the general requirements for interactions between the trade unions and are part of general study preparation.

4. Evaluation

4.1. Ongoing Evaluation

The student must in the process run at least once every semester, a clear understanding of the level and development of the professional position. In the following guidance, specific instructions shall be given to how the improvements in the technical viewpoint can be achieved. This guide shall consider the work performance of the pupils, including the professional activities of group work and in individual lifts.

4.2. Test form

An oral test shall be held on the basis of one to three texts of not more than four normal-letter characters a 1300 letter, chosen by examiner, of which at least two regular pages must be known of the philosophical texts, cf. definition in pkt. 3.1.

If there is both known and unknown text, the main emphasis is placed on the known text, while the unknown material alone is of an outlying nature.

Tasks must be used twice.

Expermeation time is approximately 24 minutes per hour. examiner duck. Approbe some. Forty-eight minutes of preparation time.

The exam shapes itself as a conversation between exams and examiners.

4.3. Assessment criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the trade union objectives as defined in point. 2.1.

The emphasis is placed on the ability of the examiner to present a philosophical problem in a clear and manageable way, and to dispose and structure the examination time.

One character is given out of a holistic assessment.

Appendix 11

Funding C Elec, June 2010

1. Identity and purpose

1.1. Identity

Funding is a social scientifically subject that includes knowledge of financial institutions and financial markets, as well as knowledge of the capital procuring and capital application of the company. The trade provides knowledge of the opportunities for companies to obtain and use capital in the best way possible, taking account of the price formation taking place on the international financial markets.

1.2. Objective

Through education in funding C, students must develop the ability to reflect reflecting on the financial situation and the opportunities of the company in an international financial market. The students must develop the capability to identify and work with financial problems through the use of financial theories in a reality and international context.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? account of financial institutions and undertakings,

-WHAT? use the knowledge of international financial markets to discuss price formation on financial products ;

-WHAT? analyze and assess your balance sheet structure ;

-WHAT? use knowledge of financial investment products to discuss and assess the undertaking ' s financial arrangements ;

-WHAT? formulate and disseminate information on the capital costs of the undertaking

-WHAT? use knowledge of financing with own funds and foreign capital to discuss and assess the capital acquisition of the undertaking.

2.2. Kernestof

The core matter is :

-WHAT? financial institutions and establishments ;

-WHAT? financial markets,

-WHAT? financial investment,

-WHAT? the balance-sheet structure

-WHAT? financing with own funds,

-WHAT? financing with foreign capital.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance is the current financial fabric that is in perspective and is deepening the professional objectives of capital-procurement and capital application.

3. Organisation of the Organisation

3.1. Didatical principles

In financing, we are working on current and realising issues, with specific financial problems being analysed from a holistic approach. Financial theory is involved in creating a structure and understanding.

3.2. Work Forms

The training must be organised with variation and progression in the choice of forms of work.

This training includes work with drills based on specific and demarcated financial issues so that the pupils are able to acquire skills in the work of financial models.

3.3. IT

The teaching is organised in the interest of the fact that it is part of a professional and educational tool. In the case of casework, the teaching of the students in the interest of pupils must be given access to electronic communications platforms and the Internet.

3.4. Collections with other subjects

The share of the nuclear material and the additional substance shall be chosen and treated in such a way as to contribute to the reinforcement of professional interaction in the study. When the business is part of a Student registration , in the organisation of education, the emphasis must be placed on the opportunities for interaction with the international economy on international issues and mathematics on the financial models.

4. Evaluation

4.1. Ongoing Evaluation

4.2. Test methods

The coil selects for the individual team one of the following two forms :

Test form a)

Mundable test on the basis of an unknown text material and a number of questions. Expermeation time is approximately 20 minutes per hour. examiner duck. Approbe some. 40 minutes of preparation time.

The exam shapes itself as a conversation between exams and examiners. A sample material may not be used in three examinations on the same team. The whole test material must cover the technical objectives wide.

