Key Benefits:
| Chapter 1 | The purpose of the education |
| Chapter 2 | Educational Time |
| Chapter 3 | Trade and other procedures |
| Chapter 4 | Instructions and restraint |
| Chapter 5 | Management of the training |
| Chapter 6 | Planning and implementation of the Noise |
| Chapter 7 | Internal Evaluation |
| Chapter 8 | Education Descriptions and attestations for successful education |
| Chapter 9 | Special training and other special pedagogical assistance |
| Chapter 10 | Health training |
| Chapter 11 | Self-students |
| Chapter 12 | Crow |
| Chapter 13 | Fraviations from the notice |
| Chapter 14 | Entry into force and transitional rules |
| Appendix 1 | Summary of the contents of the notice and list of appendices-hf-individual, June 2013 |
| Appendix 2 | Courteers Study Preparation Write-HP-Single-class, June 2013 |
| Appendix 3 | Exhithing Project-HP-Indivigeal, June 2013 |
| Appendix 4 | Laboratory urses-hf-one-class, June 2013 |
| Appendix 5 | Tutorscheme and study book-hf-individual, June 2013 |
| Appendix 6 | Hostup education-hf-one-class, June 2013 |
| Appendix 7 | Biology C-hf-single-class, June 2013 |
| Appendix 8 | Dansk C-hf-individual, June 2013 |
| Appendix 9 | English C-hf-individual, June 2013 |
| Appendix 10 | Geography C-hf-single-class, June 2013 |
| Appendix 11 | Historie B-hf-one-class, June 2013 |
| Appendix 12 | Chemi C-hf-individual, June 2013 |
| Appendix 13 | Mathematics B-hf-individual, June 2013 |
| Appendix 14 | Religion C-hf-one-class, June 2013 |
| Appendix 15 | Samfound C-hf-one-class, June 2013 |
Completion of the hf-training organised as a single-class education training
In accordance with section 11 (4), 2, section 14 (4). 4, section 15 (3). 2, section 16 (4). 4, section 17, section 25, section 35, section Paragraph 1, section 36, paragraph. 3, section 37, paragraph. 3 and Section 38 (3). 2, in the law of training for the preparation of the preparation of the preparation (hf law), cf. Law Order no. 862 of 5. July 2010, as amended by law no. 613. of 12. June 2013, and paragraph 8 (3). 3, in the Act of Education and general adult education, etc., in accordance with the rule of law on general education and training. Law Order no. 880 of 8. August 2011 :
Chapter 1
The purpose of the education
§ 1. Training for higher preparation, organised as a single-class teaching for adults (hf-specific) is targeted at adults with an interest in knowledge, deepening, perspectives and abstraction. Education is offered as a class in a single class and in professional groups. Each profession and trade union groups shall be concluded by national standards and may be groused into a single single trade union, cf. Section 23 of the law on training for higher preparation of preparation (hf law). Higher level of preparation, at level 4 of the Danish Qualification Framework for Lifelong Learning.
Paragraph 2. Hf single-class is intended for adult couriages to obtain almenation, knowledge and skills that form the basis for further training or increase opportunities in the labour market. The teaching is theoretical and use-oriented, cf. § 27, paragraph. 2, and the flexible way is designed to strengthen the desire and interest of adults to continue to dedicate themselves to new knowledge and insight.
Paragraph 3. The course of training courses through training and educational qualifications must develop professional insight and study skills. They must gain confidence in the use of different forms of work and of the ability to function in a study environment, where the requirements for autonomy, cooperation and sans to seek knowledge are at the heart of the matter.
Paragraph 4. The Kursists must also achieve the conditions for active participation in a democratic society and an understanding of the opportunities for individual and, together, to contribute to development and change. The training must develop the creative and innovative capabilities of the Kurds, their critical sense and their responsibility, as well as their understanding of both the European and the European and global perspective.
Chapter 2
Educational Time
§ 2. The training period for the individual couriers includes the overall training course activity, that is, the amount of time, the courier conforms to the teaching and other activities organized by the training courses to the realisation of the objectives of the fagent, including technical and methodologies, cf. Section 20 (2). 1.
Paragraph 2. The training period will be done in hours a 60 minutes.
Paragraph 3. The preparation of the coupage for teaching, written work, official tests for examination, training and business guidance, as set out in the course of the study. Section 20 (2). 2, voluntary training, cf. § 15, study rescue, cf. § 16, and open study workshop, cf. Section 17 is not covered by the training period.
Chapter 3
Trade and other procedures
§ 3. The tender includes a single class and professional groups at high school C, B and A level, where A is the highest level. The instruction shall be provided in accordance with Appendix 2 to 15 of this Order, respectively, the notice and publication of the Community ' s electoral field in the field of secondary education. Among other things, there is a greater written task, cf. ~ 9, an examination project, cf. § 10, and workshop instruction, cf. § 11.
