Notice Of Special Study-Oriented Subjects, Etc. For Use By Vocational Education And Training

Original Language Title: Bekendtgørelse om særlige studierettede fag m.v. til brug for erhvervsuddannelser

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Overview (table of contents)



Chapter 1



Special subjects for use for gradients, which can give the right to eux-proof





Chapter 2



Other subjects at upper secondary level





Chapter 3



Thesis and major writing task in sequence, which can give the right to eux-proof





Chapter 4



Date of entry into force of





Annex 1.



Biology B – special study addressed subjects for use by eux-course July 2013





1. Annex II



Construction technology B – special study addressed subjects for use by eux-course July 2013





1. Annex III



Food technology (B) – special study addressed subjects for use by eux-course July 2013





1. Annex IV



Industrial technology (B) – special study addressed subjects for use by eux-course July 2013





1. Annex V



Teknikfag B – Construction and energy – special study addressed subjects for use by eux-course July 2013





Annex 1.VI



Teknikfag B – Process, food and health – special study addressed subjects for use by eux-course July 2013





1. Annex VII



Teknikfag (B) – production and development – special study addressed subjects for use by eux-course July 2013





Annex 2.



Danish B – special study addressed subjects for use by commercial vocational training, July 2013





2. Annex II



English B – special study addressed subjects for use by commercial vocational training, July 2013





Annex 3.



Thesis – for use by eux-course July 2013





3. Annex II



Major written task – for use by eux-course July 2013



The full text of the Decree on special study-oriented subjects, etc. for use by vocational education and training

Under section 4, article 6, paragraph 2, and article 7, paragraph 3, of law No. 578 of 1. June 2010 on Studio qualifying exam in connection with vocational education and training (eux), etc. shall be determined: Chapter 1 Special subjects for use for gradients, which can give the right to eux-proof § 1. The objectives and content of the teaching of the following subjects indicated by the respective learning plans as described in annex 1. I.-1. VII (in parentheses are listed the subject's training and apprenticeship in hours a 60 minutes): 1) Biology (B) of the basic regulation. 1. In Annex I (training/apprenticeship: 200/40).

2) building technology (B) of the basic regulation. 1. Annex II (training/apprenticeship: 200/60).

3) food technology (B) of the basic regulation. 1. Annex III (training/apprenticeship: 200/60).

4) Industrial Technology (B) of the basic regulation. 1. Annex IV (training/apprenticeship: 210/60).

5) Teknikfag B – Construction and energy regulation. 1. Annex V (training/apprenticeship: 220/60).

6) Teknikfag B – Process, food and health, see. Annex 1.VI (training/apprenticeship: 210/60).

7) Teknikfag B – production and development, see. 1. Annex VII (training/apprenticeship: 200/60).

§ 2. One profession under section 1 must or may be included in a course that can give right to eux-proof (eux-scenario), if it appears from the rules for that training. In these cases it appears, whether and to what extent the training referred to in § 1 and her training is truncated under section 3, paragraph 4, of the law on student qualifying exam in connection with vocational education and training (eux), etc., when the subject is included in the eux.

Chapter 2 Other subjects at upper secondary level section 3. The objectives and content of the teaching of the following subjects, see. section 6 of the law on student qualifying exam in connection with vocational education and training (eux), etc., evidenced in the respective learning plans as described in annex 2.-2. II (in parentheses are listed the subject's training and apprenticeship in hours a 60 minutes): 1) Danish (B) of the basic regulation. 2. In Annex I (training/apprenticeship: 180/50).

2) English (B) of the basic regulation. 2. Annex II (training/apprenticeship: 210/40).

Chapter 3 thesis and major written assignment in gradient that can give right to eux-proof § 4. In any course will be included the following educational eux-elements, see. curriculums in annex 3. I.-3. II, each with a duration of 25 hours (a) 60 minutes before possible shortening in accordance with the rules for the individual training: 1) thesis, see. 3. In annex.

2) major written assignment, see. 3. Annex II.

Chapter 4 the date of entry into force of § 5. The notice shall enter into force on the 15. July 2013.

(2). At the same time repealed Executive Order No. 870 by 11. July 2011 on special study-oriented subjects, etc. for use by vocational education and training.

The Ministry of children and teaching, the 2. July 2013 P.M.V. E.B. Darrin L/Mads B



Annex 1. In biology B – special study addressed subjects for use by eux-course July 2013

1. Identity and purpose

1.1. Identity

Biology deals with the living and the interaction between the living and its surrounding environment, including the life processes at all levels, from the molecular to the global. The course covers the application of biological knowledge and biological processes in areas such as manufacturing, biotechnology, the environment, medicine and health. The subject's knowledge and understanding is based on natural scientific working methods and have a starting point in the profession of science and technical science.

Biology is an experimental subjects, where field studies and lab work is an essential background for understanding of biological contexts. For the analysis of biological and bio-technical issues and experimental results, emphasis is placed on finding correlations, run models and develop solutions.

Biology contributes to the understanding of ourselves and the nature around us and gives technical basis for action, attitudes and ethical standpoints in relation to current societal and professional relationship with biological content.

1.2. Purpose

The aim of the course is that students gain understanding of the links between biological knowledge and its application in technological and commercial context. Furthermore, the aim is that students get insight into the biological core areas and achieve an understanding of biological principles for own health and sustainable development. This gives students professional basis in order to remain reflective, innovative and responsible for the application of biological knowledge and biotechnology, participate in public debate on topics with qualified biological content and to act in a democratic context, both locally and globally.

The subject contributes to the preparatory study purposes by eux-that students gain experience with relevant study technique, develops the ability to professional immersion and get an understanding of the interplay between theory and practice in the examination and analysis of biological issues and by practical application of their biological knowledge.

The subject contributes to the training of vocational preparatory purposes know that students get a knowledge basis for action in the agricultural, horticultural and forestry technical coherence in the areas of production and technical and commercial related thereto.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – formulate and analyze biological issues related to private educational area with use of biological terms and models



– run a hypothesis and conducting experiments to test the hypothesis, including control trials



– plan, perform and post-process biological experiments and field studies and make appropriate safety precautions for handling of biological material, equipment and chemicals



– collect and process results from qualitative and quantitative experiments and studies



– analyze and explain results from experiments and field studies, taking into account the sources of error, insecurity and biological variation



– document and present experiments and results



– disseminating biological knowledge as well as orally, in writing,



-collect, process and evaluate biological source material in relation to a given problem



– analyze and discuss societal, environmental and bio-ethical perspectives related to professional issues with biological content.

2.2. Core fabric

Teaching should include biological knowledge on cell, individual-and ecosystem-level applicable in the field of bio-based production, environmental protection, health and disease prevention. Scientific working methods is an essential and integral part in all teaching themes.

Nuclear substance is: – cell structure and overall functioning, including celleorganellers selected differences on plant-, animal-, fungal and bacterial cells



– the virus ' structure and behavior



– the structure and function of enzymes and elementary Enzyme Kinetics



– the structure of carbohydrates, fats and proteins, and examples of their biological importance



– dietary composition in humans and animals



– selected body systems structure and function



– examples of the application of biological knowledge in disease prevention and treatment in humans and animals



– behavior in animals, including examples from the production systems



-mammalian and human procreation, including hormone regulation and sexually transmitted diseases



– nukleinsyrernes structure and function, including protein synthesis



– basic genetic concepts, including nedarvningsmønstre



– mutation, variation, selection and biodiversity, including examples from the breeding and development of resistance.



– an example of genetic engineering methods application in production
– growth and examples of distribution of plants, animals and micro-organisms, including growth factors



– energy conversion in cell, individual and ecosystem, including photosynthesis, respiration, fermentation and energy flows



– plant structure and nutrient uptake



– examples of substance cycles, plant nutrients in the Earth and environmental effects of turnover leaching



– an example of the application of biological knowledge for the purposes of environmental protection.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. Nuclear substance and the additional fabric together make up one whole. The additional fabric covers issues within manufacturing, biotechnology, the environment and health, which elaborates and perspektiverer nuclear substance. Parts of the supplementary drug retrieved from vocational training courses. There must be current examples that illuminate the biology importance in local and global contexts. Students will be involved in the selection of parts of the supplementary drug, where it is possible.

3. organisation

3.1. Didactic principles

The teaching is thematically structured. The themes are organised with an investigative approach based on practical examples and lessons learned from the students ' educational area or in other close and current issues. Themes are selected so that they are suitable to show the importance of the use of biological theory and methodology in the field of education, and so they support the pupil's understanding of the connections between the core substance of different elements. Some of the themes are chosen so that they are suitable to engage in interaction with other disciplines, including training courses.

Experimental work and theory included integrated into teaching.

The teaching is organised with the interaction between different forms of work that ensures progression from the teacher-led to that the student can work independently with limited practical as well as theoretical issues. Emphasis is placed on the student's active and creative role through dialogue, research, documentation and dissemination.

3.2. Working methods

The teaching is organised with: – experimental work with emphasis on the learner as the investigative party



– Student actuating forms of work



– oral communication by student presentations and discussion



– mislaid teaching in the form of field work or study visits



– written documentation, in the form of, among other things, reports and laboratory records.

The experimental work represents approximately 20 per cent of the subject's duration.

Writing performance in the subject includes work with the subject's different writing genres and is an essential part of the learning process. The written work includes, inter alia, the following: – records of experimental work and field work



– reports prepared on the basis of records



– different types of tasks, inter alia with a view to the training of professional elements and interaction with other subjects



– other, URf.eks. presentations, posters and project report.

The written work in biology (B) must give students the opportunity to immerse themselves in the biological issues and strengthen the acquisition of biological knowledge and working methods. The written work is organised, so there is a progression in the subject's writing performance.

3.3. Information technology

It is involved in teaching, where it is appropriate for the fulfilment of the professional goals and to support the subject's study preparatory aim, URf.eks. in connection with data collection, data processing and calculations, information retrieval, bioinformatics, written presentation, conferences and presentations.

3.4. Interaction with other subjects

Biology (B) take specific starting point in topics and issues from education erhvervsuddannelsesfag and students ' internship. On the basis of biology (B) shall be organised on the basis of erhvervsuddannelsesfag studies or internship.

To be in education included at least one course, where the links between biology, math and other science subjects clarified for students.

4. Evaluation

4.1. The ongoing evaluation

Student advantage of teaching should be evaluated regularly, so there is a basis for a forward-looking guidance of the individual student in the work to achieve professional goals and for adjustment of the teaching.

4.2. test form

An oral examination shall be held on the basis of a case-or theme task that is prepared by the examiner.

The task will be based on cases, issues, articles, or the like, which have correlation with one or more of the themes.

The task contains a main subtitle as well as known and unknown annex. Documentation from the teaching can be involved.

The tasks must be able to form the basis for the analysis of biological findings, explanation of relevant professional background knowledge, involvement of teaching experimental and theoretical content and perspective to the issues of technological, societal, occupational, health, environmental or bioethical nature.

Examination time is approximately 30 minutes. The tasks handed out by lot the day before the test, and the preparation time is about 24 hours, and not less than 24 hours.

Each task may be used more than twice on the same team. Annex I may be used several times after the eksaminators choice.

Tasks without annexes must be known of examinees in the sample.

4.3. Assessment criteria

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

Emphasis is placed on the student's ability to: – analyze and explain biological issues and contexts with the proper use of biological terms



– analyze and discuss the biological findings



– put the task's concern in relation to relevant biological theory



– a prospective analysis of professional knowledge for commercial, health, environmental, societal, technological, or bio-ethical conditions.

