Key Benefits:
| Chapter 1 | Special subjects for use in the course of invocation of eux certificate |
| Chapter 2 | secondary high school level |
| Chapter 3 | Project Exper-Project and Greater Written Assignment in Progress that may give the right to eux certificate |
| Chapter 4 | Entry into force |
| Appendix 1.I | Biology B-Special Student Corrected Student for Use for Eux-Progress, July 2013 |
| Appendix 1.II | Construction Technology B-Special Student Corrected Study for Use for Eux-Progress, July 2013 |
| Appendix 1.III | Food technology B-specially studied subjects for use for eux-flows, July 2013 |
| Appendix 1.IV | Industrial Technology B-Special Student Corrected Student for Use for Eux-Progress, July 2013 |
| Appendix 1.V | Technicians B-Construction and Energy-Special Student Student for use for eux-flows, July 2013 |
| Appendix 1.VI | Technical-class B-Process, Food and Health-Special Student subjects for use for eux-flows, July 2013 |
| Appendix 1.VII | Technical class B-Production and Development-Special Student Technical for Use for Eux-Progress, July 2013 |
| Annex 2.I | Danish B-specially studied courses for use for mercantile vocational training, July 2013 |
| Annex 2.II | English B-Special Student Training subjects for use for mercantile vocational training, July 2013 |
| Appendix 3.I | Experment Project-for use for eux-flows, July 2013 |
| Annex 3.II | Greater written task-to be used for eux-flows, July 2013 |
Completion of special courses of study and so on for the use of vocational training
In accordance with section 4, section 6 (4). 2, and section 7 (4). Three, in the law. 578 of 1. June 2010 on the qualifications of students in vocational training (eux) and so on shall be determined as follows :
Chapter 1
Special subjects for use in the course of invocation of eux certificate
§ 1. The objectives and content of the teaching in the following subjects appear in the respective readers as described in Appendix 1.I. -1 .VII (in parentheses are specified professional training periods and eleventions in hours a 60 minutes) :
1) Biology B, cf. Annex 1.I (training time / student time : 200/40).
2) Construction technology, B, cf. Annex 1.II (training time / student time : 200/60).
3) Food technology B, cf. Annex 1.III (Training Time / Student Time : 200/60).
4) Industrial technology, B, cf. Annex 1.IV (training time / student time : 210/60).
5) Technique B-Construction and energy, cf. Annex 1.V (training time / student time : 220/60).
6) Technical class B-Process, foodstuff and health, cf. Exhibit 1.VI (training time / student time : 210/60).
7) Technical-class B-Production and Development, cf. Annex 1.VII (training time / student time : 200/60).
§ 2. A trade in section 1 shall or may be included in a process that may give the right to eux-proof (eux-flow) if it is established in the rules of the vocational training. In these cases, the extent to which the training period and the time of the student body shall be identified in section 1 shall be recorded in accordance with section 3 (3). In the case of vocational training (eux), etc., in the case of vocational training (eux) and so on, when the business is included in the eux flow.
Chapter 2
secondary high school level
§ 3. The objectives and content of the teaching in the following subject, cf. Section 6 of the Law of Student Competence in the case of vocational training (eux) and so on, as described in Annex 2.2.II (in parenthesis is indicated in brackets, the training time and class of the student hours in hours a 60 minutes) :
1) Danish B, cf. Annex 2.I (training time / student time : 180/50).
2) English B, cf. Annex 2.II (training time / student time : 210/40).
Chapter 3
Project Exper-Project and Greater Written Assignment in Progress that may give the right to eux certificate
§ 4. In any eux flow, the following training elements must be included, cf. the leaps set out in Annex 3.I. -3.II, each with a time of training of 25 hours a 60 minutes prior to any truncation in accordance with the rules applicable to each vocational training :
1) Exper-Project, cf. Annex 3.I.
2) Major Written Task, cf. Annex 3.II.
Chapter 4
Entry into force
§ 5. The announcement shall enter into force on the 15th. July, 2013.
Paragraph 2. At the same time, notice No 870 of 11. July 2011 on specific courses of study and so on for the use of vocational training.
The Ministry of Children and Education, the second one. July 2013
P.M.V.
E.B.
Annegrete Larsen
-Mads Bentzen
Appendix 1.I
Biology B-Special Student Corrected Student for Use for Eux-Progress, July 2013
1. Identity and purpose
1.1. Identity
Biology refers to the live and interplay between the living and its surrounding environment, including life processes at all levels from the molecular to the global. The cover covers the use of biological knowledge and biological processes in areas such as production, biotechnology, the environment, medicine and health. The knowledge and understanding of the knowledge are based on scientific working methods and on the basis of science and technical science.
Biology is an experimental subject in which field studies and laboratory work are an essential background to the understanding of biological contexts. In the analysis of biological and biological-technical issues and experimental results, emphasis is placed on finding contexts, setting models and developing solutions.
Biology contributes to the understanding of ourselves and nature around us, providing a professional basis for action, opinion-forming and ethical position in the context of current social and professional relations with biological content.
1.2. Objective
The purpose of the profession is that the students gain an understanding of the link between biological knowledge and its use in technological and commercial context. The aim is also to ensure that the students are given insight into biological core areas and gain understanding of biological principles for their own health and sustainable development. In this way, the pupils are given a professional basis for reflecting, innovative and responsible for the use of biological knowledge and biotechnology, to participate in the social debate on issues of biological content and in order to act in a democratic way ; coherence, both locally and globally.
The Fake contributes to the eux preparation for the eux preparation by the fact that students are given experience with appropriate study technology, develop the capacity for professional comprehension and get understanding of the interaction between theory and practice in the analysis and analysis of biological biological activity ; issues and the practical use of their biological knowledge.
The profession contributes to the vocational preparation of education by the fact that the students are given a knowledge-based basis for action in wheeled agricultural, garneri and forestry and in those areas which are linked to production and vocational training.
2. Fact objectives and professional content
2.1. Fagable targets
The students must be able to :
-WHAT? formulate and analyze biological issues related to the use of biological technical terms and models of their own training area ;
-WHAT? establish a hypothesis and carry out experiments for testing the hypothesis, including control tests,
-WHAT? plan, perform and carry out biological experiments and field studies and carry out necessary safety measures for the use of biological material, apparatus and chemicals ;
-WHAT? collect and process results from qualitative and quantitative experiments and studies ;
-WHAT? analyzing and explaining results from experiments and field studies taking into account errors, uncertainty and biological variation ;
-WHAT? documenting and presenting experiments and results ;
-WHAT? disseminate biological knowledge, both orally and in writing ;
-WHAT? collect, process and assess biological source material in relation to a given problem position ;
-WHAT? analyze and discuss societal, environmental and bio-ethical perspectives relating to professional issues with biological content.
2.2. Kernestof
The teaching shall include biological knowledge of the cell, individual and ecosystem level applicable in the field of biological-based production, environmental protection, health and disease prevention. Natural scientific working methods are an essential and integral part of all the themes of the notification.
The core matter is :
-WHAT? the structure of the cell and selected cell bodies in general function, including differences in plant, animal, fungi and bacteriec;
-WHAT? the structure and operation of viruses,
-WHAT? the structure and operation of enzymes and elementary enzyme kinetics ;
-WHAT? the construction of carbs, fats and proteins and examples of their biological impact ;
-WHAT? the composition of the food in humans and production animals ;
-WHAT? structure and operation of selected organsystems ;
-WHAT? examples of the use of biological knowledge in disease prevention and treatment in humans and production animals ;
-WHAT? behaviour in animals, including examples from production systems ;
-WHAT? the spraying, including hormonal and sexually transmitted diseases, of mammals and human beings ;
-WHAT? structure and operation of nucleic acids, including protein synthesis ;
-WHAT? basic genetic concepts, including nedarvation patterns ;
-WHAT? mutation, variation, selections and biodiversity, including samples from breeding and development of resistance ;
-WHAT? an example of the use of the recycling of genetic engineering methods ;
-WHAT? growth and examples of the propagation of plants, animals and micro-organisms, including the importance of growth factors ;
-WHAT? energy turnover in the cell, the individual and the ecosystem, including photosynthesis, respiration, fermentation and energy flows ;
-WHAT? the structure and nutritional inclusion of plants ;
-WHAT? samples of substance-circuits, plant-peers ' turnover in soil and environmental effects of leaching ;
-WHAT? an example of the use of biological knowledge with a view to protecting the environment.
2.3. Supplemental fabric
The students will not be able to meet the technical objectives solely with the help of the nuclear material. The substance and the additive together make up a whole. The supplementary matter includes the issues of production, biotechnology, the environment and health, which are deepening and outlying the nuclear material. Parts of the supplementary matter shall be obtained from the vocational training studies. Current examples need to be involved, which illuve the importance of biology in local and global contexts. The students shall be involved in the selection of parts of the supplementary matter at which it is possible.
3. Organisation of the Organisation
3.1. Didatical principles
The education is thematically built. The tests shall be organised with an inquiry set in practical examples and experience of the education or training area of students or in other immediate and current issues. The tests are selected to be appropriate to display the importance of the use of biological theory and method in the field of education, and so that they support the pupils ' understanding of correlation between the various elements of the core substance. Some of the themes are chosen so that they are suitable for interactions with other subjects, including vocational training studies.
Experimental work and theory are integrated into the class.
The training shall be organised with interaction between different forms of work that ensure progression from the teacher's power to enable the student to work independently with demarcated issues, both practical and theoretical. Emptasis is placed on the active and creative role of student body through dialogue, investigation, documentation and dissemination.
3.2. Work Forms
The training shall be organized with :
-WHAT? experitent work with the emphasis on the student as the investigating party ;
-WHAT? elevational forms of work,
-WHAT? the oral dissemination of lifts and discussion ;
-WHAT? training in the form of field work or study visits ;
-WHAT? in writing, in the form of any other reports and laboratory journals.
The experimental work is around. 20%. of the professional training period of the professional.
Written duties include work on the various written genre of the profession and is an essential part of the learning process. The written work shall include, inter alia, the following :
-WHAT? experimental work and field work records ;
-WHAT? reports drawn up on the basis of journals
-WHAT? different types of task, including for the training of professional elements and interaction with other subjects ;
-WHAT? other products, such as presentations, posters and projtrappings.
The written work in biology B must allow students to prolong themselves in biological issues and to strengthen the dedication of biological knowledge and working methods. The written work shall be organised so that there is a progression in the writing of the profession.
3.3. IT
It is included in the training where it is appropriate for the fulfilment of the professional objectives and to support the study of the subject matter, for example, in the case of data collection, data processing and calculations, information searches, bioinformatics, in writing, conferences and presentations.
3.4. Collections with other subjects
Biology B is based on issues and issues from the vocational training courses and students practised by education and training. On the basis of biology B, studies are organised on the basis of vocational training courses or internships.
In the course of the training, at least one sequence must be made where the relationship between biology, mathematics and other natural scientifics is clearly shown for the pupils.
4. Evaluation
4.1. The ongoing evaluation
Student dividends shall be evaluated periodically, so that a forward-looking guidance is based on the individual pupils in the work of attering the professional objectives and for the alignment of the teaching.
4.2. Test form
An oral test shall be held on the basis of a case or theme task drawn up by the examiner.
The task is based on cases, problem positions, articles, or similar cases that are related to one or more of the themes of the subcommittee.
The task contains an in-depth subtext as well as known and unknown attachments. Documentation from the class can be included.
The tasks must be able to form the basis for the analysis of biological findings, the statement of relevant professional background knowledge, the incorporation of the experimental and theoretical content of the knowledge and the perspectives for issues of problems ; technologically, societal, professional, health, environmental or bioethical species.
Expermeation time is approximately 30 minutes. The tasks shall be handed over by drawing on the day before the test and the preparation time is approximately 24 hours, however, not less than 24 hours.
Each task must be used at most two times on the same team. Appendice must be used several times after the examiner's choices.
The tasks without the appendices shall be known to the examiners prior to the test.
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 pupils to :
-WHAT? to analyse and address biological issues and contexts with the correct use of biological technical terms ;
-WHAT? analyze and discuss biological survey results
-WHAT? set the problem position of the task in relation to relevant biological theory,
-WHAT? perspectives professional knowledge for professional, health, environmental, societal, technological or bioethical conditions.
One grade shall be given based on a holistic evaluation of the verbal performance of the examiner's oral performance.
Appendix 1.II
Construction Technology B-Special Student Corrected Study for Use for Eux-Progress, July 2013
1. Identity and purpose
1.1. Identity
Building technology is based on the relationship between technological solutions and social issues in particular in the construction and construction sector.