Paragraph 2. The tender offering may include a class from other high school education, cf. stx notice, hhx notice and the htx notice. The conduit of the courier shall consign at the same time that the profession shall be offered after which of the notices referred to in the subject in question shall be read. The instruction shall be subject to the rules of the subject in question.
Paragraph 3. The training period for the subject of this notice, cf. Annex 7-15, for subject matter at C-level 75 hours. The training period is for math B, 250 hours, and history B 150 hours. The training period for subject matter, etc., in accordance with the notice, the announcement of the joint parliamentary studies and the classes in the first paragraph of the Committee on the subject of the notification. 2 mentioned notices are laid down in the rules applicable to the training in question.
Paragraph 4. A 125-hour lift from C to B level is set aside, except in English, where the promise is 135 hours and 125 hours to lift from B-to A level.
§ 4. The trade offer may cover other subjects other than those referred to in section 3, cf. § 25, paragraph. 2.
§ 5. The trade offer may include a number of subjects (specialised packages) intended to take place at certain higher education.
§ 6. The trade offer may include elements of trade.
Paragraph 2. An outbid professional must constitute a limited unit and may cover up to half of the training period of the relevant professional.
Paragraph 3. The leader of the Kurd must draw up a description of the content to be contained within the framework and target of the relevant subject. The cursists must be made aware of the content description.
Paragraph 4. Items must not be provided for the purpose of the courier to compact several professional elements to a subject.
Paragraph 5. Training for teaching in a class cannot, at the same time, participate in teaching in a profession of the same profession.
Conditions for the inclusion of selected subjects
§ 7. The individual courier must normally have followed or follow the teaching of the nearest sub-level before they can follow training in the higher level.
Paragraph 2. The leader of the courier can derogate from paragraph. 1 where the real professional qualifications of the courier are deemed to be sufficient.
§ 8. Recording in biology A, Physics A and Chemistry A is conditional on the course of the coupage to follow instruction in math B or have professional assumptions corresponding to Math B.
Paragraph 2. Elections of German or French are conditional on the fact that the coupage has followed the test preparation of the population in the middle of two to four years or in any other way has obtained similar qualifications.
Major Written Task
§ 9. The couriers must be offered an offer to draw up a greater written task, cf. the Annex 4 of the notice referred to in Annex 4. The task has a degree of equivalent to 25 hours of training.
Exper-Project
§ 10. The couriers must be offered individually or groups to prepare an examination project, cf. Annex 3. The project has a scope corresponding to approximately 25 hours of training.
Other training activities in the training period
§ 11. Parts of training must be organised and organised as a workshop for the workshop, cf. Annex 6. The leader of the Kursets shall decide on the extent and location of this instruction, cf. § 39.
§ 12. Parts of training may be organised and organised as excursions etc. in the course of the leader of the class of the courier.
Paragraph 2. All excursions must be approved by the Executive of the Kurds and must be included in the fulfilment of the technical objectives to the same extent as the training they are taking instead.
§ 13. The leader of the courier may decide that, as part of the lesson, joint events and theme days may be held and may allow trainees to be held.
Paragraph 2. Community arrangements shall cover more than one unit and be organized under the freer forms than the usual course of training.
Paragraph 3. Thematic days may be used for activities across teams and must be such as to be able to work professionally and pedagogical relevant at a high school level.
Paragraph 4. Practice is in a business, an institution, or similar to one or more Kurdish people. Practik can be part of a learning process in all subjects, their interactions or in the written projects.
Paragraph 5. All joint events, theme days and internships must be approved by the leader of the courier and to be part of the objectives of the education.
§ 14. Parts of training can be carried out by a foreign training institution for the Kurds, who have signed up to a special arrangement in advance of this.
Activities outside of education
§ 15. The course is to offer the couriers ' voluntary education. The leader of the Kurds decides on which subjects and topics the teaching is being offered. The training that can be offered across teams may not include the subject of the test for professional training.
Paragraph 2. Participation in voluntary training cannot be made a condition of the individual courier's options for the choice of subjects or other activities offered by the course of course as part of the training.
Paragraph 3. The cures may establish special offers for courtings with special needs, cf. This is Section 47. These may be directed at the test-related technical training.
§ 16. The course can be offered to the courtside courses. Studiekredse can be offered groups of courier across teams. Studiekredse could not include trial-related training.
Paragraph 2. Participation in voluntary study can not be made a condition of the individual courier's ability to choose subjects or other activities offered by the course of course as part of the training period of the coupage.
Paragraph 3. The course can establish special offers for special skills, cf. special offers for the Kurdish. This is Section 47.
§ 17. The course can offer the couriers the opportunity to use the facilities of the course of the course of the open study or the like, so as to strengthen the study and the basis for ensuring that all the courier achieves a good trade in trade.
Lireplanes
§ 18. The objectives and content of the instruction appear in the respective readers, cf. § 3, and Annex 2-15.