Given one character on an overall assessment of the testees ' oral performance.



1. Annex II Construction technology B – special study addressed subjects for use by eux-course July 2013

1. Identity and purpose

1.1. Identity

Profession building technology includes the correlation between technological solutions and societal issues in particular in the building and construction sector.

The course integrates assessments of the interplay between technological progress and social development and analysis of the technology. The subject deals – on the basis of analyses of social issues – with the development of products and the interplay between technology, knowledge, organization and product, so technical and scientific knowledge is combined with practical work in workshops.

The subject gives the eleven elements of a technological formation through an understanding of the interplay between technology and society, a critical sense and ability of solution of practical/theoretical issues through problem orientation, as well as an understanding of how technological knowledge produced through analysis and synthesis in a pooled process.

The subject's method is problem based learning in the longer project. Project courses involved, implies that

eux-gradient's individual subjects is used in a context where technical knowledge combined in appropriate way.

1.2. Purpose

Profession contribute to eux-gradient's purposes by strengthening students ' assumptions of higher education, especially in the fields of engineering, technology and science.

The aim is that students develop their understanding of theoretical knowledge as a tool for the analysis of reality close and complex issues. Students gain insight into the relationship between science, technology and development of society, so that they can remain critical and reflective to technological development and societal conditions.

The course provides knowledge and understanding of technology as a solution to problems, technology as the creator of problems and the need to involve actors and stakeholders in technology development in order to take account of the social impact of technology.

In addition, it is the aim that students will get knowledge of the various technologies used in business, for the development of ideas and innovative and creative processes important in the context of the development of products.

Furthermore, the aim is that students gain experience working with the link between scientific theory and practical training in workshops and background for the choice of manufacturing processes. Students should be able to incorporate and apply elements from other disciplines in projects that simultaneously supports the other subjects in the training.

Finally, the aim is that the students get experience with problem-based learning in the longer project cycle, including independent work, both individually and in cooperation with others, as well as study and working methods which are relevant in higher education.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – analyze and document a societal issue and apply the method of systematic product development to the development of a product that contributes to the solution to the problem



– implement less empirical studies documenting an issue



– apply methods for idea development in connection with development of products



– explain the main environmental effects for cause and effect and for environmental considerations in product development



– manufacture products with tools and methods in vocational training, and assess and document the quality of the product
– apply and explain the relevant scientific knowledge in a technological context and in connection with product development and manufacturing process



– explain how technological knowledge produced, including thoughts and theories behind the technology's development, and for technology's interaction with the surrounding society



-work independently and together with others in the larger problem based project and apply the method to plan, implement and evaluate the project cycle



– document and present project cycle, in writing, orally and visually



– disseminating knowledge convincing and accurately in written and oral form.

2.2. Core fabric

Nuclear substance is the following: Technology and environmental assessment



– technology as technique, knowledge, organization and product



– technology development as linear and interactive development



– technology assessment as impact assessment, integrated assessment and constructive assessment



– environmental assessment, assessment of the environmental impact of materials and products.



Product development



– methods for idea generation and innovation



– systematic product development with master realization phases, requirement study, product principle, product design and production preparation



– form and function in connection with the design of selected products



– forms of production, single-unit, series and mass production.



Project a passing supervisor



-problem formulation



– problem analysis and documentation of the problem through the collection, selection and processing of information



– qualitative and quantitative method for gathering information



– project planning



– working relationships between students, between student and tutor and between student and external collaborators.



Documentation and presentation



– building a technical report



– Visual Tools for the presentation of a project



– written and oral communication



– the use and citation of sources.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug elaborates and perspektiverer nuclear substance, and in connection with projects that involved new topic areas. Parts of the supplementary drug retrieved from vocational training courses. Additional fabric will be fabric attached to the selected category and the selected product. The additional drug substance must collectively put pupils and kernel unable to meet academic goals.

3. organisation

3.1. Didactic principles

Training is given in the profession is problem-based learning in the longer project, where students work together in groups as far as possible.

The course is planned along with the basic profession technology C, so there is a progression in project programmes from projects with a given problem to problem-oriented projects, which takes as its starting point in a societal issue. Group work is organised, so the focus is on knowledge sharing between the students in the Group and on the pupils ' collaborative production of new knowledge in the context of the individual project. The teaching emphasis on that subject's disciplines is experienced as a whole. In the context of the work with the subject's substance included current cases and tasks or discipline-oriented projects.

In project courses involved must work in the workshops included substantially, and the emphasis is on the relationship between theory and practice. As a starting point for projects shall prepare the teacher a project proposal, where the professional goal for the project is clear.

3.2. Working methods

In building technology (B) are working in several students groups, and workshop training will be included as an essential part of the teaching. The teaching is organised with a number of problem-based project, which includes the analysis and documentation of selected issues, product development and manufacturing of the product. In the projects uses eleven technical and scientific knowledge, making environmental considerations in the context of the development of the product and highlights the interplay between development process, product and society.

Throughout the process the student demonstrates his skills and knowledge by writing work.

A written opinion will be included as an integral and continuous process in daily teaching, so the learner experience of writing as a meaningful and necessary discipline.

The written opinion should contribute to the dissemination of technical knowledge, work and documentation (drawings, tables, sketches, diagrams, etc.) into larger reports. The written work may where appropriate be replaced by an electronic presentation.

Final conducted a separate project to project test in the subject. The project is carried out as group work, unless very specific or pedagogical considerations prevail. In the course of the project to associate with the group/the student a project supervisor. The Central asked project proposal is formulated so that the wide covers the professional goals, describes the social issue the Group's/student's project should take as its starting point, as well as information on any special conditions, requirements and prerequisites for the project and the solution to the problem. Group/pupil chooses among the presentations and prepare a project description, which must be approved by the school, before project work can commence. The project description shall be approved when it is academically and in level appropriate and realistic and can be conducted on a professional basis within the school framework.

The project is carried out in a special project period separated from the common teaching of the subject.

Project period contains approximately 45 hours of training time that settled within about six weeks, and in the last week of the project period usually carried no other teaching.

Group/student handing in a written report and a practical finished product at a time to be determined by the Ministry of children and education. Both are examination and assessment basis. Students, working in a group, have joint responsibility for the delivered, regardless of whether the school's leader chooses to implement the oral part of the sample, as a group or as individual sample test.

3.3. Information technology

It is used in teaching, where relevant and practicable, URf.eks. in the context of information retrieval, data acquisition, calculations, technical drawing, report writing, documentation, and presentation. In building technology (B) teaches students to use it as a natural tool in the project work.

3.4. Interaction with other subjects

In building technology (B) uses the pupils knowledge from eux-gradient's other subjects in connection with projects. Students apply knowledge and skills from both the secondary school subjects such as training courses and traineeship as URf.eks. technical documentation, material knowledge and craftsmanship skills. Also scheduled the profession in order to achieve the greatest possible coordination with relevant competences from eux-gradient's other subjects.

4. Evaluation

4.1. Ongoing evaluation

The continuous evaluation must clearly reflect both the professional skills as the ability to master the used forms of work. Evaluation shall be carried out in the light of the objectives which the teacher has set by a gradient starting, as well as the objectives the student has itself set for the course. Work with the separate project, included in the sample project, see. paragraph 3.2., form part of the basis for the submission of the final position in nature, but the project is judged not separately prior to the oral part of the sample.

4.2. test form

There is a project to try with the written report, product and associated oral examination, as after school's leader's choice is implemented as a group or as individual sample test. By group sample examination organised in such a way as to ensure that the basis of an individual assessment of each examinee, see. 4.3. When professional circumstances make it necessary, the school leader a exempts examinee from the group test.

The sample is centrally produced and has the basis of a common theme that contains various project presentations.

Before the oral part of the sample sends school group/the testees ' report to the censor. Examiner and examiner are discussing in the oral part of the examination, on the basis of presentations by the examiner, which issues the group/the examinee must deepen.

Examination time is approximately 30 minutes per examinee. By group examination time per examinee test can be shortened by up to six minutes. No preparation time.

The oral part of the examination consists of the Group's/the testees ' presentation and presentation of the project complemented with detailed questions from the examiner. The examination then shapes itself as an in-depth conversation, on the basis of group/project and the subject's goal the testees '.

Group/the testees ' presentation and presentation of the project may include a maximum of half of the examination time.

4.3. Assessment criteria

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

Emphasis is placed on the following: Report



– documentation and communication value, including clarity, context, source references, and technical documentation



— documentation and processing of project issues



– a technical reasoned argumentation for requirements and selections



– the interaction between the product development process, product and society, including environmental considerations



– involvement of relevant knowledge from other disciplines in eux-process



– planning and assessment of the project.



Product/process flow
– care and professionalism in the manufacture



– idea, originality and quality in relation to the stated requirements.



Oral examination



– the oral presentation of the project



– presentation of the chosen solutions



– ability to combine theory and practical work in a project



– student's demonstration of ownership in relation to the content of the project



– reply of the main and additional questions.

The assessment is individual, and one character is given on the basis of an overall assessment of the testees ' performance, including the written report, the work product and the oral examination.



1. Annex III B – special study directed food technology courses for use by eux-course July 2013

1. Identity and purpose

1.1. Identity

The subject food technology include the correlation between technological solutions and societal issues particularly in the food sector.

The course integrates assessments of the interplay between technological progress and social development and analysis of the technology. The subject deals – on the basis of analyses of social issues – with the development of products and the interplay between technology, knowledge, organization and product, so technical and scientific knowledge is combined with practical work in workshops.

The subject gives the eleven elements of a technological formation through an understanding of the interplay between technology and society, a critical sense and ability of solution of practical/theoretical issues through problem orientation, as well as an understanding of how technological knowledge produced through analysis and synthesis in a pooled process.

The subject's method is problem based learning in the longer project. Project courses involved, implies that

eux-gradient's individual subjects is used in a context where technical knowledge combined in appropriate way.

1.2. Purpose

Profession contribute to eux-gradient's purposes by strengthening students ' assumptions of higher education, especially in the fields of engineering, technology and science.

The aim is that students develop their understanding of theoretical knowledge as a tool for the analysis of reality close and complex issues. Students gain insight into the relationship between science, technology and development of society, so that they can remain critical and reflective to technological development and societal conditions.

The course provides knowledge and understanding of technology as a solution to problems, technology as the creator of problems and the need to involve actors and stakeholders in technology development in order to take account of the social impact of technology.

In addition, it is the aim that students will get knowledge of the various technologies used in business, for the development of ideas and innovative and creative processes important in the context of the development of products.

Furthermore, the aim is that students gain experience working with the link between scientific theory and practical training in workshops and background for the choice of manufacturing processes. Students should be able to incorporate and apply elements from other disciplines in projects that simultaneously supports the other subjects in the training.

Finally, the aim is that the students get experience with problem-based learning in the longer project cycle, including independent work, both individually and in cooperation with others, as well as study and working methods which are relevant in higher education.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – analyze and document a societal issue and apply the method of systematic product development to the development of a product that contributes to the solution to the problem



– implement less empirical studies documenting an issue



– apply methods for idea development in connection with development of products



– explain the main environmental effects for cause and effect and for environmental considerations in product development



– manufacture products with tools and methods in vocational training, and assess and document the quality of the product



– apply and explain the relevant scientific knowledge in a technological context and in connection with product development and manufacturing process



– explain how technological knowledge produced, including thoughts and theories behind the technology's development, and for technology's interaction with the surrounding society



-work independently and together with others in the larger problem based project and apply the method to plan, implement and evaluate the project cycle



– document and present project cycle, in writing, orally and visually



– disseminating knowledge convincing and accurately in written and oral form.