The Fame integrates ratings of the interplay between technology development and social development and analysis of technology. The trade is based on the analysis of social issues, with the development of products and the interaction between technology, knowledge, organisation and product, so technical and natural scientifically knowledge is combined with practical work in Workshop.
The Fame gives the student elements of a technological formation through an understanding of the interaction between technology and society, a critical sense and ability to solve practical / theoretical issues through problem-solving, and an understanding of how technological knowledge is produced through analysis and synthesis in an overall process.
The method of the field is problem-based learning in longer project flows. The Project Expiration means that
The eux-fore's individual subjects are used in a context where professional knowledge is combined in appropriate ways.
1.2. Objective
The Fame contributes to the purpose of the Eux-foremence by reinforcing students ' preconditions for higher education, especially in technology, technology and science.
The aim is for students to develop their understanding of theoretical knowledge as a tool for analysing the realities of realising reality and synthetically. The students gain insight into the interconnection of natural sciences, technology and social development so that they can take critical and reflective approach to technological development and social conditions.
The Fame offers knowledge and understanding of technology as a solution to problems, technology that creates problems and the need to involve stakeholders and stakeholders in technology development to take account of the social consequences of technology.
In relation to this, it is the aim of students being aware of different technologies that are used in industry, for the development of ideas and innovative and creative processes in the development of products.
The objective is also to ensure that students are given experience in the context of the relationship between nature scientific theory and practice in workshops and the background of the selection of manufacturing processes. The students must be able to incorporate and apply elements from other subjects in projects which at the same time support other subjects in training.
Finally, the objective is for students to have experience with problem-based learning in a longer project, including independent work, both individually and in cooperation with others, as well as study and working methods relevant to higher education.
2. Fact objectives and professional content
2.1. Fagable targets
The students must be able to :
-WHAT? to analyse and document a social problem and apply method of systematic product development for the development of a product contributing to the problem of the problem ;
-WHAT? carry out minor empirical studies which document a problem
-WHAT? use methods for the development of products for development ;
-WHAT? account for the cause and effect of the environmental effects and environmental considerations for the development of products ;
-WHAT? manufacture products containing tools and methods belonging to vocational training, and to assess and document the quality of the product ;
-WHAT? to apply and account of relevant scientific knowledge in a technological context and in the process of product development and manufacturing process ;
-WHAT? account for how technological knowledge is produced, including ideas and theories that are behind the development of technology, and for the interaction of technology with the surrounding society ;
-WHAT? working independently and in conjunction with others in larger problem-based project procedures and using the method of planning, implementing and evaluating the project flow ;
-WHAT? document and present project flows, written, orally and visually ;
-WHAT? disseminate knowledge convincingly and accurately in writing and verbal form.
2.2. Kernestof
The core material is as follows :
Technology and Environmental Assessment
-WHAT? technology, technology, knowledge, organisation and product ;
-WHAT? technological development such as linear and interactive development ;
-WHAT? technological assessment as an impact assessment, comprehensive assessment and constructive assessment ;
-WHAT? environmental assessment, assessment of the environmental impact of materials and products.
Product Development
-WHAT? methods for ideas development and innovation ;
-WHAT? systematic product development with phasers, needs examination, product principle, product design, and production preparation ;
-WHAT? the form and function of designing selected products ;
-WHAT? types of production, single-sheet, series and mass production.
Project Work Form
-WHAT? problem formulation
-WHAT? problem analysis and documentation of the issue of the collection, selection and processing of information ;
-WHAT? qualitative and quantitative methods for the collection of information ;
-WHAT? project planning
-WHAT? cooperation relationships between pupils, between pupils and valedis and between pupils and external partners.
Documentation and Presentation
-WHAT? the establishment of a technical report,
-WHAT? visual tools for presentation of a project
-WHAT? in writing and oral dissemination,
-WHAT? the use and indication of sources.
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 deepening and perspectives in perspective, and in the context of projects, new issues may be included. Parts of the supplementary matter shall be obtained from the vocational training studies. Supplementary material will be the material associated with the selected problem and the selected product. The additional substance and the nuclear material must put together the students in a position to achieve the professional objectives.
3. Organisation of the Organisation
3.1. Didatical principles
The education form in the profession is problem-based learning in a longer project, where the pupils will cooperate as much as possible in groups.
The run is being planned along with baseline technology C, so that there are progression in the project flow from projects with a given problem-setting to problem-oriented projects which are based on a social issue. The group work is organised in such a way as to focus on knowledge-sharing between the students of the group and on students ' cooperation on the production of new knowledge in the context of the individual project. The emphasis is given to the emphasis placed on the disciplines of professional disciplines as a whole. In the case of work on the subject matter of the trade, current cases and tasks or disciplinary projects are included.
In the project flow, work in workshops must be significantly incorporated and the emphasis is placed on the relationship between theory and practice. As a starting point for projects, the teacher formulers a project proposal in which the technical objectives of the project are set out.
3.2. Work Forms
In construction technology B, more students are working in groups, and works of work are part of the education. This training will be organized with a number of problem-based project flows, which include analyzing and supporting the selected problem positions, product development and product production. In the projects, trainee technical and science of science uses environmental considerations in the context of the development of the product and illus the interaction between the development process, the product and society.
Throughout the process, the student records his skills and knowledge by writing work.
The writing is part of an integrated and ongoing process in day-to-day learning, so that the student experiences the font as a meaningful and necessary discipline.
Reality must contribute to the dissemination of technical knowledge, work and documentation (drawings, tables, charts, charts, etcetera) in larger reports. The written work may, where appropriate, be replaced by an electronic presentation.
In conclusion, a separate project is being carried out into the project sample. The project will be carried out as group work unless exceptional or pedagogical concerns are applied. In the project flow, the group / student is assigned a project guide. The centrally set projectopes are formulated so that the broad cover covers the professional objectives, describe the social problem of the group / student project, as well as illupidation of any special circumstances, requirements and conditions ; on the project and the solution of the problem. The group / student selects among the publishers and formulate a project description to be approved by the school before the project work can commence. The project description is approved when it is professional and level-wise and realistic and can be carried out on a professional basis within the school framework.
The project shall be implemented in a separate project period separated from the general instruction of the profession.
The project period will contain approximately Forty-five hours of training, which are phased out in approximately 15 minutes six weeks, and during the last week of the project, normally no other classes are carried out.
The group / student will deliver a written report and a practical product at a time to be determined by the Ministry of Children and Education. Both are examinations and assessment bases. Evin working together in a group has shared responsibility for the department, regardless of whether the leader chooses to carry out the oral part of the sample as a group test or as an individual sample.
3.3. IT
It is used in the instruction where appropriate and practicable, such as in the case of information searches, data collection, calculations, technical drawing, report writing, documentation and presentation. In construction technology B, the students learn to use it as a natural tool in the project work.
3.4. Collections with other subjects
In construction technology, B uses the eleves of the knowledge from the eux-forsaws other subjects in the projects. The students use knowledge and skills from both the high schools and vocational training studies and trainees such as technical documentation, material exhues and craft skills. Similarly, it is planned that maximum level of coordination with relevant competence targets from the eux-forsaws other professions is to be achieved.
4. Evaluation
4.1. Ongoing Evaluation
The current evaluation must clearly reflect both professional skills and the ability to control the working methods used. The evaluation shall be carried out on the basis of the objectives set by the teacher at the start of a starship, and the objectives which the student himself has set for the course of events. The work on the separate project forming part of the project test, cf. Act. In the final paragraph, the project shall not be assessed separately prior to the oral part of the sample.
4.2. Test form
A project test shall be conducted with written report, product and associated verbal examination, which shall be carried out as a group test or as an individual test. In the case of group examination, examination of the examination shall be such that the basis for an individual assessment of the individual examiner shall be ensured in accordance with the conditions laid down in the report. Act. 4.3. When professional relationships make it necessary, the school manager examiners an exams from group testing.
The test is centrally placed and is based on a common theme that contains different projectopes.
Before the oral part of the test, the school of the school is sent to the censor of the group / examiner. The examiner and censor shall be discussed before the oral part of the test, based on the basis of the examiner ' s examination of which the group / examination of the examination shall be more specific.
Expermeation time is approximately 30 minutes per. examiner duck. By group test, the examination time per year can be finals. for up to six minutes, the examination shall be short-breeted. Preparation time is not given.
The oral part of the test consists of the presentation and presentation of the project by the group / examination of the project, supplemented by detailed questions from the examiner. The Committee shall then act as an in-depth conversation, starting with the project and the objectives of the group / examination of the group.
The presentation and presentation of the group / examination of the project may not exceed half of the examination time.
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 of weight shall be given :
Report
-WHAT? the documentation and communication value, including the transparency, coherence, source references and technical documentation,
-WHAT? the documentation and the processing of project ' s problems ;
-WHAT? a fair argument for the requirements and the choices made available,
-WHAT? the interaction between the product development, the product and society, including environmental considerations ;
-WHAT? the involvement of relevant knowledge from other subjects in the eux-flow,
-WHAT? planning and evaluation of the project.
Product / process flow
-WHAT? diligence and professionalism in manufacture,
-WHAT? the idea, originality and quality in relation to the requirements laid down.
Mundable examination
-WHAT? the oral presentation of the project,
-WHAT? statement of the selected solutions
-WHAT? ability to combine working theory and practical work in a project
-WHAT? the student ' s demonstration of ownership in relation to the content of the project ;
-WHAT? the response to the detailed and supplementary questions.
The assessment is individual and one character is given on the basis of a holistic assessment of the performance of the examiner, comprehensive the written report, the product and oral examination.
Appendix 1.III
Food technology B-specially studied subjects for use for eux-flows, July 2013
1. Identity and purpose
1.1. Identity
Fame food technology involves the link between technological solutions and social issues in particular in the food sector.
The Fame integrates ratings of the interplay between technology development and social development and analysis of technology. The trade is based on the analysis of social issues, with the development of products and the interaction between technology, knowledge, organisation and product, so technical and natural scientifically knowledge is combined with practical work in Workshop.
The Fame gives the student elements of a technological formation through an understanding of the interaction between technology and society, a critical sense and ability to solve practical / theoretical issues through problem-solving, and an understanding of how technological knowledge is produced through analysis and synthesis in an overall process.
The method of the field is problem-based learning in longer project flows. The Project Expiration means that
The eux-fore's individual subjects are used in a context where professional knowledge is combined in appropriate ways.
1.2. Objective
The Fame contributes to the purpose of the Eux-foremence by reinforcing students ' preconditions for higher education, especially in technology, technology and science.
The aim is for students to develop their understanding of theoretical knowledge as a tool for analysing the realities of realising reality and synthetically. The students gain insight into the interconnection of natural sciences, technology and social development so that they can take critical and reflective approach to technological development and social conditions.
The Fame offers knowledge and understanding of technology as a solution to problems, technology that creates problems and the need to involve stakeholders and stakeholders in technology development to take account of the social consequences of technology.
In relation to this, it is the aim of students being aware of different technologies that are used in industry, for the development of ideas and innovative and creative processes in the development of products.
The objective is also to ensure that students are given experience in the context of the relationship between nature scientific theory and practice in workshops and the background of the selection of manufacturing processes. The students must be able to incorporate and apply elements from other subjects in projects which at the same time support other subjects in training.
Finally, the objective is for students to have experience with problem-based learning in a longer project, including independent work, both individually and in cooperation with others, as well as study and working methods relevant to higher education.
2. Fact objectives and professional content
2.1. Fagable targets
The students must be able to :
-WHAT? to analyse and document a social problem and apply method of systematic product development for the development of a product contributing to the problem of the problem ;
-WHAT? carry out minor empirical studies which document a problem
-WHAT? use methods for the development of products for development ;
-WHAT? account for the cause and effect of the environmental effects and environmental considerations for the development of products ;
-WHAT? manufacture products containing tools and methods belonging to vocational training, and to assess and document the quality of the product ;
-WHAT? to apply and account of relevant scientific knowledge in a technological context and in the process of product development and manufacturing process ;
-WHAT? account for how technological knowledge is produced, including ideas and theories that are behind the development of technology, and for the interaction of technology with the surrounding society ;
-WHAT? working independently and in conjunction with others in larger problem-based project procedures and using the method of planning, implementing and evaluating the project flow ;
-WHAT? document and present project flows, written, orally and visually ;
-WHAT? disseminate knowledge convincingly and accurately in writing and verbal form.