Paragraph 2. The professional content of the professional content of Annex 7 to 15 shall be established in point. 2.2. Cerein and in the furs. 2.3. Supplementary material. The core matter includes the professional content that is mandatory for all the courier groups which have been given at that level. The additional substance is a freer framework within which professional content is chosen, which is deepening and outstretching the core material and extends the professional horizons of the coupage. Both core and supplementary matter are necessary in order to achieve the technical objectives. In the selection of nuclear and supplemental substances, the couriers must be involved.
§ 19. The language of education is Danish, unless the instruction takes place in a foreign institution, cf. § 14. The Ministry of Children and Education may, in other cases, approve the language, German or French language, English, German or French.
Paragraph 2. The instruction shall be used by a joint grammatical terminology. The languages of the proverted text may be used in the teaching of all classes and in their interaction.
Paragraph 3. This training shall include training in study methodology.
Chapter 4
Instructions and restraint
20. The leader of the Kurds must ensure that professional and methodical guidance is given in the individual subjects, and for Kurds who receive training in professional packages, as well as in the interaction between professionals, which are part of the training period.
Paragraph 2. The training and vocational guidance provided by the couriers in accordance with the announcement of the choice of higher education and professions and on guidance as part of maintaining students, courier and students in training must be offered ; out of education.
Paragraph 3. The leader shall ensure that guidelines are drawn up for the work of maintaining the training courses in training, including the reduction of the absence and the procedures for reelection or absence, cf. Section 14 of the law on training for the preparation of the preparation of the preparation of the preparation (hf law).
§ 21. In the case of couriers receiving training courses and other continuous courses of action, the head of the class of the teachers shall designate a number of tutors each to follow and advise normal six to eight courses through their entire teaching procedure, cf. Annex 5.
Paragraph 2. For other courier purposes other than those referred to in paragraph 1. 1, may the leader of the class of the teachers designate a number of tutors each to follow and advise normal six to eight couriers through their entire education process.
§ 22. The manager of the courier shall ensure that applications for single-skilled flows are offered guidance, including guidance on the planning of an individual training course and selection of subjects. The guide is given in the context of accession and in the selection of new subjects.
Chapter 5
Management of the training
Creation
-23. The course sets out the framework for the creation of teams.
Paragraph 2. The leader of the Kursets will decide on the creation of a specific subject.
§ 24. The leader of the Kurds is deciding on the distribution of the Kurds on the individual teams. The leader of the Kursets can decide that the teaching of practical or educational reasons in certain cases may occur in a cross-range basis.
Paragraph 2. When the leader of the courier decides to merge two existing teams, the interlayer shall be well alert to the courier and teachers concerned, in such a good time that there is an opportunity to provide sufficient consistency between the teams ' professional content and the fulfilment of the professional objectives and to carry out a review of the training of the classes of the common team.
Prohibition and the creation of classes
§ 25. The course takes a decision on the subject of the specialised supply of the individual course.
Paragraph 2. After the decision of the courier and after the approval of the objectives, content, level and test requirements of the Ministry of Children and Education, the course may extend to other subjects, cf. § 4.
Paragraph 3. The tendering procedure of the courier shall be published on the website ' s website and on any orientation meeting.
Course years and holidays
SECTION 26. The course is decided on the start of the course for the year.
Paragraph 2. The course shall decide on the number of audience days and on the location of holidays and holidays.
Chapter 6
Planning and implementation of the Noise
§ 27. The education is planned and implemented so that the objectives of the individual subjects and courses are met. This training shall also contribute to the fulfilment of the primary purpose of the training.
Paragraph 2. The teaching of the class shall be organised and suitability oriented in the contexts where it is relevant for the fulfillbe of the professional objectives of each class and specialist groups. This involves the involvement of authentic issues of life, working life and working life, which can form the basis for the work of the objectives and content of the fwe have in order to examine and develop the use of professional practice.
Paragraph 3. If the teaching is offered in professional packages, education is planned, so that the professionals support each other as much as possible.
§ 28. If the teaching of a class or professional group is organised over a number of couriers, the leader of the courier will decide on the distribution of hours in the individual years.
Paragraph 2. The leader of the Kursets decides how the training time, the professional groups are allocated, must be distributed among the individual subjects in order to meet the specialised professional goals of the specialists in the specialists.
§ 29. The teaching must be organised, taking into account the different capacities and conditions of the Kurds.
Paragraph 2. The leader of the Kurds can, for a coupage with special professional and student circumstances, decide that the teaching of the individual subjects should be organised by less training.
-$30. The leader of the courier can decide that teaching in a class or professional group and so on can be provided by several teachers.
Paragraph 2. When the teaching is carried out by several teachers, the leader of the courier shall establish a distribution of responsibilities for the overall evaluation, evaluation and testing.
§ 31. The leader of the Kurds decides that the teachers ' teachers are to be included in one or more teaching teams. A teacher team may, as needed, work in a shorter or longer time.