2.2. Core fabric

Nuclear substance is the following: Technology and environmental assessment



– technology as technique, knowledge, organization and product



– technology development as linear and interactive development



– technology assessment as impact assessment, integrated assessment and constructive assessment



– environmental assessment, assessment of the environmental impact of materials and products.



Product development



– methods for idea generation and innovation



– systematic product development with master realization phases, requirement study, product principle, product design and production preparation



– form and function in connection with the design of selected products



– forms of production, single-unit, series and mass production.



Project a passing supervisor



-problem formulation



– problem analysis and documentation of the problem through the collection, selection and processing of information



– qualitative and quantitative method for gathering information



– project planning



– working relationships between students, between student and tutor and between student and external collaborators.



Documentation and presentation



– building a technical report



– Visual Tools for the presentation of a project



– written and oral communication



– the use and citation of sources.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug elaborates and perspektiverer nuclear substance, and in connection with projects that involved new topic areas. Parts of the supplementary drug retrieved from vocational training courses. Additional fabric will be fabric attached to the selected category and the selected product. The additional drug substance must collectively put pupils and kernel unable to meet academic goals.

3. organisation

3.1. Didactic principles

Training is given in the profession is problem-based learning in the longer project, where students work together in groups as far as possible.

The course is planned along with the basic profession technology C, so there is a progression in project programmes from projects with a given problem to problem-oriented projects, which takes as its starting point in a societal issue. Group work is organised, so the focus is on knowledge sharing between the students in the Group and on the pupils ' collaborative production of new knowledge in the context of the individual project. The teaching emphasis on that subject's disciplines is experienced as a whole. In the context of the work with the subject's substance included current cases and tasks or discipline-oriented projects.

In project courses involved must work in the workshops included substantially, and the emphasis is on the relationship between theory and practice. As a starting point for projects shall prepare the teacher a project proposal, where the professional goal for the project is clear.

3.2. Working methods

In food technology (B) are working in several students groups, and workshop training will be included as an essential part of the teaching. The teaching is organised with a number of problem-based project, which includes the analysis and documentation of selected issues, product development and manufacturing of the product. In the projects uses eleven technical and scientific knowledge, making environmental considerations in the context of the development of the product and highlights the interplay between development process, product and society.

Throughout the process the student demonstrates his skills and knowledge by writing work.

A written opinion will be included as an integral and continuous process in daily teaching, so the learner experience of writing as a meaningful and necessary discipline.

The written opinion should contribute to the dissemination of technical knowledge, work and documentation (drawings, tables, sketches, diagrams, etc.) into larger reports. The written work may where appropriate be replaced by an electronic presentation.
Final conducted a separate project to project test in the subject. The project is carried out as group work, unless very specific or pedagogical considerations prevail. In the course of the project to associate with the group/the student a project supervisor. The Central asked project proposal is formulated so that the wide covers the professional goals, describes the social issue the Group's/student's project should take as its starting point, as well as information on any special conditions, requirements and prerequisites for the project and the solution to the problem. Group/pupil chooses among the presentations and prepare a project description, which must be approved by the school's head, before project work can commence. The project description shall be approved when it is academically and in level appropriate and realistic and can be conducted on a professional basis within the school framework.

The project is carried out in a special project period separated from the common teaching of the subject.

Project period contains approximately 45 hours of training time that settled within about six weeks, and in the last week of the project period usually carried no other teaching.

Group/student handing in a written report and a practical finished product at a time to be determined by the Ministry of children and education. Both are examination and assessment basis. Students, working in a group, have joint responsibility for the delivered, regardless of whether the school's leader chooses to implement the oral part of the sample, as a group or as individual sample test.

3.3. Information technology

It is used in teaching, where relevant and practicable, URf.eks. in the context of information retrieval, data acquisition, calculations, technical drawing, report writing, documentation, and presentation. In food technology (B) teaches students to use it as a natural tool in the project work.

3.4. Interaction with other subjects

In food technology (B) uses the pupils knowledge from eux-gradient's other subjects in connection with projects. Students apply knowledge and skills from both the secondary school subjects such as training courses and traineeship as URf.eks. technical documentation, material knowledge and craftsmanship skills. Also scheduled the profession in order to achieve the greatest possible coordination with relevant competences from eux-gradient's other subjects.

4. Evaluation

4.1. Ongoing evaluation

The continuous evaluation must clearly reflect both the professional skills as the ability to master the used forms of work. Evaluation shall be carried out in the light of the objectives which the teacher has set by a gradient starting, as well as the objectives the student has itself set for the course. Work with the separate project, included in the sample project, see. paragraph 3.2., form part of the basis for the submission of the final position in nature, but the project is judged not separately prior to the oral part of the sample.

4.2. test form

There is a project to try with the written report, product and associated oral examination, as after school's leader's choice is implemented as a group or as individual sample test. By group sample examination organised in such a way as to ensure that the basis of an individual assessment of each examinee, see. 4.3. When professional circumstances make it necessary, the school leader a exempts examinee from the group test.

The sample is centrally produced and has the basis of a common theme that contains various project presentations.

Before the oral part of the sample sends school group/the testees ' report to the censor. Examiner and examiner are discussing in the oral part of the examination, on the basis of presentations by the examiner, which issues the group/the examinee must deepen.

Examination time is approximately 30 minutes per examinee. By group examination time per examinee test can be shortened by up to six minutes. No preparation time.

The oral part of the examination consists of the Group's/the testees ' presentation and presentation of the project complemented with detailed questions from the examiner. The examination then shapes itself as an in-depth conversation, on the basis of group/project and the subject's goal the testees '.

Group/the testees ' presentation and presentation of the project may include a maximum of half of the examination time.

4.3. Assessment criteria

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

Emphasis is placed on the following: Report



– documentation and communication value, including clarity, context, source references, and technical documentation



— documentation and processing of project issues



– a technical reasoned argumentation for requirements and selections



– the interaction between the product development process, product and society, including environmental considerations



– involvement of relevant knowledge from other disciplines in eux-process



– planning and assessment of the project.



Product/process flow



– care and professionalism in the manufacture



– idea, originality and quality in relation to the stated requirements.



Oral examination



– the oral presentation of the project



– presentation of the chosen solutions



– ability to combine theory and practical work in a project



– student's demonstration of ownership in relation to the content of the project



– reply of the main and additional questions.

The assessment is individual, and one character is given on the basis of an overall assessment of the testees ' performance, including the written report, the work product and the oral examination.



1. Annex IV Industrial Technology B – special study addressed subjects for use by eux-course July 2013

1. Identity and purpose

1.1. Identity

The profession of industrial technology includes the correlation between technological solutions and societal issues particularly within industrial area.

The course integrates assessments of the interplay between technological progress and social development and analysis of the technology. The subject deals – on the basis of analyses of social issues – with the development of products and the interplay between technology, knowledge, organization and product, so technical and scientific knowledge is combined with practical work in workshops.

The subject gives the eleven elements of a technological formation through an understanding of the interplay between technology and society, a critical sense and ability of solution of practical/theoretical issues through problem orientation, as well as an understanding of how technological knowledge produced through analysis and synthesis in a pooled process.

The subject's method is problem based learning in the longer project. Project courses involved means that eux-gradient's individual subjects is used in a context where technical knowledge combined in appropriate way.

1.2. Purpose

Profession contribute to eux-gradient's purposes by strengthening students ' assumptions of higher education, especially in the fields of engineering, technology and science.

The aim is that students develop their understanding of theoretical knowledge as a tool for the analysis of reality close and complex issues. Students gain insight into the relationship between science, technology and development of society, so that they can remain critical and reflective to technological development and societal conditions.

The course provides knowledge and understanding of technology as a solution to problems, technology as the creator of problems and the need to involve actors and stakeholders in technology development in order to take account of the social impact of technology.

In addition, it is the aim that students will get knowledge of the various technologies used in business, for the development of ideas and innovative and creative processes important in the context of the development of products.

Furthermore, the aim is that students gain experience working with the link between scientific theory and practical training in workshops and background for the choice of manufacturing processes. Students should be able to incorporate and apply elements from other disciplines in projects that simultaneously supports the other subjects in the training.

Finally, the aim is that the students get experience with problem-based learning in the longer project cycle, including independent work, both individually and in cooperation with others, as well as study and working methods which are relevant in higher education.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – analyze and document a societal issue and apply the method of systematic product development to the development of a product that contributes to the solution to the problem



– implement less empirical studies documenting an issue



– apply methods for idea development in connection with development of products



– explain the main environmental effects for cause and effect and for environmental considerations in product development



– manufacture products with tools and methods in vocational training, and assess and document the quality of the product



– apply and explain the relevant scientific knowledge in a technological context and in connection with product development and manufacturing process



– explain how technological knowledge produced, including thoughts and theories behind the technology's development, and for technology's interaction with the surrounding society



-work independently and together with others in the larger problem based project and apply the method to plan, implement and evaluate the project cycle
– document and present project cycle, in writing, orally and visually



– disseminating knowledge convincing and accurately in written and oral form.

2.2. Core fabric

Nuclear substance is the following: Technology and environmental assessment



– technology as technique, knowledge, organization and product



– technology development as linear and interactive development



– technology assessment as impact assessment, integrated assessment and constructive assessment



– environmental assessment, assessment of the environmental impact of materials and products.



Product development



– methods for idea generation and innovation



– systematic product development with master realization phases, requirement study, product principle, product design and production preparation



– form and function in connection with the design of selected products



– forms of production, single-unit, series and mass production.



Project a passing supervisor



-problem formulation



– problem analysis and documentation of the problem through the collection, selection and processing of information



– qualitative and quantitative method for gathering information



– project planning



– working relationships between students, between student and tutor and between student and external collaborators.



Documentation and presentation



– building a technical report



– Visual Tools for the presentation of a project



– written and oral communication



– the use and citation of sources.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug elaborates and perspektiverer nuclear substance, and in connection with projects that involved new topic areas. Parts of the supplementary drug retrieved from vocational training courses. Additional fabric will be fabric attached to the selected category and the selected product. The additional drug substance must collectively put pupils and kernel unable to meet academic goals.

3. organisation

3.1. Didactic principles

Training is given in the profession is problem-based learning in the longer project, where students work together in groups as far as possible.

The course is planned along with the basic profession technology C, so there is a progression in project programmes from projects with a given problem to problem-oriented projects, which takes as its starting point in a societal issue. Group work is organised, so the focus is on knowledge sharing between the students in the Group and on the pupils ' collaborative production of new knowledge in the context of the individual project. The teaching emphasis on that subject's disciplines is experienced as a whole. In the context of the work with the subject's substance included current cases and tasks or discipline-oriented projects.

In project courses involved must work in the workshops included substantially, and the emphasis is on the relationship between theory and practice. As a starting point for projects shall prepare the teacher a project proposal, where the professional goal for the project is clear.

3.2. Working methods

In industrial technology (B) are working in several students groups, and workshop training will be included as an essential part of the teaching. The teaching is organised with a number of problem-based project, which includes the analysis and documentation of selected issues, product development and manufacturing of the product. In the projects uses eleven technical and scientific knowledge, making environmental considerations in the context of the development of the product and highlights the interplay between development process, product and society.

Throughout the process the student demonstrates his skills and knowledge by writing work.