2.2. Kernestof
The core material is as follows :
Technology and Environmental Assessment
-WHAT? technology, technology, knowledge, organisation and product ;
-WHAT? technological development such as linear and interactive development ;
-WHAT? technological assessment as an impact assessment, comprehensive assessment and constructive assessment ;
-WHAT? environmental assessment, assessment of the environmental impact of materials and products.
Product Development
-WHAT? methods for ideas development and innovation ;
-WHAT? systematic product development with phasers, needs examination, product principle, product design, and production preparation ;
-WHAT? the form and function of designing selected products ;
-WHAT? types of production, single-sheet, series and mass production.
Project Work Form
-WHAT? problem formulation
-WHAT? problem analysis and documentation of the issue of the collection, selection and processing of information ;
-WHAT? qualitative and quantitative methods for the collection of information ;
-WHAT? project planning
-WHAT? cooperation relationships between pupils, between pupils and valedis and between pupils and external partners.
Documentation and Presentation
-WHAT? the establishment of a technical report,
-WHAT? visual tools for presentation of a project
-WHAT? in writing and oral dissemination,
-WHAT? the use and indication of sources.
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 deepening and perspectives in perspective, and in the context of projects, new issues may be included. Parts of the supplementary matter shall be obtained from the vocational training studies. Supplementary material will be the material associated with the selected problem and the selected product. The additional substance and the nuclear material must put together the students in a position to achieve the professional objectives.
3. Organisation of the Organisation
3.1. Didatical principles
The education form in the profession is problem-based learning in a longer project, where the pupils will cooperate as much as possible in groups.
The run is being planned along with baseline technology C, so that there are progression in the project flow from projects with a given problem-setting to problem-oriented projects which are based on a social issue. The group work is organised in such a way as to focus on knowledge-sharing between the students of the group and on students ' cooperation on the production of new knowledge in the context of the individual project. The emphasis is given to the emphasis placed on the disciplines of professional disciplines as a whole. In the case of work on the subject matter of the trade, current cases and tasks or disciplinary projects are included.
In the project flow, work in workshops must be significantly incorporated and the emphasis is placed on the relationship between theory and practice. As a starting point for projects, the teacher formulers a project proposal in which the technical objectives of the project are set out.
3.2. Work Forms
In the area of food technology B, several pupils in groups are working, and works of work are part of the lesson. This training will be organized with a number of problem-based project flows, which include analyzing and supporting the selected problem positions, product development and product production. In the projects, trainee technical and science of science uses environmental considerations in the context of the development of the product and illus the interaction between the development process, the product and society.
Throughout the process, the student records his skills and knowledge by writing work.
The writing is part of an integrated and ongoing process in day-to-day learning, so that the student experiences the font as a meaningful and necessary discipline.
Reality must contribute to the dissemination of technical knowledge, work and documentation (drawings, tables, charts, charts, etcetera) in larger reports. The written work may, where appropriate, be replaced by an electronic presentation.
In conclusion, a separate project is being carried out into the project sample. The project will be carried out as group work unless exceptional or pedagogical concerns are applied. In the project flow, the group / student is assigned a project guide. The centrally set projectopes are formulated so that the broad cover covers the professional objectives, describe the social problem of the group / student project, as well as illupidation of any special circumstances, requirements and conditions ; on the project and the solution of the problem. The group / student selects among the publishers and formulate a project description to be approved by the school manager before the project work can commence. The project description is approved when it is professional and level-wise and realistic and can be carried out on a professional basis within the school framework.
The project shall be implemented in a separate project period separated from the general instruction of the profession.
The project period will contain approximately Forty-five hours of training, which are phased out in approximately 15 minutes six weeks, and during the last week of the project, normally no other classes are carried out.
The group / student will deliver a written report and a practical product at a time to be determined by the Ministry of Children and Education. Both are examinations and assessment bases. Evin working together in a group has shared responsibility for the department, regardless of whether the leader chooses to carry out the oral part of the sample as a group test or as an individual sample.
3.3. IT
It is used in the instruction where appropriate and practicable, such as in the case of information searches, data collection, calculations, technical drawing, report writing, documentation and presentation. In the course of food technology B, it teaches the students to use it as a natural tool in the project work.
3.4. Collections with other subjects
In the case of food technology, B uses the eleves of knowledge from the eux-forsaws other subjects in the context of projects. The students use knowledge and skills from both the high schools and vocational training studies and trainees such as technical documentation, material exhues and craft skills. Similarly, it is planned that maximum level of coordination with relevant competence targets from the eux-forsaws other professions is to be achieved.
4. Evaluation
4.1. Ongoing Evaluation
The current evaluation must clearly reflect both professional skills and the ability to control the working methods used. The evaluation shall be carried out on the basis of the objectives set by the teacher at the start of a starship, and the objectives which the student himself has set for the course of events. The work on the separate project forming part of the project test, cf. Act. In the final paragraph, the project shall not be assessed separately prior to the oral part of the sample.
4.2. Test form
A project test shall be conducted with written report, product and associated verbal examination, which shall be carried out as a group test or as an individual test. In the case of group examination, examination of the examination shall be such that the basis for an individual assessment of the individual examiner shall be ensured in accordance with the conditions laid down in the report. Act. 4.3. When professional relationships make it necessary, the school manager examiners an exams from group testing.
The test is centrally placed and is based on a common theme that contains different projectopes.
Before the oral part of the test, the school of the school is sent to the censor of the group / examiner. The examiner and censor shall be discussed before the oral part of the test, based on the basis of the examiner ' s examination of which the group / examination of the examination shall be more specific.
Expermeation time is approximately 30 minutes per. examiner duck. By group test, the examination time per year can be finals. for up to six minutes, the examination shall be short-breeted. Preparation time is not given.
The oral part of the test consists of the presentation and presentation of the project by the group / examination of the project, supplemented by detailed questions from the examiner. The Committee shall then act as an in-depth conversation, starting with the project and the objectives of the group / examination of the group.
The presentation and presentation of the group / examination of the project may not exceed half of the examination time.
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 of weight shall be given :
Report
-WHAT? the documentation and communication value, including the transparency, coherence, source references and technical documentation,
-WHAT? the documentation and the processing of project ' s problems ;
-WHAT? a fair argument for the requirements and the choices made available,
-WHAT? the interaction between the product development, the product and society, including environmental considerations ;
-WHAT? the involvement of relevant knowledge from other subjects in the eux-flow,
-WHAT? planning and evaluation of the project.
Product / process flow
-WHAT? diligence and professionalism in manufacture,
-WHAT? the idea, originality and quality in relation to the requirements laid down.
Mundable examination
-WHAT? the oral presentation of the project,
-WHAT? statement of the selected solutions
-WHAT? ability to combine working theory and practical work in a project
-WHAT? the student ' s demonstration of ownership in relation to the content of the project ;
-WHAT? the response to the detailed and supplementary questions.
The assessment is individual and one character is given on the basis of a holistic assessment of the performance of the examiner, comprehensive the written report, the product and oral examination.
Appendix 1.IV
Industrial Technology B-Special Student Corrected Student for Use for Eux-Progress, July 2013
1. Identity and purpose
1.1. Identity
Favaged industrial technology includes the relationship between technological solutions and social issues in particular in the industry.
The Fame integrates ratings of the interplay between technology development and social development and analysis of technology. The trade is based on the analysis of social issues, with the development of products and the interaction between technology, knowledge, organisation and product, so technical and natural scientifically knowledge is combined with practical work in Workshop.
The Fame gives the student elements of a technological formation through an understanding of the interaction between technology and society, a critical sense and ability to solve practical / theoretical issues through problem-solving, and an understanding of how technological knowledge is produced through analysis and synthesis in an overall process.
The method of the field is problem-based learning in longer project flows. The PCs impart that the eux-for-line's individual subjects are used in a context where professional knowledge is combined in appropriate ways.
1.2. Objective
The Fame contributes to the purpose of the Eux-foremence by reinforcing students ' preconditions for higher education, especially in technology, technology and science.
The aim is for students to develop their understanding of theoretical knowledge as a tool for analysing the realities of realising reality and synthetically. The students gain insight into the interconnection of natural sciences, technology and social development so that they can take critical and reflective approach to technological development and social conditions.
The Fame offers knowledge and understanding of technology as a solution to problems, technology that creates problems and the need to involve stakeholders and stakeholders in technology development to take account of the social consequences of technology.
In relation to this, it is the aim of students being aware of different technologies that are used in industry, for the development of ideas and innovative and creative processes in the development of products.
The objective is also to ensure that students are given experience in the context of the relationship between nature scientific theory and practice in workshops and the background of the selection of manufacturing processes. The students must be able to incorporate and apply elements from other subjects in projects which at the same time support other subjects in training.
Finally, the objective is for students to have experience with problem-based learning in a longer project, including independent work, both individually and in cooperation with others, as well as study and working methods relevant to higher education.
2. Fact objectives and professional content
2.1. Fagable targets
The students must be able to :
-WHAT? to analyse and document a social problem and apply method of systematic product development for the development of a product contributing to the problem of the problem ;
-WHAT? carry out minor empirical studies which document a problem
-WHAT? use methods for the development of products for development ;
-WHAT? account for the cause and effect of the environmental effects and environmental considerations for the development of products ;
-WHAT? manufacture products containing tools and methods belonging to vocational training, and to assess and document the quality of the product ;
-WHAT? to apply and account of relevant scientific knowledge in a technological context and in the process of product development and manufacturing process ;
-WHAT? account for how technological knowledge is produced, including ideas and theories that are behind the development of technology, and for the interaction of technology with the surrounding society ;
-WHAT? working independently and in conjunction with others in larger problem-based project procedures and using the method of planning, implementing and evaluating the project flow ;
-WHAT? document and present project flows, written, orally and visually ;
-WHAT? disseminate knowledge convincingly and accurately in writing and verbal form.
2.2. Kernestof
The core material is as follows :
Technology and Environmental Assessment
-WHAT? technology, technology, knowledge, organisation and product ;
-WHAT? technological development such as linear and interactive development ;
-WHAT? technological assessment as an impact assessment, comprehensive assessment and constructive assessment ;
-WHAT? environmental assessment, assessment of the environmental impact of materials and products.
Product Development
-WHAT? methods for ideas development and innovation ;
-WHAT? systematic product development with phasers, needs examination, product principle, product design, and production preparation ;
-WHAT? the form and function of designing selected products ;
-WHAT? types of production, single-sheet, series and mass production.
Project Work Form
-WHAT? problem formulation
-WHAT? problem analysis and documentation of the issue of the collection, selection and processing of information ;
-WHAT? qualitative and quantitative methods for the collection of information ;
-WHAT? project planning
-WHAT? cooperation relationships between pupils, between pupils and valedis and between pupils and external partners.
Documentation and Presentation
-WHAT? the establishment of a technical report,
-WHAT? visual tools for presentation of a project
-WHAT? in writing and oral dissemination,
-WHAT? the use and indication of sources.
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 deepening and perspectives in perspective, and in the context of projects, new issues may be included. Parts of the supplementary matter shall be obtained from the vocational training studies. Supplementary material will be the material associated with the selected problem and the selected product. The additional substance and the nuclear material must put together the students in a position to achieve the professional objectives.
3. Organisation of the Organisation
3.1. Didatical principles
The education form in the profession is problem-based learning in a longer project, where the pupils will cooperate as much as possible in groups.
The run is being planned along with baseline technology C, so that there are progression in the project flow from projects with a given problem-setting to problem-oriented projects which are based on a social issue. The group work is organised in such a way as to focus on knowledge-sharing between the students of the group and on students ' cooperation on the production of new knowledge in the context of the individual project. The emphasis is given to the emphasis placed on the disciplines of professional disciplines as a whole. In the case of work on the subject matter of the trade, current cases and tasks or disciplinary projects are included.
In the project flow, work in workshops must be significantly incorporated and the emphasis is placed on the relationship between theory and practice. As a starting point for projects, the teacher formulers a project proposal in which the technical objectives of the project are set out.
3.2. Work Forms
In industrial technology B more students in groups work in groups, and works of work are part of the education. This training will be organized with a number of problem-based project flows, which include analyzing and supporting the selected problem positions, product development and product production. In the projects, trainee technical and science of science uses environmental considerations in the context of the development of the product and illus the interaction between the development process, the product and society.
Throughout the process, the student records his skills and knowledge by writing work.
The writing is part of an integrated and ongoing process in day-to-day learning, so that the student experiences the font as a meaningful and necessary discipline.
Reality must contribute to the dissemination of technical knowledge, work and documentation (drawings, tables, charts, charts, etcetera) in larger reports. The written work may, where appropriate, be replaced by an electronic presentation.