Paragraph 2. The leader of the Kursets decides on the tasks assigned to a teaching team with regard to the planning, implementation, evaluation and development of the training.
§ 32. The leader of the Kursets, after discussion with teachers, is a short and overly planned plan (study plan) for teaching.
Paragraph 2. The study plan must for Kurdish, following a trade pack or other continuous flow, ensure consistency and continuity of the training of the individual courier. The study plan, which is the starting point for the teaching team's joint planning, must set out a clear division of responsibilities between the teachers and ensure consistency between individual professional and possible multi-disciplinary procedures.
Paragraph 3. The study plan must ensure that the work load of the courier is distributed evenly over the entire teaching process.
§ 33. The Study Plan must include the teaching of all teams and ensure progression and variation in the use of various forms of work, including the written work, virtual flow, project work and field training.
§ 34. The leader of the courier shall ensure that, for the course of training, a trade pack or other continuous flow, clear objectives for the professional, general and personal skills of the couriers, as a prerequisite for professional excellence, study skills and personal skills ; development, cf. Section 1 on the goal of education.
Paragraph 2. In addition to the specific objectives, the leader of the courier shall ensure the development of the couriers,
1) the oral and written expression fertility and the ability to disseminate,
2) basic IT skills, including ensuring that the couriers reign IT-based communication forums, and
3) awareness and ability to manage their own apprenticing processes and control of various forms of work.
Paragraph 3. For Kurds which do not receive training in professional packages or other cohesive courses, paragraph shall be subject to paragraph 1. 1 and 2, with the derogations on the basis of the specific nature of the individual subject areas.
$35. The study plan will be adjusted continuously and must be communicated on the website's website, in accordance with the provisions of the law on transparency and openness in education and so on.
§ 36. When the teaching starts in a new subject or at a new level, the couriers must have submitted a plan for teaching or to contribute to the preparation of such a process. For the later stages, the Kurds and teachers are planning the work together.
§ 37. The leader of the Kursets must ensure that there is coordination of the teaching and written work. Coordination must make it possible to combine simultaneous training courses at different levels in the same subject in accordance with the objectives of the trade.
§ 38. Training time can take place as education, which does not require at the same time the presence of teacher and coupage (virtual education).
§ 39. The leader of the Kursets decides no more than seven p. the planned training period of couriers shall be used for internal evaluations, the workshops ' training, internal joint events or other cross-cutting activities, in accordance with the objectives of the teaching.
Paragraph 2. The leader of the Kurd shall, taking into account the objectives of the notification, determine the way in which the allocated part should be distributed among the individual subjects, trade groups and trade packages etc.
Written Work
§ 40. The leader of the Kurds ensures the distribution of the deposed resources to make written tasks and to evaluate the course of the couriers ' written work. The leader of the courier may, as part of this, provide for the creation of knowledge banks for tasks and task formulations and the development and use of collective, including IT-based, retrenches which can be applied to groups of Kurds.
Paragraph 2. Written worker can have the form of texts, reports, it presentations, multimedia productions, mm.
§ 41. The written work must be used to ensure the quality of the education of the individual courier in relation to the objectives of both the education and training as a whole as for the individual subjects.
Paragraph 2. The leader of the Kurds ensures progression in the development of the study preparation of the couriers, cf. Annex 2.
Paragraph 3. The written work must form part of the ongoing internal evaluation.
Paragraph 4. The leader of the Kurds may demand the presence of the couriers in the course of clearing the course of curritastic time to writing.
§ 42. Written work has to be done both within the field, in professional packets and across trade, to contribute to the skills development of the couriers by :
1) develop and document the skills and knowledge of the couriers in the field of professional expertise,
2) Practices the couriers in the form of a professional body in language, correct written form ;
3) ensure the possibility of the couriers to carry out a separate working order of issues,
4) practising the couriers in performing systematic written production, including a chance to demonstrate an overview of professional substance,
5) contribute to the deepening of the couriers in special issues and
6) provide the basis for the position of the coupage and teachers of the position of the Kursist.
§ 43. The leader of the Kurds decides which tasks are attributed to each teacher and a teacher team as regards the course of the couriers ' written work. However, the leader of the courier can benefit courier with special needs.
§ 44. The extent of the written work is being made up in cursistasis. The course of time is the expected amount of time, an average coupage of the appropriate level must be used to complete a specific task to complete a specific task.
§ 45. The director of the Kurds shall lay down, after discussion with it or the teachers, who shall make the task of each task, the principles governing the determination of the course of the course of the individual task. The leader of the Kurds is divisive the course of curritastic to writing.
Paragraph 2. The Kursists are to be made aware of the Kurstic times for the individual task.
§ 46. The exchange rate for the individual courists is set aside for the written work of the courier. The manager of the class shall consign the following hours :
1) at least 110 hours to Danish A,
2) at least 160 hours to mathematics A,
3) at least 125 hours for each of the biology studies A, Physics A and Chemistry A.