A written opinion will be included as an integral and continuous process in daily teaching, so the learner experience of writing as a meaningful and necessary discipline.

The written opinion should contribute to the dissemination of technical knowledge, work and documentation (drawings, tables, sketches, diagrams, etc.) into larger reports. The written work may where appropriate be replaced by an electronic presentation.

Final conducted a separate project to project test in the subject. The project is carried out as group work, unless very specific or pedagogical considerations prevail. In the course of the project to associate with the group/the student a project supervisor. The Central asked project proposal is formulated so that the wide covers the professional goals, describes the social issue the Group's/student's project should take as its starting point, as well as information on any special conditions, requirements and prerequisites for the project and the solution to the problem. Group/pupil chooses among the presentations and prepare a project description, which must be approved by the school's head, before project work can commence. The project description shall be approved when it is academically and in level appropriate and realistic and can be conducted on a professional basis within the school framework.

The project is carried out in a special project period separated from the common teaching of the subject.

Project period contains approximately 45 hours of training time that settled within about six weeks, and in the last week of the project period usually carried no other teaching.

Group/student handing in a written report and a practical finished product at a time to be determined by the Ministry of children and education. Both are examination and assessment basis. Students, working in a group, have joint responsibility for the delivered, regardless of whether the school's leader chooses to implement the oral part of the sample, as a group or as individual sample test.

3.3. Information technology

It is used in teaching, where relevant and practicable, URf.eks. in the context of information retrieval, data acquisition, calculations, technical drawing, report writing, documentation, and presentation. In industrial technology (B) teaches students to use it as a natural tool in the project work.

3.4. Interaction with other subjects

In industrial technology (B) uses the pupils knowledge from eux-gradient's other subjects in connection with projects. Students apply knowledge and skills from both the secondary school subjects such as training courses and traineeship as URf.eks. technical documentation, material knowledge and craftsmanship skills. Also scheduled the profession in order to achieve the greatest possible coordination with relevant competences from eux-gradient's other subjects.

4. Evaluation

4.1. Ongoing evaluation

The continuous evaluation must clearly reflect both the professional skills as the ability to master the used forms of work. Evaluation shall be carried out in the light of the objectives which the teacher has set by a gradient starting, as well as the objectives the student has itself set for the course. Work with the separate project, included in the sample project, see. paragraph 3.2., form part of the basis for the submission of the final position in nature, but the project is judged not separately prior to the oral part of the sample.

4.2. test form

There is a project to try with the written report, product and associated oral examination, as after school's leader's choice is implemented as a group or as individual sample test. By group sample examination organised in such a way as to ensure that the basis of an individual assessment of each examinee, see. 4.3. When professional circumstances make it necessary, the school leader a exempts examinee from the group test.

The sample is centrally produced and has the basis of a common theme that contains various project presentations.

Before the oral part of the sample sends school group/the testees ' report to the censor. Examiner and examiner are discussing in the oral part of the examination, on the basis of presentations by the examiner, which issues the group/the examinee must deepen.

Examination time is approximately 30 minutes per examinee. By group examination time per examinee test can be shortened by up to six minutes. No preparation time.

The oral part of the examination consists of the Group's/the testees ' presentation and presentation of the project complemented with detailed questions from the examiner. The examination then shapes itself as an in-depth conversation, on the basis of group/project and the subject's goal the testees '.

Group/the testees ' presentation and presentation of the project may include a maximum of half of the examination time.

4.3. Assessment criteria

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

Emphasis is placed on the following: Report



– documentation and communication value, including clarity, context, source references, and technical documentation



— documentation and processing of project issues



– a technical reasoned argumentation for requirements and selections



– the interaction between the product development process, product and society, including environmental considerations



– involvement of relevant knowledge from other disciplines in eux-process



– planning and assessment of the project.



Product/process flow



– care and professionalism in the manufacture



– idea, originality and quality in relation to the stated requirements.



Oral examination



– the oral presentation of the project



– presentation of the chosen solutions



– ability to combine theory and practical work in a project



– student's demonstration of ownership in relation to the content of the project



– reply of the main and additional questions.
The assessment is individual, and one character is given on the basis of an overall assessment of the testees ' performance, including the written report, the work product and the oral examination.



Annex 1. V Teknikfag B – Construction and energy – special study addressed subjects for use by eux-course July 2013

1. Identity and purpose

1.1. Identity

The course deals with the development and manufacture of products within the construction area and the necessary conditions. The course includes the interplay between technology, knowledge, organization and product, with a focus on technical and scientific knowledge to be integrated in product development and manufacturing process and combined with practical work in workshops and laboratories.

The subject deals with the design, materials, production processes, installations, deployments, supply, administration and organization. In the subject part and product manufacturing process flow at a level that reflects occupational professionalism within the construction area. In engineering profession ensuring interaction with other subjects, both subjects at upper secondary level education from vocational training. Large parts of the engineering profession is implemented as a project-based teaching in the interplay between theory and practical work in workshops and laboratories. The profession ensures professional immersion, independent work, reflection and knowledge of project-based methods. Project courses involved means that eux-gradient's individual subjects is used in a context that combines different knowledge on relevant way.

1.2. Purpose

Engineering profession contributes to the overall purpose-eux know that eleven strengthens its formal and real opportunities to implement higher education especially in the technical and natural sciences.

Engineering profession develops the ability to relate analytical, reflective and innovative to technical designs and solutions in the outside world and to applied scientific knowledge.

In the field of engineering academic areas is the aim that students get insight into planning, describe and implement independent projects and specific projects.

Furthermore, the aim is that students develop their abilities to search, processing and disseminating relevant information, to immerse themselves in a specific technical problem and to combine theory and practical work. Students should be able to incorporate and apply elements from other disciplines in projects that simultaneously supports the other subjects in the training.

Finally, the engineering profession to contribute to the students acquire knowledge and experience in project-based approaches, including independent work both individually and in cooperation with others.

2. Professional objectives and technical content

Engineering profession is composed of key themes, which are mandatory for engineering profession, by an election theme, as the school's leader selects among the election themes, as set out below, and of an immersive area. Election-themed immersive area is chosen so that it supports vocational training courses in the main course, including optional specialefag, in the course of which the subject is included-eux. A part of the final project is located in immersive area. Key themes and the selected choice theme make up about 70 percent of the subject's duration. Immersive area represents approximately 30 per cent of the subject's duration. Engineering profession and the choice theme included in the subject, are set at the elevens eux-proof.

2.1. Professional goals

Students must be capable of the following: Key themes (40%)



1) planning:



– work with the planning processes that characterize a construction or production process from the idea to finished construction



– develop plans, including timetables, for the technique the subject's production processes.



2) Design:



– work with the development of a project from idea to finished construction or product construction



– produce drawings using CAD



– carry out a argued the choice of materials and components in relation to the economy, life and environmental impact



– evaluation of finished projects and propose any changes.



3) construction:



– construct and manufacture simple building elements, including fixtures, or wood-based constructions in full scale



– work and move about safely in workshop and on the building site



– perform quality control on own constructions.



4) energy and the environment:



– clarify the use and function of energy sources for the supply of a House, including renewable energies



– account for selected environmental conditions by ordinary operation of buildings.



Election themes (30%)



5) building structures:



– account for parts of the architecture history



– carry out documented choice of dimensions on simple structures



– carry out the simple heat transfer calculations in relation to the energy frame



– construct, produce and assemble construction parts in full scale.



6) plumbing fixtures:



– account for the development of waste-water handling



– explain installation principles of plumbing fixtures



– compute and solve problems at the sizing of small installations from the supply to the thing to use



– perform all or parts of simple installations in full scale.



7) energy plants:



– account for different types of housing in terms of energy consumption



– carry out trials and develop and produce solutions for energy optimisation in a selected housing



– perform all or part of the proposed solution



– assess the quality of the proposed solution.



8) building components:



– give an account of developments in the field of building materials and components



– implement testing and testing of construction materials properties and give suggestions for the development of components for building structures



– perform all or part of a building's construction, where the component is included



– assess the component quality.



9) surveying and civil engineering:



– explain the principles for and carry out soil studies



– explain the principles for and perform minor land measurement and levelling tasks



-plan and carry out simple stocking works.



10) Machining, wood:



– establish requirements and specifications for General machining operations and General collections of wood-based materials



– justify and choose machining shape and Assembly method for ordinary wood-based materials



– perform common operations and collections of wood-based materials.



11) Construction, wood:



-plan and carry out the sizing



– plan and execute element Assembly



-plan and carry out production preparation.



12) Materials, wood:



– account for different tree species properties



– Select materials and coating for a given construction based on physical and chemical properties



– explain the life cycle of a product.



13) Automation, wood:



– establish requirements and specifications for a simple automation process



– Select the automation components



– draw up relevant diagrams for process



– possibly manufacture the automated product.



Immersive area (30%)



– through immersion in one of the key themes or theme in the election demonstrates greater academic knowledge, understanding, reflection and autonomy in the theme. The goal made concrete in the school's tuition plan prior to the commencement of delivery.

2.2. Core fabric

Nuclear substance are as follows: Key themes



1) planning:



– the planning laws and rules



– planning processes in construction and under construction of fixtures and furniture.



2) Design:



– notices and rules



– technical communication, including the design process



– materials, constructions, installations and civil engineering works



– the use of informatics tools by design



– quality control.



3) construction:



– construction of simple construction parts



-2D and 3D CAD



-safety at work



– quality control.



4) energy and the environment:



– different energy forms to a dwelling



– drain systems, emissions and waste removal associated with the disposal.



Election themes



5) building structures:



– architectural history within single-family homes



– the building structures, including structures, standard basis, notes, analyses, materials and manufacturing processes.



– principles of energy hit calculations, including simple heat transfer calculations.



6) plumbing fixtures:



– the development of waste-water handling



-Plumbing and drainage applications, including resource consumption



– rules for dimensioning and execution.



7) energy plants:



– different types of residential energy consumption



– energy optimisation



– test methods for the development of energy plants.



8) building components:



– developments in the field of building materials and components



– material properties



– test methods for the development and demonstration of construction materials.



9) surveying and civil engineering:



– soil conditions and soil studies
– principles of marketing, leveling and land surveying



– principles for the planning and construction of simple works.



10) Machining, wood:



– wood industry elle work operations, including elaborate justification for choice and theoretical basis for this.



11) Construction, wood:



– the design elements and phases in a design flow, including design quality.



12) Materials, wood:



– wood-and furniture industry materials, including physical and strength properties and surface treatments.



13) Automation, wood:



– automation systems within the timber industry.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a scale equivalent to approximately 30 per cent of the professional content. The fabric shall be selected in such a way that it highlights new dimensions, perspektiverer and deepens the nuclear substance, especially with a view to the achievement of the objective in immersive area, and in particular supports the inclusion of knowledge from vocational training courses in the student's projects.

3. organisation

3.1. Didactic principles

Teaching represents a wide range of different learning strategies, including problem-based learning in the longer project that in engineering profession takes its starting point in a technical problem in the construction site. The teaching emphasis on that subject's disciplines, both from the actual technique profession as from training courses, are perceived as a whole. The teaching emphasis on project arbejdsformens methods (including the Group's role in idea generation, information retrieval and preparation of project description and timetable) is experienced as a whole. The theoretical work is done with ever order the practical, and the practical work is done with the involvement of the still theoretical. Key election theme as well as training courses and integrate increasingly and with increased progression in project courses involved, both in relation to professional disciplines as to the actual project work form. To the extent possible, be involved also pupils ' experience from internship periods.