In conclusion, a separate project is being carried out into the project sample. The project will be carried out as group work unless exceptional or pedagogical concerns are applied. In the project flow, the group / student is assigned a project guide. The centrally set projectopes are formulated so that the broad cover covers the professional objectives, describe the social problem of the group / student project, as well as illupidation of any special circumstances, requirements and conditions ; on the project and the solution of the problem. The group / student selects among the publishers and formulate a project description to be approved by the school manager before the project work can commence. The project description is approved when it is professional and level-wise and realistic and can be carried out on a professional basis within the school framework.
The project shall be implemented in a separate project period separated from the general instruction of the profession.
The project period will contain approximately Forty-five hours of training, which are phased out in approximately 15 minutes six weeks, and during the last week of the project, normally no other classes are carried out.
The group / student will deliver a written report and a practical product at a time to be determined by the Ministry of Children and Education. Both are examinations and assessment bases. Evin working together in a group has shared responsibility for the department, regardless of whether the leader chooses to carry out the oral part of the sample as a group test or as an individual sample.
3.3. IT
It is used in the instruction where appropriate and practicable, such as in the case of information searches, data collection, calculations, technical drawing, report writing, documentation and presentation. In industrial technology B, the students learn to use IT as a natural tool in the project work.
3.4. Collections with other subjects
In industrial technology, B uses the eleves of the knowledge from the eux-forsaws other subjects in the context of projects. The students use knowledge and skills from both the high schools and vocational training studies and trainees such as technical documentation, material exhues and craft skills. Similarly, it is planned that maximum level of coordination with relevant competence targets from the eux-forsaws other professions is to be achieved.
4. Evaluation
4.1. Ongoing Evaluation
The current evaluation must clearly reflect both professional skills and the ability to control the working methods used. The evaluation shall be carried out on the basis of the objectives set by the teacher at the start of a starship, and the objectives which the student himself has set for the course of events. The work on the separate project forming part of the project test, cf. Act. In the final paragraph, the project shall not be assessed separately prior to the oral part of the sample.
4.2. Test form
A project test shall be conducted with written report, product and associated verbal examination, which shall be carried out as a group test or as an individual test. In the case of group examination, examination of the examination shall be such that the basis for an individual assessment of the individual examiner shall be ensured in accordance with the conditions laid down in the report. Act. 4.3. When professional relationships make it necessary, the school manager examiners an exams from group testing.
The test is centrally placed and is based on a common theme that contains different projectopes.
Before the oral part of the test, the school of the school is sent to the censor of the group / examiner. The examiner and censor shall be discussed before the oral part of the test, based on the basis of the examiner ' s examination of which the group / examination of the examination shall be more specific.
Expermeation time is approximately 30 minutes per. examiner duck. By group test, the examination time per year can be finals. for up to six minutes, the examination shall be short-breeted. Preparation time is not given.
The oral part of the test consists of the presentation and presentation of the project by the group / examination of the project, supplemented by detailed questions from the examiner. The Committee shall then act as an in-depth conversation, starting with the project and the objectives of the group / examination of the group.
The presentation and presentation of the group / examination of the project may not exceed half of the examination time.
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 of weight shall be given :
Report
-WHAT? the documentation and communication value, including the transparency, coherence, source references and technical documentation,
-WHAT? the documentation and the processing of project ' s problems ;
-WHAT? a fair argument for the requirements and the choices made available,
-WHAT? the interaction between the product development, the product and society, including environmental considerations ;
-WHAT? the involvement of relevant knowledge from other subjects in the eux-flow,
-WHAT? planning and evaluation of the project.
Product / process flow
-WHAT? diligence and professionalism in manufacture,
-WHAT? the idea, originality and quality in relation to the requirements laid down.
Mundable examination
-WHAT? the oral presentation of the project,
-WHAT? statement of the selected solutions
-WHAT? ability to combine working theory and practical work in a project
-WHAT? the student ' s demonstration of ownership in relation to the content of the project ;
-WHAT? the response to the detailed and supplementary questions.
The assessment is individual and one character is given on the basis of a holistic assessment of the performance of the examiner, comprehensive the written report, the product and oral examination.
Appendix 1.V
Technicians B-Construction and Energy-Special Student Student for use for eux-flows, July 2013
1. Identity and purpose
1.1. Identity
The trade is concerned with the development and manufacture of products in the construction and construction sector and the conditions for that purpose. It includes the interaction between technology, knowledge, organisation and product, with a focus on the integration of technical and natural scientific knowledge into product development and manufacturing processes and combining practical work in workshops and laboratories.
The family deals with construction, materials, production processes, facilities, installations, supplies, supplies, administration and organisation. In the business, process flow and product manufacture are part of a level that reflects professional professionalism in the construction and construction sector. In the technology sector, interaction with other subjects is guaranteed, both the professionals at high school and in vocational training courses. Large parts of the unit of technology shall be carried out as a project-based training, in interaction between theory and practical work in workshops and laboratories. The trade ensures professional clarification, self-employed work, reflections and knowledge of project-based methods. The PCs impart that the eux-for-line's individual subjects are used in a context that combines different professional knowledge in appropriate ways.
1.2. Objective
The text contributes to the overall objective of the eux-forcour by the fact that the student reinforces its formal and genuine preconditions for higher education, particularly in the field of technical and scientific knowledge.
The technology sector develops the ability to respond to technical designs and solutions in the world and used scientific knowledge to be analytical, reflective, innovative and innovative.
In the technical areas of technical expertise, the purpose is for students to gain insight into planning, describing and implementing independent projects and concrete projects.
In addition, the objective is that students develop their ability to seek, process and disseminate relevant information to prodigeal themselves in a specific specialist problem and to combine working theory and practical work. The students must be able to incorporate and apply elements from other subjects in projects which at the same time support other subjects in training.
Finally, the technology must contribute to the knowledge and experience of project-based methods, including independent work, both individually and in cooperation with others.
2. Fact objectives and professional content
The technicament is composed of key themes, which are compulsory for the technicament, of an electoral theme which the school leader will select from among the selecteas set out below, and by a deep space area. The selection and staging area is selected so that it supports vocational training studies in the main, including optional specials, in the eux-flow where the business is included. Part of the final project is in the area of the deep-space area. The key themes and the selection theme are around. 70%. of the professional training period of the professional. The front-door area is approximately EUR 5 000 30%. of the professional training period of the professional. The text plate and the selection theme that are included in the profession are indicated on the eleveneux certificate.
2.1. Fagable targets
The students must be able to :
Key Themes (40%)
1) Planning :
-WHAT? working with planning processes that characterise a construction or production process from the idea to complete construction
-WHAT? develop plans, including timetables, for the production processes of the technicaterm.
2) Projecting :
-WHAT? working with the development of a project from an idea for finished building or product design ;
-WHAT? drawing up drawings by means of CAD,
-WHAT? make an argument of the choice of materials and components related to the economy, life expectancy and environmental impact ;
-WHAT? carry out the evaluation of finished projects and propose any amendments.
3) Construction :
-WHAT? constructing and manufacturing simple building parts, including fixtures, or tree-based constructions in full scale ;
-WHAT? work and ferries safely in the workshop and in construction sites,
-WHAT? perform the quality control of its own constructs.
4) Energy and environment :
-WHAT? account for the use and function of energy sources for the supply of a house, including renewable forms of energy ;
-WHAT? account for selected environmental conditions in the general operation of buildings.
Vallamas (30%)
5) Building Constructions :
-WHAT? set up parts of the architecture history
-WHAT? make documented choice of dimensions on simple constructs
-WHAT? make heat loss calculations in relation to the energy framework,
-WHAT? constructing, manufacture and composite building parts on a full-scale scale.
6) Vvings installations :
-WHAT? account for developments in waste water management,
-WHAT? set up the installation principles for vvs installations
-WHAT? calculate and resolve tasks on the sizing of smaller installations from the supply to use of the use of equipment ;
-WHAT? perform whole or parts of simple installations on a full-scale scale.
7) Energy installations :
-WHAT? account for different types of housing with regard to energy consumption ;
-WHAT? conduct experiments and develop and formulated solution proposals for energy optimization in a selected housing ;
-WHAT? perform whole or part of the solution proposal ;
-WHAT? assess the quality of the solution.
8) Construction Components :
-WHAT? account for the development of building materials and components ;
-WHAT? carry out test and testing of the properties of construction materials and provide proposals for the development of buildings design components ;
-WHAT? perform whole or part of a building design, where the component is part of the component,
-WHAT? assess the quality of the component.
9) Land measurement and construction work :
-WHAT? state the principles and conduct of soil examinations,
-WHAT? account for and perform minor landing measurement and nivelling tasks,
-WHAT? schedule and perform simple coverings and works.
10) Processing, wood :
-WHAT? lay down requirements and specifications for general working and general collection of wood-based materials,
-WHAT? the reasons and the choice of processing method and method of collection for ordinary wood-based materials,
-WHAT? perform general work and wood-based collection and collection of wood-based materials.
11) Construction, wood :
-WHAT? planning and performing dimensioning
-WHAT? schedule and execute item composite
-WHAT? plan and perform production preparation.
12) Materials, wood :
-WHAT? account for the characteristics of different tracts,
-WHAT? select materials and coatings for a given construct based on physical and chemical properties,
-WHAT? account for the life cycle of a product.
13) Automation, wood :
-WHAT? setting requirements and specifications for a simple automation process ;
-WHAT? selecting automation components
-WHAT? develop relevant charts for the process,
-WHAT? possibly manufacture the automated product.
Prejudict range (30%)
-WHAT? in the light of one of the key themes or in the electoral theme, greater professional knowledge, understanding, reflection and autonomy in the theme are demonstrated in the theme. The target will be put into practice in the school study plan prior to the commencement of the notification.
2.2. Kernestof
The core material is as follows :
Key Themes
1) Planning :
-WHAT? planning laws and rules
-WHAT? planning processes in construction and construction and furnishing of furniture.
2) Projecting :
-WHAT? notices and rules ;
-WHAT? technical communications, including the design process ;
-WHAT? materials, constructions, installations and works works,
-WHAT? use of IT tools by design ;
-WHAT? quality control.
3) Construction :
-WHAT? construction of simple building parts,
-WHAT? 2D and 3D CAD
-WHAT? the workplace safety,
-WHAT? quality control.
4) Energy and environment :
-WHAT? various forms of energy supply to a housing,
-WHAT? waste-disposal systems, emission and refuse collection, and associated disposal.
Vallamas
5) Building Constructions :
-WHAT? the architectural history of exclusive family houses,
-WHAT? building construction, including supporting structures, basic principles, directions, analyses, materials and execution processes.
-WHAT? principles of energy framework calculations, including heat loss calculations.
6) Vvings installations :
-WHAT? the development of waste water management,
-WHAT? vvs-installations and drainage installations, including resource consumption
-WHAT? rules for dimensioning and execution.
7) Energy installations :
-WHAT? energy consumption of various residential buildings ;
-WHAT? energy optimization
-WHAT? experimental methods for the development of energy plants.
8) Construction Components :
-WHAT? development of building materials and components ;
-WHAT? material properties,
-WHAT? experimental methods for the development and detection of building materials.
9) Land measurement and construction work :
-WHAT? soil conditions and soil studies
-WHAT? principles for the marketing, the nivelling and the measurement of the agricultural measurement,
-WHAT? the principles of planning and construction of simple construction work.
10) Processing, wood :
-WHAT? wood-industrial operations, including the compiling of choices, and theoretical grounds for doing so.
11) Construction, wood :
-WHAT? design elements and phases of a design flow including the quality of design.
12) Materials, wood :
-WHAT? the materials of the wood and furniture industry, including physical and strength-related properties and surface treatments.
13) Automation, wood :
-WHAT? automation systems in the timber industry.
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 be of a degree equal to approximately 5 000. 30%. of the professional content. The substance shall be chosen in such a way as to create new dimensions, perspectives and deepening the core, in particular for the purpose of the purpose of seamaration, as well as supporting the involvement of the knowledge of vocational training studies in the pupils of the pupils ; projects.
3. Organisation of the Organisation
3.1. Didatical principles
The teaching represents a wide range of different learning strategies, including problem-based learning, in the longer project process, which is based on a technical problem position in the construction site. The emphasis is given to the emphasis placed on the disciplines of the trade unions, both from the technicalities themselves and from vocational training courses, to be taken as a whole. The emphasis is placed on the emphasis on the method of working processes (including the role of the group in Ideation Generation, Information Search and the preparation of the project description and schedule) are experienced as a whole. The theoretical work is still being done in practical terms, and the practical work is still being done on the basis of the theoretical work. The key and electoral theme and vocational training studies are increasingly being integrated and increased progression in the workings of the project, both in terms of professional disciplines, as well as the project work form. In so far as it is possible, the experience of students is also involved from the intermitters.