4) at least 110 hours for other A-level subject of written test,
5) at least 50 hours to English B,
6) at least 100 hours to Math B,
7) at least 40 hours to 2. foreign language at B level, but 50 hours in consecutor language at the B-level,
8) at least 25 hours for the biology technical, geography and chem that is raised from C to B level,
9) at least 30 hours to Danish C,
10) at least 50 hours to Math C, and
11) at least 15 hours for each of the biology classes C, geography C and chemistry C.
Paragraph 2. In addition to the one in paragraph 1. 1 recursistage may be available for all subjects, including subjects of written testing, further up to 25 hours of courier hours per year. team coupage for written training, including in the course of non-written work, but where written work forms the basis of the test. The leader of the Kursets decides the distribution after discussion with the teachers involved. In addition to the tasks referred to in Annex 2, point. 2.2 shall be taken into account in the following areas in writing :
1) the reporting of experimental work,
2) language class,
3) internal measured projects, including written tasks, in accordance with section 55 (5) ; 2, and
4) other subjects, including cooperation in writing, which involve several subjects, and trade unions.
Paragraph 3. The leader of the courier can devote several hours to written work to courier, which has selected several classes at A level with written test.
§ 47. In the course of each course, in addition to the exchange rate, see the individual courier, cf. § 46, set a pool of curritastic time, which, after the decision of the position of the courier, is allocated to the currist with special needs, cf. Section 15 (3). 3, for the exchange rate with particular talents, cf. section 16 (4). 3, and to Kurds, who need a stronger evaluation for degrees of examination. In the context of these activities, the leadership of the courier shall ensure that technical guidance is necessary.
§ 48. In the written work, the Kursists are regularly entitled to get feedback on their standpoint, including the deepening of the task of the strengths and weaknesses of the Task's strengths.
Paragraph 2. The leader of the Kurds must, on the basis of knowledge of the strengths and weaknesses of the couriers, and their professional level, and in cooperation with the individual teacher, must ensure progression and distribution of written work.
§ 49. In the evaluation of the course of written work, the A level of the A level shall be subject to prior written work in accordance with the written work of the couriers. § 46, paragraph. 2, no. 1-4, and in other subjects and professional interaction, different types of evaluation shall be used, including :
1) direction of the individual responses of tasks and tests by the couriers,
2) direction and comment on individual or group-based written work,
3) commenting in partially finished written work in a process write,
4) conversations with Kurds or courier groups ; and
5) combinations of the above.
Paragraph 2. The leader of the Kursets decides how the evaluation of the written work will be conducted in the individual subjects and in professional interaction.
Chapter 7
Internal Evaluation
$50. The internal evaluation of educational and educational conditions follows the rules in the announcement of quality development and performance assessment in the fields of high school education.
§ 51. The teaching must be constantly evaluated, so that the Kurdish, teachers and the leadership of the Kurds are informed of the couriers ' benefit from teaching.
§ 52. The couplers must be regularly evaluated. The evaluation must ensure that the individual courices get a clear picture of its own strengths, weaknesses and advances and provide the basis for adjusting the teaching.
Paragraph 2. The outcome of the evaluation shall be discussed with the couriers and shall be used to adjust the progression and level of the subcommittee in relation to the training capability of the coupage.
§ 53. The closing standpoint characteristics shall not be given (years), but the teachers give at least twice the course sists an assessment of their position in the profession, cf. paragraph 2. In subject of post-semester studies, teachers give at least twice during the training hours of the term, the couriers make an assessment of their opinion, cf. paragraph 2. The assessment must form the basis for a guide of the individual coupage of how the rate of courisation develops its professional progression, its working methods and so on.
Paragraph 2. The leader of the Kurds decides how the assessment of the position of the courier, cf. paragraph 1, shall be done. The leader of the courier may choose to give the Kursisten standpoint percepts in the profession, to provide the coupage with written tasks, which are assessed by a character, or to use other methods of evaluation that are based on concrete documentation.
Paragraph 3. Elever in stx, hhx and htx training, taught in a class or in accordance with this notice shall be subject to the conditions laid down by the standpoint and final accords (years) according to the rules laid down in the relevant training.
§ 54. Couriers who receive training in professional packages or other cohesive courses shall draw up a study study, cf. Annex 5.
§ 55. All major projects participating in the course of the coupage shall be evaluated separately and the results of the evaluation shall be submitted to the director of the courier.
§ 56. The leader of the Kurds must ensure that the Kurds receive training in various forms of test, which are included in the training.
Paragraph 2. Before a final written test the couriers must be offered an offer to draw up a written task under examination conditions. The task can be assessed with a character.
§ 57. The leader of the Kursets shall ensure that at least once per per Semester is a discussion of the possibility of the couriers to pass the test at the end of the notification.