Test form b)

Partial sample, on the one hand, one of the other discretionary subject, partly an unknown text material with a number of questions.

Expermeation time is approximately 30 minutes per. examiner duck. Approbe some. 30 minutes of preparation time.

The samination is two-tier.

The first part is made up of the examination by the examination of a discretionary subject from the education complemented by an in-depth question from the examiner.

The second part is based on the unknown text material and form a conversation between examiner and examiner.

The time of extermination is divided equally between the two parts.

A sample material may not be used in three examinations on the same team. The whole test material must cover the technical objectives wide.

4.3 Assessment criteria

The assessment shall be evaluated in the degree to which the examiner is able to meet the objectives of the trade, as specified in point. 2.1.

The other person shall, in particular, be able to :

-WHAT? structuring and disseminating professional substance,

-WHAT? formulate a professional reasoning

-WHAT? discuss and assess financial issues involving the use of the professional theory in an international and international context.

One character is given out of a holistic assessment.

Appendix 12

French beginners B-election, June 2010

1. Identity and purpose

1.1. Identity

French is a skill class, a science class and a culture class. The key area of the European Union is the French language, partly as a means of communication in European and other international contexts, partly as a means of recognition and a shortcut to the understanding of other Roma languages and cultures. In addition, it deals with the culture, history and social conditions in France and other French-speaking countries.

1.2. Objective

Through the work of French languages, students develop their skills to communicate in French. The study of the French language culture and literature provides knowledge and insight that brings the students, both understanding of French-speaking societies and cultures, as well as increasing world understanding and intercultural awareness. The Fame will develop the understanding of the French culture of the French culture in the European headline, as well as the pupils ' sense of the aesthetic dimension of the expression of the trade. Finally, the French will be able to reflect through the culture of culture by reflecting on its own culture by comparison with French-language cultures.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? understand the main content when it is referred to as a single French knowledge, as well as general issues, disseminated through various media ;

-WHAT? participate in conversation in a single and coherent French for known as well as general topics ;

-WHAT? read and, in the main, understand the unprocessed French fiction and the plaintisa, including media, in a single language

-WHAT? an oral statement of a known subject on a single and coherent French ;

-WHAT? express in writing of known as well as general items on a single and coherent French ;

-WHAT? use the acquired knowledge of French and francophaone culture and social interconnection in French and in the work of the studies studied ;

-WHAT? relate to the professed knowledge of French and francopha; culture and social relations with other cultural and social conditions ;

-WHAT? use knowledge of how to learn foreign languages in day-to-day work.

2.2. Kernestof

The core matter is :

-WHAT? the basic principles of the structure and use of the language, both for the structure and the texture of the collects and for the necessary syntax and morphology relevant to the sound page of the language,

-WHAT? a basic vocabal and idiomatik, for which the students need to have conversations on general issues and on the subjects of study ;

-WHAT? the basic elements of French pronouns and intonation, receptive as well as productively ;

-WHAT? contemporary oral and written literary and non-literary forms from France and one of the other Francopone countries ;

-WHAT? historical, cultural and intercultural relationships which are relevant to the studies studied,

-WHAT? current conditions in French-language countries with a capital balance in France. The French language shall be provided from both printed and electronic media ;

-WHAT? central social conditions in France.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The supplementary matter consists of various cultural, literary, historical and societal expression, which is based on the francopan world, and is not necessarily part of the subject matter. It must deepen and deepen the core and broaden the professional horizons so that the pupils meet the professional objectives. The additional substance also contributes to strengthening the interaction with other subjects.

3. Organisation of the Organisation

3.1. Didatical principles

The disciplines of the trade shall be experienced as a whole which, in accordance with the professional objectives, primarily focuses on the application aspect. The students must acquire the knowledge of languages necessary to develop the communications skills and, at the heart of the lesson, are the potential for the students ' capabilities for their own language production and development in relation to the professional objectives. The knowledge of languages is not an end in itself, and fluency is a priority higher than linguistic precision. A certain knowledge of eavesdrop, read and communication strategies must give the pupils the tools to trigger and maintain communication.