3.2. Work Forms
Education is conducted as a project-based education supported by subject training. The teaching is circumxies and applications-oriented with interaction between theory and practical work. The students are working on technical issues, and emphasis is placed on the theory and work of work. The practical education takes place at a level that reflects professional professionalism in the field of technicalism, and involves the greatest degree of vocational training. There are tests, demonstrations, manufacture and material-and product testing. Companies are included in the training, including constellations, industrial fairs, project cooperation and trainee companies. Work is being done with oral and written dissemination and written work in the form of project reports.
In conclusion, the training includes a project that forms the basis for the project sample in the dish. The project will be carried out as group work unless special technical or educational considerations are in force. The project shall be implemented in a separate project period separated from the general instruction of the profession. Normally, during the last week of the project, the other classes are not carried out. The project period will contain approximately About 45 hours of training in the area. Five weeks. During the project period, the student / group will be assigned to a project advisor. The expropriation project can be organised together with the final Swedes test / test in vocational training, if this is practically possible. The project contains technics class B and the subject of vocational training.
The project shall be drawn up within the framework of project proposals submitted by the school. The projectoplayers must be formulated so that they together cover the subject matter of the subject matter and to describe the technological or technical problem to be resolved, together with any special circumstances, requirements and conditions relating to : The solution is the problem.
The student / group selects among the publishers and draws up a project description to be approved by the school manager before commencing the project. The project description is approved when it is professional and level-wise, realistic and can be implemented on a professional basis within the school framework.
The return date must normally be within one week prior to the beginning of the examination period. At the time of completion, the student / group will deliver a written report and either a practical product or documentation for a successful process flow. Both are examinations and assessment bases. Evin working together in a group has shared responsibility for the department, regardless of whether the leader chooses to carry out the oral part of the sample as an individual sample or as a group test.
3.3. IT
Information technology aids are integrated as natural tools in the business and used for information, data collection, computation, simulation, management, and regulation, drawing and visualization, and text and image processing for the preparation of Project reports.
3.4. Collections with other subjects
Large parts of nuclear material and supplemental substances are chosen and treated in such a way that it helps to strengthen the professional interaction in the eux-flow, including, in particular, co-play with vocational training courses.
The project work in the profession is carried out in interaction with one or more of the pupils ' class in vocational training. The student's graduation project involves courses from vocational training.
4. Evaluation
4.1. Ongoing Evaluation
The students are drawn up in the curfew period a number of projects resulting in a product with a related project report. In connection with the completion of each theme or project period, the performance and performance of the students shall be evaluated. The evaluation shall be carried out in part by project presentation with any opponers, and by means of in-depth discussions on how to improve the performance of the performance in the future. Evaluation provides an individual assessment of the level and development of the professional position in relation to the expected development and the professional objectives.
The work on the separate project forming part of the project test, cf. Act. In the final paragraph, the project shall not be assessed separately prior to the oral part of the sample.
4.2. Test form
Project tests shall be held with written report, product and process flow and associated examination, which shall be carried out as a group test or as an individual sample. In the case of group examination, examination of the examination shall be such that the basis for an individual assessment of the individual examiner shall be ensured in accordance with the conditions laid down in the report. Act. 4.3. When professional relationships make it necessary, the school manager examiners an exams from group testing. The project publishers are provided by the school, cf. Act. 3.2. Before the oral part of the sample, the school sends a copy of the group / examiner's report to the center. The examiner and censor shall be discussed before the oral part of the test the problem of which the group / examiner will be required to elaborate.
Expermeation time is approximately 30 minutes per. examiner duck. By group test, the examination time per year can be finals. for up to six minutes, the examination shall be short-breeted. Preparation time is not given.
The oral part of the test consists of the presentation and presentation of the project (written report and practical product / documentation for process flow) complemented by exquisitions from the examiner. On the basis of the project, the oral part of the test contains an in-depth discussion, which may include relevant issues in the whole of the subject matter of the entire professional and supplementary substance. The presentation and presentation of the group / examination of the project may not exceed half of the examination time.
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.
General
-WHAT? ability to combine working theory and practical work in a project
-WHAT? involvement of relevant knowledge from other subjects in the training, including vocational training studies,
-WHAT? perspective delivery for relevant topics in the field of technicasm.
Form and content of the report
-WHAT? the processing of the project ' s problem positions ;
-WHAT? planning and evaluation of the project ;
-WHAT? the documentation and communication value, including the transparency, coherence, source references and technical documentation,
-WHAT? specified requirements for the product,
-WHAT? a valid argument for the choices made.
Product / process flow
-WHAT? diligence and professionalism in manufacture,
-WHAT? quality in relation to the requirements laid down.
Mundable examination
-WHAT? the oral presentation of the project,
-WHAT? statement of the selected solutions
-WHAT? the demonstration of ownership in relation to the content of the project ;
-WHAT? the response to the detailed and supplementary questions.
The assessment is individual and one character shall be based on a holistic assessment of the performance of the examiner, comprehensive the written report, the practica/process flow and oral examination.
Appendix 1.VI
Technical-class B-Process, Food and Health-Special Student subjects for use for eux-flows, July 2013
1. Identity and purpose
1.1. Identity
The profession deals with the development and manufacture of products within the professional community in which people are fed to people and the prerequisites for them. It includes the interaction between technology, knowledge, organisation and product, with a focus on the integration of technical and natural scientific knowledge into product development and manufacturing processes and combining practical work in workshops and laboratories.
The cover relates to analytical methods, biotechnology, food, microbiology, product production and health and the environment. In the business, process flow and product manufacture are part of a level that reflects professional professionalism in the field of technical engineering processes, food and health. In the technology sector, interaction with other subjects is guaranteed, both the professionals at high school and in vocational training courses. Large parts of the unit of technology shall be carried out as a project-based training, in interaction between theory and practical work in workshops and laboratories. The trade provides technical clarification, self-employed work, reflection and knowledge of project-based methods. The PCs impart that the eux-for-line's individual subjects are used in a context that combines different professional knowledge in appropriate ways.
1.2. Objective
The text contributes to the overall objective of the eux-forcour by the fact that the student reinforces its formal and genuine preconditions for higher education, particularly in the field of technical and scientific knowledge.
The technology sector develops the ability to respond to technical designs and solutions in the world and used scientific knowledge to be analytical, reflective, innovative and innovative.
In the technical areas of technical expertise, the purpose is for students to gain insight into planning, describing and implementing independent projects and concrete projects. In addition, the students must gain an understanding of links between biological knowledge and its use in technological contexts.
In addition, the objective is that students develop their ability to seek, process and disseminate relevant information to prodigeal themselves in a specific specialist problem and to combine working theory and practical work.
The students must be able to incorporate and use elements from other subjects in projects that support the other classes in training.
Finally, the technology must contribute to the knowledge and experience of project-based methods, including independent work, both individually and in cooperation with others.
2. Fact objectives and professional content
The technicament is composed of key themes, which are compulsory for the technicament, of an electoral theme which the school leader will select from among the selecteas set out below, and by a deep space area. The selection and staging area is selected so that it supports vocational training studies in the main, including optional specials, in the eux-flow where the business is included. Part of the final project is in the area of the deep-space area. The key themes and the electoral theme chosen are around. 70%. of the professional training period of the professional. The front-door area is approximately EUR 5 000 30%. of the professional training period of the professional. The technicasm and the selection theme that are included in the profession are indicated on the elevens eux certificate .
2.1. Fagable targets
The students must be able to :
Key Themes (40%)
1) Analytical methods and quality assessment :
-WHAT? select, justify, and apply appropriate analytical methods
-WHAT? the methods of analysis and the chosen product of quality wines.
2) Health and Environment :
-WHAT? propose the method of lighting or solving a health problem ;
-WHAT? perform a survey which illus or solves the problem ; .
3) Biotechnology :
-WHAT? account for selected biotechnical methods in relation to health.
-WHAT? account for ethical considerations and consequences for health and the environment ;
Vallamas (30%)
4) Food :
-WHAT? planning and implementing food production ;
-WHAT? optimize the process based on selected criteria
-WHAT? assess the importance of the quality of raw materials for the nutritional properties of the product ;
-WHAT? assess the ethical and health aspects of the production and consumption of foodstuffs.
5) Lifestyle health :
-WHAT? identify and describe a behaviour of impact on health and wellbeing in a given target group
-WHAT? propose changes in lifestyle on grounds in health
-WHAT? plan and test a behavioral change procedure or process ;
-WHAT? assess the flow and impact of the intervention.
6) Food and nutrition :
-WHAT? describe a problem-related problem
-WHAT? propose and justify the choice of diet on the basis of individual health considerations ;
-WHAT? carry out production or analysis in relation to the problem ;
-WHAT? assess and outlook the set up program.
Prejudict range (30%)
-WHAT? greater professional knowledge, understanding, reflection and autonomy in the theme, through the preening of one of the key themes or in the selected electoral theme, demonstrate greater professional knowledge, understanding, reflection and independence. The target will be put into practice in the school study plan prior to the commencement of the notification.
2.2. Kernestof
The core material is as follows :
Key Themes
1) Analytical methods and quality assessment :
-WHAT? physical, chemical and microbiological analytical methods,
-WHAT? Applicable appliance technique.
2) Health and Environment :
-WHAT? methods of analysis relating to health, sickness or environmental health,
-WHAT? relevant physiology and pathologies,
-WHAT? Selected legislation in relation to specific projects.
3) Biotechnology :
-WHAT? biotechnology, including control, regulation and methods intervening in the natural growth and reproduction of the living organism ;
-WHAT? examples of biotechnological methods and their use.
Vallamas
4) Food :
-WHAT? nutrition, heat and energy, and excretion,
-WHAT? microbiology,
-WHAT? production conditions, including production phases, hygienic ;
-WHAT? waste products and the environment ;
-WHAT? relevant legislation.
5) Lifestyle health :
-WHAT? data collection and analytical methods,
-WHAT? the impact of life in respect of conditions such as nutritional status and work environment ;
-WHAT? Disecrasm.
6) Food and nutrition :
-WHAT? the basic nutritional learning, diet plans and analysis of the costanalysis ;
-WHAT? physiology
-WHAT? coaching, and recommendations
-WHAT? applicable laws and regulations.
2.3 Supplementary substance
The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall be of a degree equal to approximately 5 000. 30%. of the professional content. The substance shall be chosen in such a way as to create new dimensions, perspectives and deepening the core, in particular for the purpose of the purpose of seamaration, as well as supporting the involvement of the knowledge of vocational training studies in the pupils of the pupils ; projects.
3. Organisation of the Organisation
3.1. Didatical principles
The teaching represents a wide range of different learning strategies, including problem-based learning, in the longer project process, which is based on a technical problem in the business-disciplinary approach to food ; people. The emphasis is given to the emphasis placed on the disciplines of the trade unions, both from the technicalities themselves and from vocational training courses, to be taken as a whole. The emphasis is placed on the emphasis on the method of working processes (including the role of the group in Ideation Generation, Information Search and the preparation of the project description and schedule) are experienced as a whole. The theoretical work is still being done in practical terms, and the practical work is still being done on the basis of the theoretical work. The key and electoral theme and vocational training studies are increasingly being integrated and increased progression in the workings of the project, both in terms of professional disciplines, as well as the project work form. In so far as it is possible, the experience of students is also involved from the intermitters.
3.2. Work Forms
Education is conducted as a project-based education supported by subject training. The teaching is circumxies and applications-oriented with interaction between theory and practical work. The students are working on technical issues, and emphasis is placed on the theory and work of work. The practical education takes place at a level that reflects professional professionalism in the field of technicalism, and involves the greatest degree of vocational training. There are tests, demonstrations, manufacture and material-and product testing. Companies are included in the training, including constellations, industrial fairs, project cooperation and trainee companies. Work is being done with oral and written dissemination and written work in the form of project reports.
In conclusion, the training includes a project that forms the basis for the project sample in the dish. The project will be carried out as group work unless special technical or educational considerations are in force. The project shall be implemented in a separate project period separated from the general instruction of the profession. Normally, during the last week of the project, the other classes are not carried out. The project period will contain approximately About 45 hours of training in the area. Five weeks. During the project period, the student / group will be assigned to a project advisor. The expropriation project can be organised together with the final Swedes test / test in vocational training, if this is practically possible. The project contains technics class B and the subject of vocational training.