3.2. Working methods

The teaching is carried out as a project-based teaching supported by subject teaching. The teaching is praksisnær and application-orientated with interaction between theory and practical work. Students work with technical issues, and equal emphasis on theory and workshop work. The practical teaching takes place at a level which reflects commercial professionalism within the engineering profession, and engages in the greatest possible degree courses from vocational training. Included trials, demonstrations, manufacture and material-and product testing. Companies involved in education, including guest lecturers, industry tradeshows, project collaboration and internship companies. Working with oral and written communication, and written works in the form of project reports.

Finishing includes teaching a project that forms the starting point for project test in the subject. The project is carried out as group work, unless very specific professional or pedagogical considerations prevail. The project is carried out in a special project period separated from the common teaching of the subject. In the last week of the project period usually carried no other teaching. Project period contains approximately 45 hours of training time within about five weeks. In the project period are attached to the student/group a project supervisor. Diploma project can be organized together with the final test/test in vocational training journeymen, if this is practicable. The project contains teknikfag (B), as well as subjects from vocational training.

The project drawn up within the framework of the project proposal prepared by the school. Project concept papers must be formulated so that they collectively cover the subject's core drug and supplementary substance and describes which technological or technical problem to be solved, as well as informing any special conditions, requirements and prerequisites concerning the solution to the problem.

Student/group chooses among the presentations and prepare a project description, which must be approved by the school's head, before project work can commence. The project description shall be approved when it is academically and in level appropriate, realistic and can be conducted on a professional basis within the school framework.

Delivery time should normally be not later than one week prior to the exam period. At the time of delivery provided for student/group delivers a written report and either a product or performed documentation for a practical carried out process flow. Both are examination and assessment basis. Students, working in a group, have joint responsibility for the delivered, regardless of whether the school's leader chooses to implement the oral part of the test as an individual test or as a group test.

3.3. Information technology

Information technology assistive devices are integrated as natural tools in the subject and are used for information search, data collection, calculation, simulation, control and regulation, drawing and visualization as well as text and image processing for the preparation of project reports.

3.4. Interaction with other subjects

Large parts of the core substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in eux-progress, including, in particular, interaction with vocational subjects.

The project work in the subject carried out in interaction with one or more of the student's courses in vocational training. Student's graduation project involves subjects from vocational training.

4. Evaluation

4.1. Ongoing evaluation

Students in such instruction shall prepare a number of projects, which results in a product with corresponding project report. In connection with the completion of each theme or project period evaluated the progress and student achievement. The evaluation is carried out partly by project presentation with opponents, partly through in-depth conversations about how performance can be improved in the future. The evaluation gives an individual assessment of the level of and developments in the professional position in relation to the anticipated development and professional goals.

Work with the separate project, included in the sample project, see. paragraph 3.2., form part of the basis for the submission of the final position in nature, but the project is judged not separately prior to the oral part of the sample.

4.2. test form

Held project test with written report, product/process flow and related examination, as after school's leader's choice is implemented as a group or as individual sample test. By group sample examination organised in such a way as to ensure that the basis of an individual assessment of each examinee, see. 4.3. When professional circumstances make it necessary, the school leader a exempts examinee from the group test. Project presentations will be made by the school, see. item 3.2. Before the oral part of the sample sends a copy of the Group's school/the testees ' report to the censor. Examiner and examiner are discussing in the oral part of the sample, which issues the group/the examinee must deepen.

Examination time is approximately 30 minutes per examinee. By group examination time per examinee test can be shortened by up to six minutes. No preparation time.

The oral part of the examination consists of the Group's/the testees ' presentation and presentation of the project (written report and practically done product/documentation of process flow), supplemented with detailed questions from the examiner. On the basis of the project contains the oral part of the sample is also an in-depth conversation, which could include relevant topics throughout the subject's core drug and supplementary material. Group/the testees ' presentation and presentation of the project may not exceed half of the examination time.

4.3. Assessment criteria

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

General



– ability to combine theory and practical work in a project



– involvement of relevant knowledge from other disciplines in education, including vocational training courses



– perspective to relevant topics within the engineering profession.



The report's format and content



– processing of project issues



– planning and assessment of project cycle



– documentation and communication value, including clarity, context, source references, and technical documentation



– specified requirements for the product



– a technical reasoned argumentation for the choice made.



Product/process flow



– care and professionalism in the manufacture



– quality in relation to the stated requirements.



Oral examination



– the oral presentation of the project



– presentation of the chosen solutions



— demonstration of ownership in relation to the content of the project



– reply of the main and additional questions.

The assessment is individual, and given one character on an overall assessment of the testees ' performance, including the written report, the practical export product/process flow and the oral examination.



Annex Teknikfag (B) 1.VI – Process, food and health – special study addressed subjects for use by eux-course July 2013

1. Identity and purpose

1.1. Identity
The course deals with the development and manufacture of products within the vocational common entrance food to humans and the necessary conditions. The course includes the interplay between technology, knowledge, organization and product, with a focus on technical and scientific knowledge to be integrated in product development and manufacturing process and combined with practical work in workshops and laboratories.

The course deals with the methods of analysis, biotechnology, food, microbiology, product manufacturing, and health and environment. In the subject part and product manufacturing process flow at a level that reflects occupational professionalism within the teknikfags area process, food and health. In engineering profession ensuring interaction with other subjects, both subjects at upper secondary level education from vocational training. Large parts of the engineering profession is implemented as a project-based teaching in the interplay between theory and practical work in workshops and laboratories. The profession ensures professional immersion, independent work, reflection and knowledge of project-based methods. Project courses involved means that eux-gradient's individual subjects is used in a context that combines different knowledge on relevant way.

1.2. Purpose

Engineering profession contributes to the overall purpose-eux know that eleven strengthens its formal and real opportunities to implement higher education especially in the technical and natural sciences.

Engineering profession develops the ability to relate analytical, reflective and innovative to technical designs and solutions in the outside world and to applied scientific knowledge.

In the field of engineering academic areas is the aim that students get insight into planning, describe and implement independent projects and specific projects. In addition, students gain an understanding of the relationships between biological knowledge and its application in technological contexts.

Furthermore, the aim is that students develop their abilities to search, processing and disseminating relevant information, to immerse themselves in a specific technical problem and to combine theory and practical work.

Students should be able to incorporate and apply elements from other disciplines in projects that support the other subjects in the training.

Finally, the engineering profession help learners acquire knowledge and experience in project-based approaches, including independent work both individually and in cooperation with others.

2. Professional objectives and technical content

Engineering profession is composed of key themes, which are mandatory for engineering profession, by an election theme, as the school's leader selects among the election themes, as set out below, and of an immersive area. Election-themed immersive area is chosen so that it supports vocational training courses in the main course, including optional specialefag, in the course of which the subject is included-eux. A part of the final project is located in immersive area. Key themes and the selected choice theme make up about 70 percent of the subject's duration. Immersive area represents approximately 30 per cent of the subject's duration. Engineering profession and the choice theme included in the subject, are set at the elevens eux-proof.

2.1. Professional goals

Students must be capable of the following: Key themes (40%)



1) analytical methods and quality assessment:



– choose, justify and apply the relevant methods of analysis



– quality assessing method of analysis and selected product.



2) Health and environment:



– propose method to lighting or solution of a health problem



– carry out a study to illuminate or resolve the problem.



3) Biotechnology:



– account for selected biotechnical methods in relation to health.



– explain ethical considerations and implications for human health and the environment



Election themes (30%)

4) foods: – plan and carry out production of food



– optimize the process on the basis of selected criteria



– assess the importance of the quality of raw materials for the product's nutritional properties



– assess the ethical and health aspects of the manufacture and consumption of food.



5) lifestyle – health:



– identify and describe a behaviour is of importance for the health and well-being of a given target group



– propose changes in lifestyle with justification in health



– plan and try out a code of conduct-changing procedure or process



– assess the progress and impact of the intervention.



6) diet and nutrition:



– describe a diet related problem



– propose and justify the choice of diet plan based on individual health concerns



– implement the production or analysis in relation to the issue



– assess and put the compiled program.



Immersive area (30%)



– through immersion in one of the key themes or in the chosen choice theme demonstrated greater knowledge, understanding, reflection and autonomy in the theme. The goal made concrete in the school's tuition plan prior to the commencement of delivery.

2.2. Core fabric

Nuclear substance are as follows: Key themes



1) analytical methods and quality assessment:



– physical, chemical and microbiological analysis methods



– relevant machine technique.



2) Health and environment:



– methods of analysis are related to health, disease or environmental



– relevant Physiology and pathology



– selected legislation in relation to specific projects.



3) Biotechnology:



– biotechnology, including governance, regulation and methods to intervene in living organisms, natural growth and reproduction



– examples of biotechnological methods and their application.



Election themes



4) foods:



– nutrition, heerunder substance and energy production and excretion



– Microbiology



– production conditions, including production phases, hygiene



– waste products and the environment



– relevant legislation.



5) lifestyle – health:



– data collection and analysis methods



– lifestyle parameters impact on aspects such as URf.eks. nutritional status and working environment



– pathology.



6) diet and nutrition:



– the basic nutrition, diet plans and diet analysis



– Physiology



– dietary guidance and recommendations



– the relevant laws and regulations.

2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a scale equivalent to approximately 30 per cent of the professional content. The fabric shall be selected in such a way that it highlights new dimensions, perspektiverer and deepens the nuclear substance, especially with a view to the achievement of the objective in immersive area, and in particular supports the inclusion of knowledge from vocational training courses in the student's projects.

3. organisation

3.1. Didactic principles

Teaching represents a wide range of different learning strategies, including problem-based learning in the longer project that in engineering profession takes its starting point in a technical problem within the vocational common entrance food for people. The teaching emphasis on that subject's disciplines, both from the actual technique profession as from training courses, are perceived as a whole. The teaching emphasis on project arbejdsformens methods (including the Group's role in idea generation, information retrieval and preparation of project description and timetable) is experienced as a whole. The theoretical work is done with ever order the practical, and the practical work is done with the involvement of the still theoretical. Key election theme as well as training courses and integrate increasingly and with increased progression in project courses involved, both in relation to professional disciplines as to the actual project work form. To the extent possible, be involved also pupils ' experience from internship periods.

3.2. Working methods

The teaching is carried out as a project-based teaching supported by subject teaching. The teaching is praksisnær and application-orientated with interaction between theory and practical work. Students work with technical issues, and equal emphasis on theory and workshop work. The practical teaching takes place at a level which reflects commercial professionalism within the engineering profession, and engages in the greatest possible degree courses from vocational training. Included trials, demonstrations, manufacture and material-and product testing. Companies involved in education, including guest lecturers, industry tradeshows, project collaboration and internship companies. Working with oral and written communication, and written works in the form of project reports.

Finishing includes teaching a project that forms the starting point for project test in the subject. The project is carried out as group work, unless very specific professional or pedagogical considerations prevail. The project is carried out in a special project period separated from the common teaching of the subject. In the last week of the project period usually carried no other teaching. Project period contains approximately 45 hours of training time within about five weeks. In the project period are attached to the student/group a project supervisor. Diploma project can be organized together with the final test/test in vocational training journeymen, if this is practicable. The project contains teknikfag (B), as well as subjects from vocational training.
The project drawn up within the framework of the project proposal prepared by the school. Project concept papers must be formulated so that they collectively cover the subject's core drug and supplementary substance and describes which technological or technical problem to be solved, as well as informing any special conditions, requirements and prerequisites concerning the solution to the problem.