Chapter 8
Education Descriptions and attestations for successful education
§ 58. Each teacher team each teacher must, at the end of a teaching course, draw up a substatement description.
Paragraph 2. The teaching descriptions drawn up at the end of classes in a subject shall form a background information for the oral tests.
Paragraph 3. The teacher team / teacher shall be used by the Ministry of Education for Children and Education, by the Ministry of Education, by the Ministry of Education and the Undertaking, in the format provided for by the Ministry. The Ministry may require the teaching descriptions submitted and may require this to be done in a specific electronic format. The viewing description must be available for the specific center.
Paragraph 4. In the case of the exchange rate, which in the light of the shift of training or course or for other reasons, has not followed the same instruction as the other classes on the team, draw up the teacher team / teacher, where necessary, a separate teaching description.
$59. A coupage that has participated in a class or process without completing this or participating in the teaching of a professional element may, upon request, obtain attestation from the leader of the class of the course for the implementation of the training, cf. however, paragraph 1 2.
Paragraph 2. It is a condition for the implementation of the training course for the training of the courier in the course of the courses of study and the active participation of the courses in the course of the exchange of rules.
Paragraph 3. For Kurds that change course before the end of the notification, the teacher shall contribute to the preparation of a teaching description. The education description shall be drawn up in accordance with the rules in section 58
Chapter 9
Special training and other special pedagogical assistance
§ 60. In particular, courier, due to disability or any other difficulties which may be placed on the side, require special assistance, special training or other special pedagogical assistance which responds to their needs.
Paragraph 2. The teaching or other form of aid shall be carried out following the specific evaluation of the needs of the Kurds in the light of the facts of the Kurds. The teaching or special pedagogical assistance shall be implemented in cooperation with the Kurds and its teachers.
Chapter 10
Health training
§ 61. Kursist, which is temporarily due to illness, cannot keep up with general education for a longer period of time, must have an offer on health education.
§ 62. In the absence of a disease likely to last for a longer period, the course of the courier shall, as a matter of urgency, be addressed in the course of the course. If the courier is subject to custody, a request can be made by the holder of the custody of the parental authority.
Paragraph 2. The leader of the Kurds will ensure that the necessary education is implemented in agreement with the Kurds and, where necessary, with the Kursist teachers. The training period performed replaces the training period during which the course of courier during the period concerned has not been carried out.
Paragraph 3. If the couriers are in a hospital or another institution, the courier shall further seek agreement with the relevant institution on the dismantling of the notification.
§ 63. If a courier due to disease has frequently been a frequent absence or is expected to have short-term absence, the courier will be given additional training in connection with the participation of the cousist in the general education.
Paragraph 2. The leader of the Kursets shall take a decision pursuant to paragraph 1. 1.
Chapter 11
Self-students
§ 64. Persons who are not enrolled in the teaching may be audited as self-students in accordance with the detailed rules on this subject. Self-students are offered professional guidance, individually or in groups of self-students.
§ 65. For self-students wishing to audition in one or more of the specialises biology, Physics and Chemistry at C, B and A level, geography C or in nature geography C and B, the studies shall be held once a year in the specialises, cf. Annex 4. The laboratory tests shall include the experimental part of the teaching of the subject subject, which is a prerequisite for testing. The detailed rules for access to self-students to audition are shown in the announcement of the tests and degree in the education and training courses of the general and student-education.
Chapter 12
Crow
§ 66. A coupage can complain to the leader of the Kurds over decisions made in the course of this notice.
Paragraph 2. Where the courier is subject to custody, a complaint may also be lodged by the holder of the custody of the parental authority.
§ 67. If the leader of the courier does not provide the coupage with a complaint in accordance with Article 66, the Kurdish or custody holder may complain to the Ministry of Children and Education at the decision of the leader of the Kurds, when it relates to legal matters. The complaint shall be returned to the head of the courier within two weeks of the fact that the director of the courier has informed the course of his decision.
Paragraph 2. The leader of the Kursets must draw up a statement in the matter and give the complainant the opportunity to comment on the statement. The leader of the Kursets must give the complainant a week's deadline for this. Complaintiff must deliver its comments to the manager forwards the case, including the opinion and any comments made by the complaint to the Ministry.
Paragraph 3. The Ministry shall be able to decide on the rejection of the complaint if the conditions set out in paragraph 1 are rejected. 1 shall not be satisfied if the decision to hold the decision of the courier shall not be satisfied, amending the decision in favour of the complainant or the return of the decision to the management of the editorial.
Chapter 13
Fraviations from the notice
§ 68. The Ministry of Children and Education may, in specific cases, approve deviations from the notice to promote exploratory activities and educational development work.
Paragraph 2. The Ministry of Children and Education may approve deviations from the notice, where a course offers classes aimed at a corresponding international exams, which are conditional access to higher education in Denmark.
Paragraph 3. The Ministry of Children and Education may, moreover, approve deviations from the publication of a single coupage, in which exceptional circumstances apply.