The project shall be drawn up within the framework of project proposals submitted by the school. The projectoplayers must be formulated so that they together cover the subject matter of the subject matter and to describe the technological or technical problem to be resolved, together with any special circumstances, requirements and conditions relating to : The solution is the problem.
The student / group selects among the publishers and draws up a project description to be approved by the school manager before commencing the project. The project description is approved when it is professional and level-wise, realistic and can be implemented on a professional basis within the school framework.
The return date must normally be within one week prior to the beginning of the examination period. At the time of completion, the student / group will deliver a written report and either a practical product or documentation for a successful process flow. Both are examinations and assessment bases. Evin working together in a group has shared responsibility for the department, regardless of whether the leader chooses to carry out the oral part of the sample as an individual sample or as a group test.
3.3. IT
Information technology aids are integrated as natural tools in the business and used for information, data collection, calculation, simulation, management, and regulation, drawing and visualization, as well as text and image processing programs ; the drawing of the projections.
3.4. Collections with other subjects
Large parts of nuclear material and supplemental substances are chosen and treated in such a way that it helps to strengthen the professional interaction in the eux-flow, including, in particular, co-play with vocational training courses.
The project work in the profession is carried out in interaction with one or more of the pupils ' class in vocational training. The student's graduation project involves courses from vocational training.
4. Evaluation
4.1. Ongoing Evaluation
The students are drawn up in the curfew period a number of projects resulting in a product with a related project report. In connection with the completion of each theme or project period, the performance and performance of the students shall be evaluated. The evaluation shall be carried out in part by project presentation with any opponers, and by means of in-depth discussions on how to improve the performance of the performance in the future. Evaluation provides an individual assessment of the level and development of the professional position in relation to the expected development and the professional objectives.
The work on the separate project forming part of the project test, cf. Act. In the final paragraph, the project shall not be assessed separately prior to the oral part of the sample.
4.2. Test form
Project tests shall be held with written report, product and process flow and associated examination, which shall be carried out as a group test or as an individual sample. In the case of group examination, examination of the examination shall be such that the basis for an individual assessment of the individual examiner shall be ensured in accordance with the conditions laid down in the report. Act. 4.3. When professional relationships make it necessary, the school manager examiners an exams from group testing. The project publishers are provided by the school, cf. Act. 3.2. Before the oral part of the sample, the school sends a copy of the group / examiner's report to the center. The examiner and censor shall be discussed before the oral part of the test the problem of which the group / examiner will be required to elaborate.
Expermeation time is approximately 30 minutes per. examiner duck. By group test, the examination time per year can be finals. for up to six minutes, the examination shall be short-breeted. Preparation time is not given.
The oral part of the test consists of the presentation and presentation of the project (written report and practical product / documentation for process flow) complemented by exquisitions from the examiner. On the basis of the project, the oral part of the test contains an in-depth discussion, which may include relevant issues in the whole of the subject matter of the entire professional and supplementary substance. The presentation and presentation of the group / examination of the project may not exceed half of the examination time.
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.
General
-WHAT? ability to combine working theory and practical work in a project
-WHAT? involvement of relevant knowledge from other subjects in the training, including vocational training studies,
-WHAT? perspective delivery for relevant topics in the field of technicasm.
Form and content of the report
-WHAT? the processing of the project ' s problem positions ;
-WHAT? planning and evaluation of the project ;
-WHAT? the documentation and communication value, including the transparency, coherence, source references and technical documentation,
-WHAT? specified requirements for the product,
-WHAT? a valid argument for the choices made.
Product / process flow
-WHAT? diligence and professionalism in manufacture,
-WHAT? quality in relation to the requirements laid down.
Mundable examination
-WHAT? the oral presentation of the project,
-WHAT? statement of the selected solutions
-WHAT? the demonstration of ownership in relation to the content of the project ;
-WHAT? the response to the detailed and supplementary questions.
The assessment is individual and one character shall be based on a holistic assessment of the performance of the examiner, comprehensive the written report, the practica/process flow and oral examination.
Appendix 1.VII
Technical class B-Production and Development-Special Student Technical for Use for Eux-Progress, July 2013
1. Identity and purpose
1.1. Identity
The trade is concerned with the development and manufacture of products and the conditions for this. It includes the interaction between technology, knowledge, organisation and product, with a focus on the integration of technical and natural scientific knowledge into product development and manufacturing processes and combining practical work in workshops and laboratories.
The family deals with the formulas and development, components and materials, management and monitoring, and the manufacture. The process includes process flow and product production at a level that reflects professional professionalism within the selected technical area. In the technology sector, interaction with other subjects is guaranteed, both the professionals at high school and in vocational training courses. Large parts of the unit of technology shall be carried out as a project-based training, in interaction between theory and practical work in workshops and laboratories. The trade provides technical clarification, self-employed work, reflection and knowledge of project-based methods. The PCs impart that the eux-for-line's individual subjects are used in a context that combines different professional knowledge in appropriate ways.
1.2. Objective
The text contributes to the overall objective of the eux-forcour by the fact that the student reinforces its formal and genuine preconditions for higher education, particularly in the field of technical and scientific knowledge.
The technology sector develops the ability to respond to technical designs and solutions in the world and used scientific knowledge to be analytical, reflective, innovative and innovative.
In the technical areas of technical expertise, the purpose is for students to gain insight into planning, describing and implementing independent projects and concrete projects.
In addition, the objective is that students develop their ability to seek, process and disseminate relevant information to prodigeal themselves in a specific specialist problem and to combine working theory and practical work. The students must be able to incorporate and use elements from other subjects in projects and contribute to supporting the other classes of training.
Finally, the technology must contribute to the knowledge and experience of project-based methods, under the inclusion of historical, cultural, economic, production and environmental aspects.
2. Fact objectives and professional content
The technicament is composed of key themes, which are compulsory for the technicament, of two electoral themes, which the school leader will select from among the selecteas set out below and by a deep space area. Elections and dives are selected within one of the electoral themes, which the school leader selects, so it supports the individual vocational training courses in the main course, including the optional specials. Part of the final project is in the area of the deep-space area. The key themes and the selection of electoral themes represent approximately EUR 5 000. 70%. of the professional training period of the professional. The front-door area is approximately EUR 5 000 30%. of the professional training period of the professional. The text plate and the selection theme that are included in the profession are indicated on the eleveneux certificate.
2.1. Fagable targets
The students must be able to :
Key Themes (40%)
1) Product development based on a given technical problem :
-WHAT? performing Ideation Development
-WHAT? prepare and prepare a product development plan ;
-WHAT? prepare requirements specifications ;
-WHAT? applying CAD for formulause,
-WHAT? set up for quality activities in a company ;
-WHAT? manufacture prototype.
2) Producing and process monitoring :
-WHAT? apply and make appropriate choice of measuring instruments,
-WHAT? carrying out relevant measures
-WHAT? perform analysis of results results.
3) Automation and governance techniques :
-WHAT? develop diagrams for and make up the position of simple hydraulic, pneumatic or electrical circuits ;
-WHAT? in the thematic area implemented, a simple programming, for example, by CNC, PC or PLC,
-WHAT? recognize interfacetechnique, data communications, and CIM.
4) Material technology :
-WHAT? propose appropriate materials / components for a given use, including taking environmental considerations.
Vallamas (30%)
5) Processes, masking :
-WHAT? lay down requirements and specifications for breathtaking and rebreathed processing and the adjoining of the fic-breathless reprocessing
-WHAT? the reasons and the method of processing as well as the addition of the method ;
-WHAT? carrying out forms of processing and the addition of the method ;
-WHAT? complete assemblings and assemblings of simple products ;
6) Construction, machine :
-WHAT? planning and performing dimensioning
-WHAT? schedule and execute item composite
-WHAT? plan and perform production preparation.
7) Materials, machine :
-WHAT? describe the materials of the machinery, including origin, properties and applications ;
-WHAT? justify material selection and choice of materials and protective form to a given structure ;
-WHAT? account for the life cycle of a product.
8) Automation, machine :
-WHAT? setting requirements and specifications for a simple automation process ;
-WHAT? selecting automation components
-WHAT? develop relevant charts for the process,
-WHAT? manufacture the automation unit.
9) Analog and digital technology, el :
-WHAT? make the choice of passive components, commonly known, semi-conductors, linear and digital circles in the construction of circuits ;
-WHAT? perform A/D-D/A conversion and make ready for different mapping principles
-WHAT? make diagram drawing and printing using CAD and manufacture, using the circuits of the printed circuit, taking into account electrical and mechanical conditions.
10) Programmerable electronics, electrical :
-WHAT? develop interfaceelectronics and capture of measurement data,
-WHAT? construe management, regulation, or monitoring systems ;
-WHAT? use a microcontroller or PLC for real-time processes ;
-WHAT? recognize techniques within wireless and wireless data transmission.
11) Appliances, electrical :
-WHAT? develop specifications and requirements for single components for a given appliance in relation to the use ;
-WHAT? propose, justify and carry out cabinets and make appliances montage ;
-WHAT? propose protection components for individual and component protection
-WHAT? explain reasons and propose solutions for the remedying of electrical noise.
12) Industrial electrical engineering, el :
-WHAT? the reasons and the proposed use of electric motors and generators ;
-WHAT? the reasons and the use of the engines in governance-engineering options ;
-WHAT? the reasons and the use of transducers for the solution of management engineering tasks ;
-WHAT? account for the use of three-phase exchange rate and protection systems in the industry.
Prejudict range (30%)
-WHAT? in the light of one of the key themes or one of the two elected electoral themes, greater professional knowledge, understanding, reflection and autonomy are demonstrated in the theme. The target will be put into practice in the school study plan prior to the commencement of the notification.
2.2. Kernestof
The core material is as follows :
Key Themes
1) Product development :
-WHAT? the development of a product from an idea for production, CAD, quality management and information on costs of purchasing and production.
2) Producing and process monitoring :
-WHAT? measurement and insight into measuring instruments.
3) Automation and governance techniques :
-WHAT? operating systems and computer-based production processes.
4) Material technology :
-WHAT? the characteristics, manufacture, use, testing and processing materials.
Vallamas
5) Processes, masking :
-WHAT? industrial operations, including the compiling of choices, and, in theory, the basis for that.
6) Construction, machine :
-WHAT? design elements and phases of a design flow including the quality of design.
7) Materials, machine :
-WHAT? the materials, including physical, chemical and strength of the machinery, including physical, chemical and power-related properties, corrosion-forms and protection.
8) Automation, machine :
-WHAT? automation systems.
9) Analog and digital technology, el :
-WHAT? Theoretically behind and the construction of electrical circuits.
10) Programmerable electronics, electrical :
-WHAT? programmable electronics in interplay with the physical environment
-WHAT? Data transmission protocols.
11) Appliances, electrical :
-WHAT? appliance design.
-WHAT? principles of electrical insulation and personal protection ;
-WHAT? electrical noise dampening.
12) Industrial electrical engineering, el :
-WHAT? the functioning of electrical engines and of the generator ;
-WHAT? the mode of operation chosen is not
-WHAT? three phase alternating current
-WHAT? Elecma-tech used in industry.
2.3 Supplementary substance
The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall be of a degree equal to approximately 5 000. 30%. of the professional content. The substance shall be chosen in such a way as to create new dimensions, perspectives and deepening the core, in particular for the purpose of the purpose of seamaration, as well as supporting the involvement of the knowledge of vocational training studies in the pupils of the pupils ; projects.
3. Organisation of the Organisation
3.1. Didatical principles
The teaching represents a wide range of different learning strategies, including problem-based learning, in the longer project process, which is based on a technical problem in the relevant professional group entry. The emphasis is given to the emphasis placed on the disciplines of the trade unions, both from the technicalities themselves and from vocational training courses, to be taken as a whole. The emphasis is placed on the emphasis on the method of working processes (including the role of the group in Ideation Generation, Information Search and the preparation of the project description and schedule) are experienced as a whole. The theoretical work is still being done in practical terms, and the practical work is still being done on the basis of the theoretical work. Key and electoral themes and vocational training studies are increasingly being integrated and with increased progression in the flow of projects. In so far as it is possible, the experience of students is also involved from the intermitters.
3.2. Work Forms
Education is conducted as a project-based education supported by subject training. The teaching is circumxies and applications-oriented with interaction between theory and practical work. The students are working on technical issues, and emphasis is placed on the theory and work of work. The practical education takes place at a level which reflects professional professionalism within the selected technical area, and includes the greatest degree in vocational training. There are tests, demonstrations, manufacture and material-and product testing. Companies are included in the training, including constellations, industrial fairs, project cooperation, internships, or visits. Work is being done with oral and written dissemination and written work in the form of project reports.