Student/group chooses among the presentations and prepare a project description, which must be approved by the school's head, before project work can commence. The project description shall be approved when it is academically and in level appropriate, realistic and can be conducted on a professional basis within the school framework.

Delivery time should normally be not later than one week prior to the exam period. At the time of delivery provided for student/group delivers a written report and either a product or performed documentation for a practical carried out process flow. Both are examination and assessment basis. Students, working in a group, have joint responsibility for the delivered, regardless of whether the school's leader chooses to implement the oral part of the test as an individual test or as a group test.

3.3. Information technology

Information technology assistive devices are integrated as natural tools in the subject and are used for information search, data collection, calculation, simulation, control and regulation, drawing and visualization and text and imaging software for the preparation of project reports.

3.4. Interaction with other subjects

Large parts of the core substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in eux-progress, including, in particular, interaction with vocational subjects.

The project work in the subject carried out in interaction with one or more of the student's courses in vocational training. Student's graduation project involves subjects from vocational training.

4. Evaluation

4.1. Ongoing evaluation

Students in such instruction shall prepare a number of projects, which results in a product with corresponding project report. In connection with the completion of each theme or project period evaluated the progress and student achievement. The evaluation is carried out partly by project presentation with opponents, partly through in-depth conversations about how performance can be improved in the future. The evaluation gives an individual assessment of the level of and developments in the professional position in relation to the anticipated development and professional goals.

Work with the separate project, included in the sample project, see. paragraph 3.2., form part of the basis for the submission of the final position in nature, but the project is judged not separately prior to the oral part of the sample.

4.2. test form

Held project test with written report, product/process flow and related examination, as after school's leader's choice is implemented as a group or as individual sample test. By group sample examination organised in such a way as to ensure that the basis of an individual assessment of each examinee, see. 4.3. When professional circumstances make it necessary, the school leader a exempts examinee from the group test. Project presentations will be made by the school, see. item 3.2. Before the oral part of the sample sends a copy of the Group's school/the testees ' report to the censor. Examiner and examiner are discussing in the oral part of the sample, which issues the group/the examinee must deepen.

Examination time is approximately 30 minutes per examinee. By group examination time per examinee test can be shortened by up to six minutes. No preparation time.

The oral part of the examination consists of the Group's/the testees ' presentation and presentation of the project (written report and practically done product/documentation of process flow), supplemented with detailed questions from the examiner. On the basis of the project contains the oral part of the sample is also an in-depth conversation, which could include relevant topics throughout the subject's core drug and supplementary material. Group/the testees ' presentation and presentation of the project may not exceed half of the examination time.

4.3. Assessment criteria

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

General



– ability to combine theory and practical work in a project



– involvement of relevant knowledge from other disciplines in education, including vocational training courses



– perspective to relevant topics within the engineering profession.



The report's format and content



– processing of project issues



– planning and assessment of project cycle



– documentation and communication value, including clarity, context, source references, and technical documentation



– specified requirements for the product



– a technical reasoned argumentation for the choice made.



Product/process flow



– care and professionalism in the manufacture



– quality in relation to the stated requirements.



Oral examination



– the oral presentation of the project



– presentation of the chosen solutions



— demonstration of ownership in relation to the content of the project



– reply of the main and additional questions.

The assessment is individual, and given one character on an overall assessment of the testees ' performance, including the written report, the practical export product/process flow and the oral examination.



Annex 1. VII Teknikfag B – production and development – special study addressed subjects for use by eux-course July 2013

1. Identity and purpose

1.1. Identity

The course deals with the development and manufacture of products and the necessary conditions. The course includes the interplay between technology, knowledge, organization and product, with a focus on technical and scientific knowledge to be integrated in product development and manufacturing process and combined with practical work in workshops and laboratories.

The subject deals with design and development, components and materials, management and monitoring as well as manufacture. In the subject part and product manufacturing process flow at a level that reflects occupational professionalism within the selected teknikfags area. In engineering profession ensuring interaction with other subjects, both subjects at upper secondary level education from vocational training. Large parts of the engineering profession is implemented as a project-based teaching in the interplay between theory and practical work in workshops and laboratories. The profession ensures professional immersion, independent work, reflection and knowledge of project-based methods. Project courses involved means that eux-gradient's individual subjects is used in a context that combines different knowledge on relevant way.

1.2. Purpose

Engineering profession contributes to the overall purpose-eux know that eleven strengthens its formal and real opportunities to implement higher education especially in the technical and natural sciences.

Engineering profession develops the ability to relate analytical, reflective and innovative to technical designs and solutions in the outside world and to applied scientific knowledge.

In the field of engineering academic areas is the aim that students get insight into planning, describe and implement independent projects and specific projects.

Furthermore, the aim is that students develop their abilities to search, processing and disseminating relevant information, to immerse themselves in a specific technical problem and to combine theory and practical work. Students should be able to incorporate and apply elements from other subjects in the projects and help to support the other subjects in the training.

Finally, the engineering profession help learners acquire knowledge and experience in project-based approaches under inclusion of historical, cultural, economic, productive and environmental aspects.

2. Professional objectives and technical content

Engineering profession is composed of key themes, which are mandatory for engineering profession, of two election themes, as the school's leader selects among the election themes, as set out below, and of an immersive area. Election themes and immersive field is selected within a by election themes, as the school's head selector, so it supports the individual vocational training courses in the main course, including optional specialefag. A part of the final project is located in immersive area. Key themes and the elect election themes make up about 70 percent of the subject's duration. Immersive area represents approximately 30 per cent of the subject's duration. Engineering profession and the choice theme included in the subject, are set at the elevens eux-proof.

2.1. Professional goals

Students must be capable of the following: Key themes (40%)



1) product development on the basis of a given technical problem:



– carry out development of ideas



– explain and prepare a product development plan



– draw up requirement specifications



– use of CAD to design



– account for quality activities in a company



– manufacture of prototype.



2) production and process monitoring:



– use and make appropriate selection of measuring instruments



– carry out relevant measurements



– perform analysis of measurement results.



3) Automation and control technology:



– draw up charts for, and carry out erection of simple hydraulic, pneumatic or electrical circuits



– in the completed election themed area make a simple programming, URf.eks. by CNC, PC or PLC



– recognize the interface technique, data communications and CIM.



4) Material technology:
– propose suitable materials/components for a given application, including take environmental considerations.



Election themes (30%)



5) Processes, machine:



– establish requirements and specifications for chip removing and chipless and joins



– justify and choose machining form as well as concatenation method



– perform machining shapes and joining methods



– perform Assembly and montage of simple products.



6) Construction, machine:



-plan and carry out the sizing



– plan and execute element Assembly



-plan and carry out production preparation.



7) Materials, machine:



– describe the mechanical integrity of the materials, including origin, properties, and applications



– justify the choice of material and select materials and protection form for a given construction



– explain the life cycle of a product.



8) Automation, machine:



– establish requirements and specifications for a simple automation process



– Select the automation components



– draw up relevant diagrams for process



– manufacture automation device.



9) Analog-and digital technique, el:



– make choice of passive components, Common semiconductors, linear and digital circuits in connection with the design of circuit



– carry out A/D-D/A conversion and explain different conversion principles



– carry out the schematics and PCB layout using CAD and manufacturing printed circuits, taking into account the electrical and mechanical aspects.



10) Programmable electronics, el:



– develop interface electronics and software for collecting measurement data



– construct systems for controlling, regulating or monitoring



– use a micro controller or PLC for real-time processes



– recognize techniques in wireless and data transmission by wire.



11) Appliance tech, el:



– preparation of specifications and requirements for individual components of a given machine relative to the application



– propose, justify and execute kabinetudformning and make machine mounting



– propose protection components for passenger and component protection



– justify and propose solutions for overcoming the electrical noise.



12) Industrial electrical engineering, el:



– justify and suggest the use of electric motors and generators in practice



– justify and apply engines in management technical setups



– justify and apply the transducers to the solution of management technical tasks



– account for the use of three-phase alternating current and protective systems in the industry.



Immersive area (30%)



– through immersion in one of the key themes or one of the two chosen election themes to demonstrate greater knowledge, understanding, reflection and autonomy in the theme. The goal made concrete in the school's tuition plan prior to the commencement of delivery.

2.2. Core fabric

Nuclear substance are as follows: Key themes



1) product development:



– a product development from concept to production, CAD, quality management and orientation about the cost of purchase and production.



2) production and process monitoring:



– measurement and insight in measuring instruments.



3) Automation and control technology:



– operating systems and computer-based production processes.



4) Material technology:



– material properties, manufacture, use, testing and processing.



Election themes



5) Processes, machine:



– machine industrial work operations, including elaborate justification for choice and theoretical basis for this.



6) Construction, machine:



– the design elements and phases in a design flow, including design quality.



7) Materials, machine:



– iron and machine industry materials, including physical, chemical and strength properties, corrosion forms and protection.



8) Automation, machine:



– automation systems.



9) Analog-and digital technique, el:



– the theory behind and the construction of the electrical circuit.



10) Programmable electronics, el:



– programmable electronics in interaction with the physical environment



– data transmission protocols.



11) Appliance tech, el:



– appliance design.



– principles of electrical isolation and personal protection



– electrical noise attenuation.



12) Industrial electrical engineering, el:



– electric motors and generator operation



– selected tranduceres operation



– three phase alternating current



– Electric technique applied in industry.

2.3 Additional fabric

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a scale equivalent to approximately 30 per cent of the professional content. The fabric shall be selected in such a way that it highlights new dimensions, perspektiverer and deepens the nuclear substance, especially with a view to the achievement of the objective in immersive area, and in particular supports the inclusion of knowledge from vocational training courses in the student's projects.

3. organisation

3.1. Didactic principles

Teaching represents a wide range of different learning strategies, including problem-based learning in the longer project that in engineering profession takes its starting point in a technical problem within the relevant vocational common entrance. The teaching emphasis on that subject's disciplines, both from the actual technique profession as from training courses, are perceived as a whole. The teaching emphasis on project arbejdsformens methods (including the Group's role in idea generation, information retrieval and preparation of project description and timetable) is experienced as a whole. The theoretical work is done with ever order the practical, and the practical work is done with the involvement of the still theoretical. Key election themes, as well as training courses and integrate increasingly and with increased progression in project courses involved. To the extent possible, be involved also pupils ' experience from internship periods.

3.2. Working methods

The teaching is carried out as a project-based teaching supported by subject teaching. The teaching is praksisnær and application-orientated with interaction between theory and practical work. Students work with technical issues, and equal emphasis on theory and workshop work. The practical teaching takes place at a level which reflects commercial professionalism within the selected area, and involves teknikfags to the greatest possible degree courses from vocational training. Included trials, demonstrations, manufacture and material-and product testing. Companies involved in education, including guest lecturers, industry tradeshows, project cooperation, internship companies or visit. Working with oral and written communication, and written works in the form of project reports.

Finishing includes teaching a project that forms the starting point for project test in the subject. The project is carried out as group work, unless very specific professional or pedagogical considerations prevail. The project is carried out in a special project period separated from the common teaching of the subject. In the last week of the project period usually carried no other teaching. Project period contains approximately 45 hours of training time within about five weeks. In the project period are attached to the student/group a project supervisor. Diploma project can be organized together with the final test/test in vocational training journeymen, if this is practicable. The project contains teknikfag (B), as well as subjects from vocational training.

The project drawn up within the framework of the project proposal prepared by the school. Project concept papers must be formulated so that they collectively cover the subject's core drug and supplementary substance and describes which technological or technical problem to be solved, as well as informing any special conditions, requirements and prerequisites concerning the solution to the problem.