Chapter 14
Entry into force and transitional rules
§ 69. The announcement shall enter into force on 1. August, 2013.
Paragraph 2. Publication no. 307 of 11. In April 2011, the education of the training of adult education for adults is hereby repealed.
The Ministry of Children and Education, the 26th. June 2013
P.M.V.
Lars Mortensen
-Mads Bentzen
Appendix 1
Summary of the contents of the notice and list of appendices-hf-individual, June 2013
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Appendix 2
Courteers Study Preparation Write-HP-Single-class, June 2013
1. Objectives
1.1. The couriers must be able to find and select relevant material, and process and in writing the central and multi-disciplinary issues.
The Kursists shall be required to provide a clear, coherent and nuanced written preparation of the couriers in the profession of trade and relevant documents, based on the following study preparation :
-WHAT? reconsciousness
-WHAT? linguistically correctness
-WHAT? outline
-WHAT? arguments
-WHAT? the use of quotes, figures, illustrations, etc.
-WHAT? presentation
-WHAT? appropriate references, sheet and literary list.
Student preparatory skills must be used in the preparation of the major written assignment.
2. Implementation
2.1. The leader of the Kurds ensures that, as far as is possible from the choice of subjects of the individual courier, the progression and consistency of the development of the written competencies of each courier is a progression and coherence. The leader of the Kurds decides how the systematic work of the development of the written competences of the couriers is organised.
2.2. As part of the building of the courses of study in the course, the couriers must be curriculled,
as far as is possible from the choice of subjects in the course of the individual courier :
-WHAT? working with a flow of font, in the first half of the training process within the Danish, cf. hf-notification of Annex 9
-WHAT? individually respond to a task in history, cf. Annex 11 or individually to respond to a task in history within the framework of the culture and social group, cf. the Appendix 14 of the notice ; and
-WHAT? individually compile an examination project, cf. Annex 3.
The leader of the Kursets shall decide which other single and multidisciplinary tasks, which are particularly focused on achieving the objectives, are determined. The leader of the Kurds decides how the other written work of the couriers are part of the overall skill set-up.
2.3. The leader of the Kursets shall decide on all major written tasks in addition to the greater written task, cf. the Annex 4 of Annex 4, the procedure for the selection of subjects or professional interaction, professional area and to the task formulation of the task.
2.4. The course provides for the individual courier / coupage group, and so on.
3. Evaluation
3.1. In the evaluation of those in point. The tasks referred to above are both professional and intermediate qualities and deficiencies, and to what extent the couriers are defined in the field of study writing in the field. 1.1. The evaluation shall be used for the purpose of a continuous progression in the restraint of the writing competencies of the couriers. Evaluation shall be carried out with the application of the evaluation forms in section 48 (3). 1.
3.2. The leader of the Kursets decides whether to give character for the individual task responses. The leader of the courier determines how the evaluation of each written assignment shall be made by the establishment of any standpoint percepts.
Appendix 3
Exhithing Project-HP-Indivigeal, June 2013
1. Experone Project
1.1. The project, which is drawn up by one or more courier communities, comprises two to three subjects and ends with an individual oral test on the basis of a synopsis. The Kursisten must draw up the test project at the highest level of professional training, the courier has or has followed the trade unions.
1.2. The excution project is drawn up in the last six weeks of the teaching.
2. Experation project area
2.1. The individual couriers, the couriers, choose the subjects on which the examination project is drawn up.
2.2. The leader of the courier shall be designated by the teachers of the course / counselors of the individual coupage, the couriers, respectively, in the course of the subjects involved. The weather supervisor / road leaders will all work in the phases of the project project.
2.3. The Kursisten, the couriers, shall select, in consultation with the guide / directway, a subject where the selected subjects are included. The matter must be defined in such a way as to define a problem formulation to ensure that the reuse of sections from responses from responses previously delivered and corrected may be devised.
2.4. The leader of the Kursets sets a procedure for the selection of subjects and subjects.
3. Problem formulation
3.1. The Kursisten, the Kurds respectively, formulates a problem formulation, which is approved by the guidance counselor / road managers. It must accommodate multidisciplinary requirements in the course of the subject and cannot be directly built on the part of the agent's substance, which is already in the course of the coupage, respectively, the course of the couriers, and the teaching of the couriers. However, there is nothing to prevent the project from being drawn up by extension of the work of the subjects involved or are connected with it.
3.2. The Kursisten, the couriers, draw up a synopsis, which contains :
-WHAT? title for the subject and the subject of the subject matter,
-WHAT? problem formulation
-WHAT? summary of the issues that have been worked on ;
-WHAT? a clarification of the conclusions of the project,
-WHAT? summary of the methods employed in the work ;
-WHAT? a conclusion, including where appropriate, the formulation of questions to further work ;
-WHAT? a list of sources used.