In conclusion, the training includes a project that forms the basis for the project sample in the dish. The project will be carried out as group work unless special technical or educational considerations are in force. The project shall be implemented in a separate project period separated from the general instruction of the profession. Normally, during the last week of the project, the other classes are not carried out. The project period will contain approximately About 45 hours of training in the area. Five weeks. During the project period, the student / group will be assigned to a project advisor. The expropriation project can be organised together with the final Swedes test / test in vocational training, if this is practically possible. The project contains technics class B and the subject of vocational training.
The project shall be drawn up within the framework of project proposals submitted by the school. The projectoplayers must be formulated so that they together cover the subject matter of the subject matter and to describe the technological or technical problem to be resolved, together with any special circumstances, requirements and conditions relating to : The solution is the problem.
The student / group selects among the publishers and draws up a project description to be approved by the school manager before commencing the project. The project description is approved when it is professional and level-wise, realistic and can be implemented on a professional basis within the school framework.
The return date must normally be within one week prior to the beginning of the examination period. At the time required, the student / group will deliver a written report and a practical product or documentation for a successful process flow. Both are examinations and assessment bases. Evin working together in a group has shared responsibility for the department, regardless of whether the leader chooses to carry out the oral part of the sample as an individual sample or as a group test.
3.3. IT
Information technology aids are integrated as natural tools in the business and used for information, data collection, calculation, simulation, management, and regulation, drawing and visualization, as well as text and image processing programs ; the drawing of the projections.
3.4. Collections with other subjects
Large parts of nuclear material and supplemental substances are chosen and treated in such a way that it helps to strengthen the professional interaction in the eux-flow, including, in particular, co-play with vocational training courses.
The project work in the profession is carried out in interaction with one or more of the pupils ' class in vocational training. The student's graduation project involves courses from vocational training.
4. Evaluation
4.1. Ongoing Evaluation
The students are drawn up in the curfew period a number of projects resulting in a product with a related project report. In connection with the completion of each theme or project period, the performance and performance of the students shall be evaluated. The evaluation shall be carried out in part by project presentation with any opponers, and by means of in-depth discussions on how to improve the performance of the performance in the future. Evaluation provides an individual assessment of the level and development of the professional position in relation to the expected development and the professional objectives. The work on the separate project forming part of the project test, cf. Act. In the final paragraph, the project shall not be assessed separately prior to the oral part of the sample.
4.2. Test form
Project tests shall be held with written report, product or process flow and associated verbal examination, which shall be carried out as a group test or as an individual sample. In the case of group examination, examination of the examination shall be such that the basis for an individual assessment of the individual examiner shall be ensured in accordance with the conditions laid down in the report. Act. 4.3. When professional relationships make it necessary, the school manager examiners an exams from group testing. The project publishers are provided by the school, cf. Act. 3.2. Before the oral part of the sample, the school sends a copy of the group / examiner's report to the center. The examiner and censor shall be discussed before the oral part of the test the problem of which the group / examiner will be required to elaborate.
Expermeation time is approximately 30 minutes per. examiner duck. By group test, the examination time per year can be finals. for up to six minutes, the examination shall be short-breeted. Preparation time is not given.
The oral part of the test consists of the presentation and presentation of his project (written report and practical product / documentation for process flow) complemented by exquisite questions from the examiner. On the basis of the project, the oral part of the test contains an in-depth discussion, which may include relevant issues in the whole of the subject matter of the entire professional and supplementary substance. The presentation and presentation of the group / examination of the project may not exceed half of the examination time.
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.
General
-WHAT? ability to combine working theory and practical work in a project
-WHAT? involvement of relevant knowledge from other subjects in the training, including vocational training studies,
-WHAT? perspective delivery for relevant topics in the field of technicasm.
Form and content of the report
-WHAT? the processing of the project ' s problem positions ;
-WHAT? planning and evaluation of the project ;
-WHAT? the documentation and communication value, including the transparency, coherence, source references and technical documentation,
-WHAT? specified requirements for the product,
-WHAT? a valid argument for the choices made.
Product / process flow
-WHAT? diligence and professionalism in manufacture,
-WHAT? quality in relation to the requirements laid down.
Mundable examination
-WHAT? the oral presentation of the project,
-WHAT? statement of the selected solutions
-WHAT? the demonstration of ownership in relation to the content of the project ;
-WHAT? the response to the detailed and supplementary questions.
The assessment is individual and one character shall be based on a holistic assessment of the performance of the examiner, comprehensive the written report, the practica/process flow and oral examination.
Annex 2.I
Danish B-specially studied courses for use for mercantile vocational training, July 2013
1. Identity and purpose
1.1. Identity
Fame Denmark is a humanist subject of intoxification to the social sciences. The Community's core is text analysis and text output, reading, narrative, writing and interpreters texts, which express people's thoughts, experiences, feelings, intentions and opinions.
The Fame deals with language, literature, and media. The Danish language is the starting point for the profession's work to uncover, provide and understand the importance of different text types, including to see and interpret in the work with visual texts.
1.2. Objective
The purpose of teaching is to develop the creative and critical sense of students through dedication and the use of knowledge of languages, literature and the media. This is a contribution to the construction of student skills by developing reflection and analytic abilities through work on texts in a language, aesthetic, culturally and historical perspective : a certain language of language, reflection, and, criticism-the analytical sense develops the pupils ' ability to commit itself with a sense of responsibility and tolerance and to actively participate in a democratic society.
The aim is, moreover, through the work of text types, which vary in time, place, genre and intention that the pupil develops its own and reworldview as part of the personal identity formation.
2. Fact objectives and professional content
2.1. Fagable targets
The students must be able to :
-WHAT? express orally and in writing appropriately, formally correct, nuanced and arguable
-WHAT? demonstrating insights in the structure, use and operation of language, and could use grammatically terminology ;
-WHAT? use different oral and written genres, including minutes, statement, characterisation, discussion and debate ;
-WHAT? perform a methodical and relevant analysis and interpretation of different texts, both orally and in writing ;
-WHAT? perspectives and evaluate texts based on knowledge of societal, aesthetic, communicative and business-related relationships ;
-WHAT? to read and extract the importance of printed and electronic media texts and be able to assess these as part of a communications situation ;
-WHAT? contain relevant read, voice, listener, and write strategies in relation to the subject and purpose ;
-WHAT? use it for relevant communication, task write, and information search.
2.2. Kernestof
The core matter is :
-WHAT? the oral and written language skills, including rhetoric and arguments ;
-WHAT? the variety of literary genres, including journalism, photographs and professional and professional communications ;
-WHAT? Danish texts from central periods, with particular commitment to texts following the modern breakthrough
-WHAT? literary works of meaning for Danish or European culture and thinking
-WHAT? languages, media and literary scientific concepts, tools and methods.
The body is organized in four focal areas :
-WHAT? language and communication
-WHAT? trends in the period
-WHAT? two optional focal areas within the categories : genre, writers, theme, period, media, arts and culture, and professional and professional communications.
There are four pieces of work to be read, either in the areas of focus or for self-employed, with the emphasis on the broad workings of the world.
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 be chosen so that the substance involved in the development of the trade unions is included in the development of the trade. The additional substance includes texts and studies that are in perspective and deepening the nuclear material. Parts of the supplementary matter shall be obtained from the vocational training studies. Work on the additional substance will often be characterised by a high degree of eleventurment.
3. Organisation of the Organisation
3.1. Didatical principles
This instruction shall be based on the level of the pupils ' professional level.
Depending on the technical requirements of the pupils, the instruction thus builves the instruction thus further in Danish level C of vocational training or the end objectives for the baser Danish in primary school.
The training shall be organised in such a way that the written and oral dimension of the profession works together and supports the further development of competencies listen, speak, read, write and see.
The work of languages, media and literary must be integrated as far as possible. Both literary and communicative texts must be represented in the areas of focus and the language, literary and media analytical work is being worked out with these. Fact relevant reading strategies are included in the work with texts.
3.2. Work Forms
The training shall be organised with exchanges of work and different learning strategies, which satisfy the cultural background of the student, influence and professional depth. The student shall be involved in the choice of matter and work forms.
There are different read-only writing exercises in a natural progression up to the task of the dance.
3.3. The Dansktask
The student, at the end of the education process, produces a dance task.
The selector selects the reposition of the Danish task on the basis of the areas in which the focal points were being conducted.
The purpose of the task is, on the one hand, to strengthen the pupils ' technical skills by the student association of the professional work and with the involvement of professional theory and method of working with a central professional subject, and the student at the end of classes of education ; Danish documents its write skills.
The student's dance teacher is the mentor of the task. In consultation with guidance counselor, the student must choose territory. The student is offered guidance in order to circulate a problem formulation in the area. The problem formulation must be approved no later than two weeks before the time of delivery. The school establishes a procedure for that.
The student subways the dance task to the school no later than two weeks before the end of the notification. The time for the introduction of the Danish task shall be fixed by the school according to the overall purpose of the task.
The Danish task shall be drawn up and assessed individually.
The Danish task is part of the final assessment of the student's written skills in the profession.
3.4. IT
It is both a tool in the teaching and in the form of electronic texts, which are made subject to analysis and assessment. It is used in connection with the student information search, communication, text analysis and text production.
4. Evaluation
4.1. Ongoing Evaluation
The student must, as a whole, in the overall course of task work and individual guidance, obtain a clear understanding of the level and development of the professional position. Furthermore, activities that stimulate individual and common reflection on the proceeds of education are also involved. The basis for evaluation must be the professional objectives.
4.2. Test form
An oral test will be held. The coil selects for the individual team one of the following two forms :
Test form a)
An oral test shall be held on the basis of an unknown text material. The text material must be the subject of analysis and perspective. The test material and a description of the training carried out shall be sent to the censor in advance of the test.
Expermeation time is approximately 30 minutes. Approbe some. 60 minutes of preparation time.
The examination shall be based on the examination by the examination of its analysis and the perspective of the unfamiliar text followed by a question in which the examiner asks permeating questions.
A sample material may not be used in three examinations on the same team.
Test form b)
An oral test shall be held on the basis of known case and voucher material.
Case and voucher material can be unionizing to all students on a team.
The sample's basis is one for the excavator's excavator and one casetask set with six unknown casetasks that are all based on or perspectives to the well-known caseating.
The task set must in its entirety cover the technical objectives and the core material.
The test begins with a casework date of a eight-hour duration. On casework day, the examinations shall draw up, individual or in groups, presentation material, including task solutions and professional products, to be used for the examination. In the caseworker day, the school provides appropriate remedies and resources for the solution of the provided tasks. The training courses shall not be provided for the examination staff during the test process. The presentation material shall be delivered at the end of the case of the casework.
Before the oral part of the sample, the school casetask sets and examiner's presentation material shall be sent to the censor. Censor choose two to three tasks from the casetask set, which is the basis for the examination base for each test.
Expermeation time is approximately 30 minutes. Preparation time is not given.
The first part of the test consists of the presentation and presentation of the presentation material with an in-depth question from the examiner. The second part acts as a conversation between the examination and examiner of the presentation material as a whole.
Self-Student test sample (a) test shall be tested.
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 other person shall, in particular, be able to :
-WHAT? demonstrate the appropriate and nuanced verbal manufacture ;
-WHAT? structure and outline of the towed subject ;
-WHAT? apply Danish professional knowledge and the basic methods of the profession.
The assessment shall be given on the basis of a comprehensive evaluation of the oral performance of the examiner's oral performance.
Annex 2.II
English B-Special Student Training subjects for use for mercantile vocational training, July 2013
1. Identity and purpose
1.1. Identity
English is a skill class, a science class and a culture class, which deals with the language and global contexts of the English. The workspace is the English language as a means of communication and as a means of understanding of the cultural and social conditions of the English-language areas. The work includes the work of communication in practice, text analysis and text perspective, and the building and grammar of the English language.
1.2. Objective
It is the purpose of teaching that, through the work of English, the pupil will have the ability to understand and use the English language and thus create the conditions for the student to participate actively in international and global contexts, both personally and in terms of the language of the environment. Commercially. It is also the aim of the students to gain current knowledge of English-language societies and global contexts. The profession must also create the basis for the ability of students to communicate across cultural borders both in general and on business-related relationships. Finally, the teaching of the various disciplines of the profession must help to develop the linguistic knowledge and awareness of students.