The grammar, text analysis and alienation of alienation shall be included in the relevant scope and taking into account the professional progression. The students are trained in using bilingual dictionaries and an elementary French grammar.

The teaching is as far as possible in French.

3.2. Work Forms

The centre of education is the professional progression. After the initial instruction, the work is organized through three to five different issues, and ensures that the professional targets are integrated into it. The forms shall be chosen, taking into account variation and progression, and preferably interactive forms of working with a view to the development of the commanders ' communitive competence. Confession of the French language is guaranteed by the fact that the students hear language disseminated through various media.

The work on culture, literature and / or social conditions in France and other French-speaking countries is integrated into the work on all issues.

Written work is to be included in a limited manner, as a form of support for the oral dimension. The written work is planned so that there is progression, and work is being done both by process and product.

3.3. IT & Media

The IT and electronic media are used with the overall aim of promoting the learning process and learning result of students. Integration of IT and electronic media in education gives the pupils the opportunity to experience the language of varied, authentic, and current contexts. In this way, information and communication technologies and media use contribute to ensuring and nuancing the linguistic and content dividences of pupils.

3.4. Collections with other subjects

Where it is possible, French beginners B are interact with other subjects on matters of linguistic, cultural, intercultural and historical nature. The profession is part of interaction with other languages in order to develop a general linguistic awareness and knowledge of how to learn foreign languages. When the business is included in the three-year high school education, the selection and treatment of parts of the substance and of the supplementary matter shall contribute to the enhancement of professional interaction in the study.

4. Evaluation

4.1. Ongoing Evaluation

Through the individual guidance and the use of test, screening and self-evaluation, the students are getting a clear understanding of the level and development of the technical standpoint. There are activities that stimulate individual and common reflection on the proceeds of education. The basis for evaluation must be the professional objectives.

The evaluation shall be forward-looking.

4.2. Test form

An oral test shall be carried out consisting of two parts with a total examination time of approximately 30 minutes :

1) Redeeming and prodicing in French and contextual understanding on the basis of an unknown, unprocessed French language prosatecal with a degree of approximately EUR 20 000. one normal page. The text previews a short introduction in French, and only real comments and specific glocks are given. The text is linked to one of the studies that has been studied, which is included in the conversation in French. The issues covered as the basis for the test must also cover the technical objectives and the core material.

2) Converts in French on the basis of an unknown image material on general issues.

For 1) and 2, a total preparation time is estimated. One hour.

The extermines must use all aid. Communicating with the outside world is not allowed. In addition, the Internet is not allowed.

A normal page is too prosa 1300 letters for light-rik 30 verlines.

The same unknown sample material may not be more than three times on the same team.

4.3. Assessment criteria

The test shall be judged to the extent to which the achievement of the examiner shall meet the professional objectives specified in point. 2.1.

The emphasis is placed on the fact that the French diploma can account for the unknown text material and include relevant elements of French and francophagus culture, literature and society from the subject of the study. In addition, there is emphasis on the level of cooperation on general issues and the text of the text. Coherence of language is more important than correctness in the detail.

One character is given out of a holistic assessment.

Appendix 13

French Continual language C-Elec, June 2010

1. Identity and purpose

1.1. Identity

1.2. Objective

Through the work of French languages, students develop their skills to communicate in French. The study of the French language culture and literature provides knowledge and insight that brings the students, both understanding of French-speaking societies and cultures, as well as increasing world understanding and intercultural awareness. The Fame will develop the understanding of the French culture of the French culture in the European headline and the sense of the student body of the aesthetical dimension of the expression of the trade. Finally, the French will be able to reflect through the culture of culture by reflecting on its own culture by comparison with French-language cultures.