Student/group chooses among the presentations and prepare a project description, which must be approved by the school's head, before project work can commence. The project description shall be approved when it is academically and in level appropriate, realistic and can be conducted on a professional basis within the school framework.

Delivery time should normally be not later than one week prior to the exam period. At the time of delivery provided for student/group delivers a written report and a practical finished product or documentation for a completed process flow. Both are examination and assessment basis. Students, working in a group, have joint responsibility for the delivered, regardless of whether the school's leader chooses to implement the oral part of the test as an individual test or as a group test.

3.3. Information technology

Information technology assistive devices are integrated as natural tools in the subject and are used for information search, data collection, calculation, simulation, control and regulation, drawing and visualization and text and imaging software for the preparation of project reports.

3.4. Interaction with other subjects

Large parts of the core substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in eux-progress, including, in particular, interaction with vocational subjects.
The project work in the subject carried out in interaction with one or more of the student's courses in vocational training. Student's graduation project involves subjects from vocational training.

4. Evaluation

4.1. Ongoing evaluation

Students in such instruction shall prepare a number of projects, which results in a product with corresponding project report. In connection with the completion of each theme or project period evaluated the progress and student achievement. The evaluation is carried out partly by project presentation with opponents, partly through in-depth conversations about how performance can be improved in the future. The evaluation gives an individual assessment of the level of and developments in the professional position in relation to the anticipated development and professional goals. Work with the separate project, included in the sample project, see. paragraph 3.2., form part of the basis for the submission of the final position in nature, but the project is judged not separately prior to the oral part of the sample.

4.2. test form

Held project test with written report, product or process flow and associated oral examination, as after school's leader's choice is implemented as a group or as individual sample test. By group sample examination organised in such a way as to ensure that the basis of an individual assessment of each examinee, see. 4.3. When professional circumstances make it necessary, the school leader a exempts examinee from the group test. Project presentations will be made by the school, see. item 3.2. Before the oral part of the sample sends a copy of the Group's school/the testees ' report to the censor. Examiner and examiner are discussing in the oral part of the sample, which issues the group/the examinee must deepen.

Examination time is approximately 30 minutes per examinee. By group examination time per examinee test can be shortened by up to six minutes. No preparation time.

The oral part of the examination consists of the testees ' presentation and disclosure of the Group's/his project (written report and practically done product/documentation of process flow), supplemented with detailed questions from the examiner. On the basis of the project contains the oral part of the sample is also an in-depth conversation, which could include relevant topics throughout the subject's core drug and supplementary material. Group/the testees ' presentation and presentation of the project may not exceed half of the examination time.

4.3. Assessment criteria

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

General



– ability to combine theory and practical work in a project



– involvement of relevant knowledge from other disciplines in education, including vocational training courses



– perspective to relevant topics within the engineering profession.



The report's format and content



– processing of project issues



– planning and assessment of project cycle



– documentation and communication value, including clarity, context, source references, and technical documentation



– specified requirements for the product



– a technical reasoned argumentation for the choice made.



Product/process flow



– care and professionalism in the manufacture



– quality in relation to the stated requirements.



Oral examination



– the oral presentation of the project



– presentation of the chosen solutions



— demonstration of ownership in relation to the content of the project



– reply of the main and additional questions.

The assessment is individual, and given one character on an overall assessment of the testees ' performance, including the written report, the practical export product/process flow and the oral examination.



Annex 2. In Danish B – special study addressed subjects for use by commercial vocational training, July 2013

1. Identity and purpose

1.1. Identity

Danish is a humanities elective subjects with interfaces to the social sciences. The subject's core is text analysis and text production, having read, narrated, is written and interpreted texts expressing human thoughts, experiences, feelings, intentions and attitudes.

The subject deals with language, literature and media. The Danish language is the starting point of the subject's work to uncover, generate and understand the importance of different text types, including to see and interpret in work with Visual texts.

1.2. Purpose

The purpose of education is to develop students ' creative and critical faculties through the acquisition and application of knowledge about language, literature, and media. The subject contributes to the building of students ' competence by developing reflection study and analytical skills through work with texts in a linguistic, aesthetic, cultural and historical perspective. Mastery of a safe language expression, reflection and critical-analytical sense develops students ' ability to commit themselves with accountability and tolerance and to actively take part in a democratic society.

The aim is also, through work with text types that vary in time, location, genre and intention that the student develops its self and environment understanding as part of the personal identity formation.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – to express themselves orally and in writing, formally correct, balanced and useful argumentative



– demonstrate insight into the language's structure, usage, and function as well as be able to use grammatical terminology



– use a variety of oral and written genres, including summary, explanation, characteristics, discussion and discussion paper



– carry out a methodical and relevant analysis and interpretation of the different texts as well as orally, in writing,



– put into perspective and evaluate the texts based on knowledge of social, aesthetic, communicative and business related contexts



– read and extract meaning from print and electronic media texts and be able to assess these as part of a communication situation



– master the relevant reading, speaking, listening and writing strategies in relation to the subject and purpose



– use it to relevant communication, writing and information retrieval.

2.2. Core fabric

Nuclear substance is: – oral and written language skills, including rhetoric and argumentation



– multiple literary genres, including journalism, images as well as occupational and vocational communication



– Danish texts from key periods, with a particular obligation on the texts after the modern breakthrough



– literary works of importance to Danish and European culture and mindset



– language, media and literature, scientific concepts, tools and methods.

The profession is organised in four focus areas: – language and communication



– trends in time



– two optional areas of focus within the categories: genre, authorship, theme, period, media, art and culture, as well as occupational and vocational communication.

To read four works, either in association with focus areas or independently with an emphasis on the General work of understanding.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric will be selected, so that it, along with the core substance contributes to the development of the professional objectives in the subject. The additional fabric includes texts and studies, perspektiverer and deepens the core substance. Parts of the supplementary drug retrieved from vocational training courses. Work with the supplementary drug will often be characterized by a high degree of student influence.

3. organisation

3.1. Didactic principles

Teaching should be based on the student's academic level.

Depending on the student's academic prerequisites based teaching thus far on the Danish level C in vocational training or on the final objectives of the subject in Danish primary school.

The teaching is organised so that the subject's written and oral dimension working together and supports the further development of the skills of listening, speaking, reading, writing, and view.

Work with language, media and literature should be integrated as far as possible. Both literary and communication texts should be represented within the focus areas, and working a linguistic, literary and media analytics with these. Professionally relevant reading strategies involved in working with texts.

3.2. Working methods

The teaching is organised with varying forms of work and different learning strategies which cater for learner's cultural background, influence and professional immersion. The student will be involved in the choice of fabric and forms of work.

Working with various writing exercises in a natural progression up to the Danish task.

3.3. Danish task

The student shall produce at the end of the training course a Danish task.

The student selects the task item Danish territory on the basis of the teaching is conducted in the areas of focus.

The purpose of this task is to strengthen the student's vocational skills know that eleven in association with the professional work and with the involvement of professional theory and method works with a core academic subject, as well as to the student at the end of the teaching of Danish documenting his writing skills.

Danish pupil teacher's supervisor at the task. The student should choose in consultation with supervisor area. The pupil offered guidance with a view to the identification of a problem formulation within the area. Problem formulation must be approved no later than two weeks before the delivery date. The school establishes a procedure for doing so.
The student submits the Danish task to school no later than two weeks before the end of teaching. Time for filing of Danish task is determined by the way of the school according to the task's overall purpose.

Danish task compiled and assessed individually.

Danish task is included in the final assessment of the student's writing skills in the subject.

3.4. It

It included both as a tool in teaching and in the form of electronic texts, which should be the subject of analysis and assessment. It is used in connection with the student's information retrieval, communication, text analysis and text production.

4. Evaluation

4.1. Ongoing evaluation

The pupil must along the way in the overall progression through mission work and individualised guidance to achieve a clear understanding of the level and the development of the professional standpoint. In addition, involved activities that stimulate the individual and common reflection on the benefits of teaching. The basis for the evaluation should be the professional goals.

4.2. test form

There will be held an oral examination. The school chooses for each hold one of the following two forms: Sample Test form a) held an oral examination on the basis of an unknown text material. Text material shall be the subject of analysis and perspective. The sample material and a description of the completed instruction sent to the examiner prior to the test.

Examination time is approximately 30 minutes. Provided approximately 60 minutes of preparation time.

The examination takes its starting point in the testees ' submission of its analysis and perspective of the unknown text followed by a conversation in which the examiner provides supplemental questions.

A sample material must not be used for the three exams on the same team.

Sample form b) held an oral examination on the basis of known case and document material.

Case and document material may be identical for all students in a team.

The test basis is one for casevirksomhed and one caseopgavesæt with the examinee known six unknown caseopgaver, which everyone takes as its starting point or perspektiverer to the well-known casevirksomhed.

Task set in its entirety must meet the academic goals and core substance.

The test begins with a casearbejdsdag of a duration of eight hours. On casearbejdsdagen draws up examinees, individually or in groups, presentation material, including task solutions and professional products for use for the exam. On casearbejdsdagen asking school relevant AIDS and resources for solution of the delivered tasks available. Shall not be eligible for vocational guidance to the examinee of the school's teachers during rehearsal. Presentation material shall be returned at the end of the casearbejdsdagens.

Before the oral part of the sample sends school caseopgavesættet as well as testees ' presentation material to the censor. Examiner chooses two to three tasks from the caseopgavesættet, which forms the basis for the individual on which an examinee.

Examination time is approximately 30 minutes. No preparation time.

The first part of the test consists of the testees ' presentation and submission of presentation material supplemented with detailed questions from the examiner. Second part shapes up as a conversation between the examinee and examiner on presentation material as a whole.

Even students shall try after try form a).

4.3. Assessment criteria

The assessment is an assessment of the extent to which the testees ' performance meets the technical objectives, as they are specified in point 2.1. The examinee must demonstrate appropriate could be the following: – including and nuanced oral manufacture



– organize and explain it towed topic



– apply the Danish technical knowledge and the subject's basic methods.

The rating is given on the basis of an overall assessment of the testees ' oral performance.



2. Annex II English B – special study addressed subjects for use by commercial vocational training, July 2013

1. Identity and purpose

1.1. Identity

English is a færdighedsfag, a vidensfag and a workshop dealing with the English-language areas and global contexts. The subject's workspace is the English language as means of communication and as a means of understanding of the culture and society in the English-speaking areas. The subject includes work with communication in practice, text analysis and text perspective as well as the English language's structure and grammar.

1.2. Purpose

It is the purpose of teaching, to the student through the work with English achieves the ability to understand and use the English language and thus create the conditions for that student can participate actively in regional and global contexts, both personally and professionally. It is also the objective that students acquire current knowledge of English society and global contexts. The course will also provide the basis for students ' ability to communicate across cultural borders both in General and occupational contexts is encouraged. Finally, the teaching of the subject's various disciplines help to develop students ' linguistic knowledge and consciousness.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to:-understand authentic English



– apply appropriate reading strategies and language learning strategies



– apply relevant text analysis methods and put into perspective the lyrics



– use knowledge of the English language's structure and grammar to language observation



– use knowledge about business-related, social and cultural conditions in an English-speaking area to the perspective of current conditions



– apply appropriate assistive devices for the acquisition, evaluation and dissemination of new knowledge about the language field and global contexts



– elaborate coherent for and participate in the conversation about work-related, social, cultural and general topics



– writing articulate different text types, including translations, internal and external business communications and formulating lyrics with commercial, civic, cultural and general content



– apply a business professional and general vocabulary



– use it for communication, information retrieval, language training and text production.