2. Fact objectives and professional content
2.1. Fagable targets
The students must be able to :
-WHAT? understand authentic English
-WHAT? use appropriate study strategies and language learning strategies ;
-WHAT? apply appropriate text analysis methods and perspectives ;
-WHAT? use the knowledge of the building and grammar of the English language, for the language of the language ;
-WHAT? use knowledge of business-related, societal and cultural conditions in an English-speaking area for the perspective of the current situation ;
-WHAT? use appropriate means of aid for the acquisition, evaluation and dissemination of new knowledge of the language and global contexts ;
-WHAT? account for and participate in conversation on business-related, societal, cultural and general issues ;
-WHAT? writing various types of text, including translations, internal and external business communications and formulating texts with commercial, societal, cultural and alment content ;
-WHAT? use a professional and general vocabinal advice ;
-WHAT? use it for communication, information search, language training and text production.
2.2. Kernestof
The core matter is :
-WHAT? professional texts, new-persons and electronic-based materials, dealing with professional, societal and cultural issues ;
-WHAT? The lyrics of English-speaking notions of literary head genre
-WHAT? central texts and electronic-based material, which together provide a portrait of either Britain or the United States with extensive business, historical, societal and cultural matters ;
-WHAT? business-related and general communications ;
-WHAT? a systematic English grammar combining theory, language sensitivity, language negligence and practical application.
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 be chosen so that the substance involved in the development of the trade unions is included in the development of the trade. The additional matter typically includes the current English language, which is perspective and deepening the core material, and is not necessarily part of the subject matter. Parts of the supplementary matter shall be obtained from the vocational training studies. Work on the additional substance will often be characterised by a high degree of eleventurment.
3. Organisation of the Organisation
3.1. Didatical principles
This instruction shall be based on the level of the pupils ' professional level.
Depending on the technical requirements of the pupils, the training is thus based on English level C in vocational training or the end objectives for the basal English class in primary school.
The teaching is organised so that the student gradually encouncils greater complexity in terms of substance and methodology and is experiencing greater autonomy and responsibility in relation to its own development. The exchange between inductive and deductive forms of work is exchanged.
Work on the various fabric of the profession is integrated, so that the student is experiencing a clear correlation between the expression of expression, substance and communication. We need to work on listening, reading and communicating strategies, and the pupils ' own language production in writing and speaking must be a priority. The language of the teaching is mainly English. The choice of working languages, by the way, depends on the various focal points of the notification and will respond to the individual linguistic assumptions of the student.
3.2. Work Forms
The teaching shall be organised in the form of three or five subjects which form a diverse and varied material on the basis of the subject's core material. The written work shall be distributed evenly over the training and integrated into the work with the nuclear material and shall be organised with progression.
The written work shall include screening, testing and testing of linguistic skills and the language negligence. It is used to document the skills of the student, for the dissemination and self-employment of issues, including essay writing.
In the instruction, a discretionary subject is included, which is determined in consultation between teacher and student, and where the student is working with one or more texts with a business-related or common subject in the nucleus. A synopsis and a presentation material to be used in the test form (a) shall be drawn up in the final oral test.
3.3. IT & Electronic Media
The IT and electronic media are used with the overall aim of promoting the learning process and learning result of students.
The integration of electronic media in education gives the pupils the opportunity to experience the language of varied authentic and current contexts.
It must be used as one of several tools for supporting written and oral communication, for information and for the development and testing of language skills and is integrated into the teaching, where appropriate.
4. Evaluation
4.1. Ongoing Evaluation
At the end of each topic or project progress, an evaluation shall be carried out so that the student achieves a clear view of the level and development of the professional position, so that the individual and common reflection on the yield of : the training shall be strengthened. The basis for evaluation must be the professional objectives.
4.2. Test form
A written and oral test shall be held.
The written test
The basis of the written test is a central task. The duration of the test is four hours.
The oral test
The coil selects for the individual team one of the following two forms :
Test form a)
An oral test is to be held on the basis of the self-chosen subject of the examiner and an unknown text material with a link to one of the subjects studied. The issues covered as the basis for the test must also cover the technical objectives and the core material.
The unfamiliar text material shall consist of one or more texts with a combined scope of approximately 5 000 (1). two to four normal sides depending on the value of the material. The text material is precoached with a short instruction in English.
Text material and a list of the selected topics are submitted to the censor prior to the test.
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 and presentation of his discretional subject, supplemented by in-depth questions from the examiner.
The second part acts as a conversation between degrees and examiner on the unknown text material with the inclusion of one of the subjects studied.
The time of extermination is divided equally between the two parts.
The same unknown text material may not be used in three examinations on the same team.
Test form b)
An oral test shall be held on the basis of known case and voucher material.
Case and voucher material can be unionizing to all students on a team.
The sample's basis is one for the excavator's excavator and one casetask set with six unknown casetasks that are all based on or perspectives to the well-known caseating.
The task set must in its entirety cover the technical objectives and the core material.
The test begins with a casework date of a eight-hour duration. On casework day, the examinations shall draw up, individual or in groups, presentation material, including task solutions and professional products, to be used for the examination. In the caseworker day, the school provides appropriate remedies and resources for the solution of the provided tasks. The training courses shall not be provided for the examination staff during the test process. The presentation material shall be delivered at the end of the case of the casework.
Before the oral part of the sample, the school casetask sets and examiner's presentation material shall be sent to the censor. Censor choose two to three tasks from the casetask set, which is the basis for the examination base for each test.
Expermeation time is approximately 30 minutes. Preparation time is not given.
The first part of the test consists of the presentation and presentation of the presentation material with an in-depth question from the examiner. The second part acts as a conversation between the examination and examiner of the presentation material as a whole.
Self-Student test sample (a) test shall be tested.
4.3. Assessment criteria
Both the written and oral examination shall be assessed by the extent to which the achievement of the examiner shall meet the trade union objectives as defined in point. 2.1.
By the written test, the emphasis shall be placed on :
-WHAT? the textual understanding, overview and ability to select relevant information ;
-WHAT? understanding the communication situation and the ability to adapt text to recipient
-WHAT? ability to structure, expand the subject and make appropriate perspectives
-WHAT? security in the herence of the English language, including language accuracy, language and vocabularity ;
-WHAT? the ability to present views and arguments coherently ;
-WHAT? ability to use appropriate remedies, including IT.
By the oral test, the emphasis shall be placed on :
-WHAT? understanding of the subject and text ;
-WHAT? ability to expand the subject, make appropriate perspectives and present a substance in the context of the use of it ;
-WHAT? the ability to engage in conversation in English, present views and argu;
-WHAT? ability to explain and apply the relevant concepts and methods in relation to text (s) and subject and make appropriate linguistic and stilistic observations ;
-WHAT? security in the herb of the English language, including language accuracy, opinion, language and vocabularity.
In both the written and oral tests, a single grade shall be given in the light of a holistic evaluation of the performance of the examiner. By the oral question alone, the oral performance is included in the assessment.
Appendix 3.I
Experment Project-for use for eux-flows, July 2013
1. The project encompels two to three subjects and is drawn up by each student or of several students together. The project shall be organised in accordance with the rules applicable to the vocational training and end of an individual oral test on the basis of a synopsis.
The student selects even the courses to be drawn up by the examination project, covering at least one class of at least B-level, and one subject from vocational training. Special requirements for the trade union rules may be laid down in the rules applicable to the vocational training. The student must draw up the test project at the highest level of professional competence, as the student has or is following in the trade unions.
2. The school designates the guidance counselor / counsels of the individual in the studies that are part of the project.
3. The student, respectively, the students, shall choose, in consultation with the guide / directway, a subject where the selected subjects are included. The issue must be delimited in such a way that a problem formulation may be devised which ensures that the reuse of sections from responses previously delivered and corrected may not be reused.
4. The student, the students, respectively, formulate a problem formulation that is approved by the guidance counselor / road managers. It shall accommodate multidisciplinary requirements of the subjects covered by the project and cannot be directly built on the part of the agent ' s substance already entered in the teaching of the pupils ' students respectively. However, there is nothing to prevent the project from being drawn up by extension of the work of the project or associated with it.
5. The student, respectively, the students shall draw up a synopsis containing :
-WHAT? title of the subject and indication of the subject of the project,
-WHAT? problem formulation
-WHAT? summary of the issues that have been worked on in the project ;
-WHAT? a clarification of the conclusions of the project,
-WHAT? summary of the methods employed in the work ;
-WHAT? a conclusion, including where appropriate, the formulation of questions to further work ;
-WHAT? a list of sources used.
At the end of the examination project, the student will deliver the synopsis to the school in the required number of copies. The synopsis is being sent to the censor before the test. The school establishes a procedure for that.
6. An individual oral test is to be held on the basis of the synopsis. The other person shall include the synopsis and, where appropriate, additional notes for the test. Expermeation time is approximately 30 minutes per. examiner duck. The test shall consist of the presentation and presentation of the synopsis, supplemented by an in-depth question from the examiner.
7. The assessment of the examination project shall be based on a holistic evaluation of the oral performance in relation to the technical objectives of the projects forming part of the project.
In the assessment, the above weight shall be attached to :
-WHAT? processing the issue on the issue of the problem formulation,
-WHAT? structure and dissemination of the professional substance,
-WHAT? the inclusion of relevant background material.
One character is given out of a holistic assessment.
Annex 3.II
Greater written task-to be used for eux-flows, July 2013
1. Purpose of the task
The purpose of the major written exercise is that the pupils work independently to prolong in and to broker a professional approach in a self-chosen field. The students must demonstrate that they are in a position to choose independently, involve and use relevant material and enable them to conduct a critical assessment on a professional basis. In the work of the greater written task, the pupils shall be strengthened by the students in writing to prove that they are capable of viewing, working, disponers, summarise and disseminating a professional ; Problem position.
2. Objective
The objective of the greater written task is that the pupils should be able to :
-WHAT? demonstrate the ability to express professional skills and to enter into new areas of professional competence ;
-WHAT? demonstrate the ability to select, apply and combine various professional approaches and thus reinforce the technical protracted ;
-WHAT? control relevant professional objectives in the field or in the course of the contract ;
-WHAT? select, bear suitor and structure relevant material ;
-WHAT? demonstrate the ability of professional intermediaries,
-WHAT? to respond to a submitted task, including that the task formulation and the task response are consistent
-WHAT? control the mode of manufacture in a professional task (e.g. quotes, notes, source and literature).
3. Task Frames
The larger written assignment is individual and drafted within one to three subjects of its choice of the pupils.
If the task is written in one subject, the student must either follow the teaching or the test of the sample at a minimum level of B level.
If the task is written in multiple subjects, the student must follow or have tested in the studies, of which at least one must be at least B level.
The student must draw up its response to the highest level of professional training, the student has, or is following in the professional and professional-professional.
The reply to the larger written assignment shall be drawn up during one of the week classes. The reply must be prepared in Danish, but must, however, contain a brief summary in English.
The school shall draw up a procedure for the delivery of the task formulations and the delivery of the responses.
4. Task formulation
The school shall designate one or more guides for each student and shall establish a procedure for the guide.
The task formulation shall be drawn up by the guidance counselor / road leaders of the student. It must accommodate specialist, multi-disciplinary requirements in the fields covered by the task, and there must be a requirement for clarification which, in essence, lies beyond the work of the relevant subject. The task formulation must be concrete and delimited, and must specify exactly what is required of the student and must include some aspects or be accompanied by supporting documents which have not been discussed in the instructions. The task formulation shall have such a form that the student may not be able to produce detailed parts of the final response but, at the same time, so as to take into account the considerations the trainee has made to the task in : the guidance period. If the task is to be written in a practical language subject, the task formulation must clearly indicate that it is a written task.
Elives that have selected the same area must have different task formulations.
5. Assessments
The assessment of the task response is a professional health assessment in relation to the technical objectives of the tasks that are included in the task.
In the assessment, the above weight shall be attached to :
-WHAT? the required task has been replied to in the formulation of the written requirements.
-WHAT? whether there is consistency between the scale of the task and the scope and quality of the response.
-WHAT? whether the relevant background material is used for the response.
-WHAT? the manner in which the substance is communicated satisfactorily and has undergone sufficient depth.
-WHAT? on the reasonable extent of the material used.
-WHAT? whether there are precise references and adequate documentation.
-WHAT? whether all sources are informed, and notes and literary lists are accurate and complete.
-WHAT? on the production of the presiding, and that there is consistency in the response.
-WHAT? on the language version is clear, precise and uniform throughout the whole task.
One character is given out of a holistic assessment.