2.2. Core fabric

Nuclear substance is: – professional texts, news texts and electronic based material that deals with professional, social and cultural issues



– texts of English-language authors in selected main literary genres



– Central texts and electronic based material that add up to a portrait of either the United Kingdom or United States comprehensive business related, historical, social and cultural conditions



– business and General forms of communication



– a systematic English grammar, which combines theory, language comprehension, language awareness and practical use.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric will be selected, so that it, along with the core substance contributes to the development of the professional objectives in the subject. The supplementary substance typically include currently English-language material perspektiverer and deepens the nuclear substance, and is not necessarily a part of the topic reading. Parts of the supplementary drug retrieved from vocational training courses. Work with the supplementary drug will often be characterized by a high degree of student influence.

3. organisation

3.1. Didactic principles

Teaching should be based on the student's academic level.

Depending on the student's academic prerequisites are based so far on teaching English level C in vocational training or on the final objectives for the subject English in primary school.

The teaching is organised so that the student gradually meetings greater complexity in the fabric choice and methodology and experience greater autonomy and responsibility in relation to their own professional development. Between inductive and deductive forms of work.

Work with the subject's various subject areas are integrated, so that the pupil is experiencing a clear correlation between expression, substance and communication situation. To work with listening, reading and communication strategies, and the pupil's own language production in speech and writing must be a priority. The working language of teaching is quite predominantly in English. Choice of working language by the way of teaching depends on the different areas of focus and takes account of pupils ' individual linguistic assumptions.

3.2. Working methods

The teaching is organised in the form of three to five topics, incorporating a versatile and varied material on the basis of the subject's core substance. The written work is distributed evenly over the training and be integrated in the work of nuclear substance and organised with progression.

The written work must include screenings, tests and testing of language skills and language observation. It is used for documentation of the student's skills, for dissemination and independent processing of issues, including essay-writing.

In education included a self chosen topic, as determined in consultation between the teacher and student, and where the student works with one or more texts with a business-related or general topic in the field of nuclear substance. For a synopsis and a presentation material to be used in test form a) at the final oral examination.

3.3. Information technology and electronic media

Information technology and electronic media are used with the overall objective to promote pupils ' learning process and learning outcomes.

Integration of electronic media in education allows students to experience language in varied authentic and current contexts.
It should be used as one of several tools in support of written and oral communication, information retrieval, and by developing and testing language skills and be integrated into the teaching, where relevant.

4. Evaluation

4.1. Ongoing evaluation

After the end of each topic or project carried out an evaluation, so that the student can achieve a clear understanding of the level and the development of the professional position, and so that the individual and collective reflection on the benefits of teaching be strengthened. The basis for the evaluation should be the professional goals.

4.2. test form

There is a written and an oral examination.

The written test

The basis for the written test is a centrally lodged task. The test duration is four hours.

The oral test

The school chooses for each hold one of the following two forms: Sample Test form a) held an oral examination on the basis of the testees ' self-selected topic and an unknown text materials associated with one of the most studied topics. The topics included as the basis for the sample, taken together, cover the professional goals and core substance.

The unknown text material shall consist of one or more texts with a total extent of approximately two to four normal pages depending on the material's level of difficulty. Text material is supplied with a short instruction in English.

Text material as well as a list of the selected items are sent to the examiner prior to the test.

Examination time is approximately 30 minutes per examinee. Given approximately 30 minutes of preparation time.

The exam is two-fold.

The first part consists of the testees ' presentation and submission of his self-imposed topic, supplemented by detailed questions from the examiner.

Second part shapes up as a conversation between the examinee and examiner on the unknown text material with the inclusion of one of the most studied topics.

Examination time is distributed evenly between the two parts.

The same unknown text material may not be used for the three exams on the same team.

Sample form b) held an oral examination on the basis of known case and document material.

Case and document material may be identical for all students in a team.

The test basis is one for casevirksomhed and one caseopgavesæt with the examinee known six unknown caseopgaver, which everyone takes as its starting point or perspektiverer to the well-known casevirksomhed.

Task set in its entirety must meet the academic goals and core substance.

The test begins with a casearbejdsdag of a duration of eight hours. On casearbejdsdagen draws up examinees, individually or in groups, presentation material, including task solutions and professional products for use for the exam. On casearbejdsdagen asking school relevant AIDS and resources for solution of the delivered tasks available. Shall not be eligible for vocational guidance to the examinee of the school's teachers during rehearsal. Presentation material shall be returned at the end of the casearbejdsdagens.

Before the oral part of the sample sends school caseopgavesættet as well as testees ' presentation material to the censor. Examiner chooses two to three tasks from the caseopgavesættet, which forms the basis for the individual on which an examinee.

Examination time is approximately 30 minutes. No preparation time.

The first part of the test consists of the testees ' presentation and submission of presentation material supplemented with detailed questions from the examiner. Second part shapes up as a conversation between the examinee and examiner on presentation material as a whole.

Even students shall try after try form a).

4.3. Assessment criteria

By both the written and oral test assessed the extent to which the testees ' performance meets the technical objectives, as they are specified in point 2.1.

At the written test will be given to: – text understanding, overview and ability for the selection of relevant information



– understanding of the communication situation and ability to customize the text for the recipient



-ability to structure, develop the subject and make the relevant perspektiveringer



– safety in the mastery of the English language, including the language of the language and vocabulary



– ability to present views and argue coherently



– ability to use appropriate assistive devices, including it.

At the oral test will be given to: – understanding of the topic and the text



– ability to unfold the topic, carry out relevant perspektiveringer and present a coherent fabric, using it



— ability to engage in a conversation in English, presenting views and argue coherently



– ability to explain and apply relevant concepts and methods in relation to the text (s) and issue and make the relevant linguistic and stylistic observations



– safety in the mastery of the English language, including language accuracy, pronunciation, language usage and vocabulary.

By both the written and the oral test is given one character on the basis of an overall assessment of the testees ' performance. At the oral test included only the oral performance in assessment.



Annex 3. Thesis – for use by eux-course July 2013 1. The project includes two to three exam subjects and prepared by the individual student or multiple students in the community. The project is organised in accordance with the rules of the relevant training and ends with an individual oral examination on the basis of a synopsis.

The student can choose the subjects, such as exam project to be drawn up in, since the subjects, however, must involve at least one subjects at least B-level and one fag from vocational training. Particular requirements for fagvalget can be explained by the rules for that training. The student is required to prepare an exam project at the highest professional level, as the student has or follows in the subjects.

2. School appoints supervisor/mentors for each student in the disciplines included in the project.

3. Pupil, pupils, respectively choose in consultation with the supervisor/advisers a subject where the chosen subjects are included. The topic must be delimited in such a way that there can be a problem formulation, which ensures that there is no recycling of sections from the questionnaire responses can occur, as previously delivered and corrected.

4. Eleven, respectively the students, articulates a problem formulation that is approved by the supervisor/advisers. The need to accommodate multiple professional requirements in the disciplines that are part of the project, and it may not directly build on the part of the subject-related substance, that have already been made in the education of the pupil, pupils, respectively. However, there is nothing to prevent the project drawn up in the wake of the work of the subjects included in the project, or are connected with it.

5. Eleven, respectively the students, prepare a synopsis, which includes: – the title of the topic and an indication of the subjects included in the project



-problem formulation



– Overview of the issues that are worked with in the project



– clarification of the project's conclusions



– Overview of the methods used in the work



– a conclusion, possibly including the formulation of questions for further work



– an overview of the used sources.

By the end of the project in delivering exam the pupil the synopsis to the school in the required number of copies. The synopsis sent to censor before the test. The school establishes a procedure for doing so.

6. an individual oral examination shall be held on the basis of the synopsis. The examinee brings the synopsis and any additional notes for the test. Examination time is approximately 30 minutes per examinee. The test consists of the testees ' presentation of and presentation of the synopsis, supplemented by detailed questions from the examiner.

7. Evaluation of the exam project carried out on the basis of an overall assessment of the oral performance in relation to the professional objectives of the subjects included in the project.

In the assessment added in addition to this emphasis on: – examination of the subject on the basis of problem formulation



– structuring and disseminating the technical fabric



– involvement of relevant background material.

One character is given on the basis of a global assessment.



3. Annex II Major written task – for use by eux-course July 2013

1. Task's purpose

The purpose of the major writing task is that students work independently to immerse themselves in and communicate a technical problem within a selected area. Students must demonstrate that they are able to independently select, engage and apply the relevant material, and that they are able to implement a critical appraisal on a professional basis. In working with the larger task forces students so their writing Studio powers know that the written presentation must demonstrate that they are able to understand, process, summarize and disseminate available, a technical problem.

2. Objectives

The goal of the major writing task is that students must be able to demonstrate the ability to: – professional immersion and to acquaint themselves with new professional areas



-demonstrate the ability to select, apply and combine different academic approaches and thereby strengthen the professional immersion



– master the relevant professional goals in it or the subjects included in the task



– Select, bear cooperation and organize relevant materials



– demonstrate the ability of professional dissemination



– answer a posed problem, including that there is consistency between the task formulation and exam paper
-master the fremstillingsformen in a professional task (URf.eks. quote technique, notes, source and literature list).

3. The task framework

The major writing task is individual and shall be drawn up within one to three subjects after the student's own choice.

Write the task in one discipline, the student must either follow the teaching or have taken the test in the subject of at least B-level.

Writing task in several subjects, the student must follow or have taken the test in the subjects, of which at least one must be at least B-level.

The student is required to prepare its reply to the task at the highest professional level, student or follows in the subject/subjects.

The answer to the major written assignment shall be drawn up in the course of a school provided for week. The reply is to be drawn up in the Danish, but must, however, include a short summary in English.

The school shall establish a procedure for the extradition of task wording and the handing over of the replies.

4. Task formulation

The school shall designate one or more advisers for each pupil and lay down a procedure for the Guide.

Task the formulation shall be prepared by the student's tutor/tutors. It must accommodate discipline-specific, respectively, the multidisciplinary requirements in the disciplines that are part of the task, and there should be a requirement for immersion, which in essential respects goes beyond the work of the concerned subjects. Problem formulation must be concrete and delineated and must accurately indicate what will be required of the learner, and it should involve some aspect or be accompanied by an annex which has not been discussed in the instructions. Problem formulation must have such a form, that the pupil not in advance can produce detailed parts of the final answer, but at the same time, be so designed as to take account of the considerations, the pupil has done about the task in the guidance period. Write the task in one profession with practical touches, the task formulation clearly indicate that there is a written task.

Students who have selected the same area must have different problem formulations.

5. evaluation

Evaluation of the exam paper is a professional global assessment in relation to the professional objectives of the subjects included in the task.

In the assessment shall be in addition to this emphasis on: – whether the task is answered from the formulated requirements.



– whether there is a correlation between the temporal framework for the task and the responder lifetime notify scope and quality.



– If there has been used relevant background fabric for their response.



– If the substance is disseminated in a satisfactory manner and is treated sufficiently profound.



– If the material used is involved in reasonable extent.



– If there are precise references and appropriate documentation.



– If all sources are illuminated, and notes and bibliography are accurate and complete.



– whether the production is clearly committed, and that there is consistency in their response.



– about the linguistic formulation is clear, precise and uniform throughout the task.

One character is given on the basis of a global assessment.

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