3.3. At the end of the examination project, the coupage of the courier shall be delivered to the course in the number of copies required. The synopsis is being sent to the censor before the test. The leader of the Kursets establishes a procedure for this.
4. Project flow
4.1. During the project, the courier shall ensure appropriate access to facilities that are relevant to the preparation of the project.
5. Trial
5.1. An individual oral test is to be held on the basis of the synopsis. The other person shall include the synopsis and any additional notes for the test. Experation time is 30 minutes per hour. examiner duck. The test shall consist of the presentation and presentation of the synopsis, supplemented by an in-depth question from the examiner. Censor can be included in the examination.
6. Assessments
6.1. The assessment of the examination project shall be based on a holistic evaluation of the oral performance in relation to the technical objectives of the projects forming part of the project.
In the assessment, the above weight shall be attached to :
-WHAT? processing the issue on the issue of the problem formulation,
-WHAT? structure and dissemination of the professional substance,
-WHAT? the inclusion of relevant background material.
6.2. One character is given out of a holistic assessment.
Seven. Self-schoon.
7.1. Self-Student can prepare an examination project in accordance with the meaning of the plan. 1.1. -6.2, except for the point. 2.3. The self-student must, if there are no tests in the specialists, have been enrolled in the studies in question at the former examination of the examination.
Appendix 4
Laboratory urses-hf-one-class, June 2013
1. Fagrows
1.1. Laboratories must be carried out in the specialises biology, physics and chemistry at level A, B and C, and in geography at level B and C according to the following rules.
2. Objective
2.1. Laboratory sus replaces the experimental part of the teaching in biology, physics, chemistry and geography, cf. The hoards for these subjects.
Laboratory conditions must therefore allow the couriers to dedicate themselves to the necessary conditions in order to be able to honour the requirements for this. the experimental work as shown by the readers of the relevant subjects, including in particular the section on the final oral question in the profession.
3. the location of the liquids, etc.
3.1. The laboratory tests shall normally be held, both east and west of Storepods. The laboratory tests shall be carried out in an institution which provides training for the student examination or higher preparation. The Ministry of Children and Education designates one body east and one west of Storepote to hold the courses.
3.2. Laboratories in the same subject at different levels shall be organised in such a way as to monitor all levels of the course of the same therm at all levels.
3.3. Courier space must be ensured for all who have signed up, cf. Act. 4.1.
3.4. The institutions that are holding laboratory urges shall issue sign-up schemes to all institutions which provide the hf-learning before 1. In December, together with the announcement of time and place for the execution of the laboratory tests.
4. Enrollment to laboratory urbs
4.1. Register for the laboratory tests shall be carried out through the institution where the enrollment of the test in the subject is carried out. The prices shall send the enrollments to the institution which is holding the laboratory ursus before any one of this institution has set the time limit.
4.2. The institution that is holding the laboratory course shall issue courier material to the participants before the start of the courier.
5. Scope of Couries
5.1. The training period for laboratory ursus is :
Laboratory classes at A-level : 15 hours. Participation in a laboratory class in a level A level assumes that the B-level education in the profession has been completed, or that the level of b-level laboratory training has been carried out.
Laboratory sus on B Level : 15 hours. Participation in laboratory class in a B-level subject requires that the sub-class of the C level of the profession has been completed or that the C-level laboratory class has been completed.
Laboratory sus on C Level : 15 hours.
There will be associated medical records and report work.
5.2. As part of training, guidance is included in report writing and review of the initial reports.
6. Attestation
6.1. The institution that is holding the laboratory course shall issue a certificate to the Kurds which has completed the course. The Kursisten shall deliver the attestation to the institution where the sample is taking place.
Appendix 5
Tutorscheme and study book-hf-individual, June 2013
The tutor
1. Objective
The torture device must help to develop the autonomy and self-management of the individual courier in relation to education and support the cursistence of the training course.
The torture device shall help to :
-WHAT? strengthen the individual couriers ' study powers,
-WHAT? maintain focus on each coupage's learning process
-WHAT? strengthen the professional motivation of individual couriers, the whole of the studies and, consequently, the maintenance of training ;
-WHAT? support the courism in the effort to develop the ability to take account of the status of the student status in respect of :
a) level of ambition
b) Student empowerless and weak points
c) progression in the teaching
d) the adjustment of the learning process
(e) self-evaluation.
2. Content
The tutor shall be responsible for :
-WHAT? plan and conduct individual conversations with the associated cures ; the talks are focused on the courses of study and professional development of the courier, and the summary of the talks shall be recorded in the study book ;
-WHAT? advise the individual courier of how the courier can work towards its objectives, among other things, by working with and updating the study book ;
-WHAT? as a matter of fact, information on the courses of study of couriers in the course of the courses of study for other teachers.
3. Organisation and organization
The leader of the Kurds will appoint the tutors, so each coupage has one of his teachers as tutor.
The tutor shall have close contact with the individual coupage and monitor the learning progression of the coupage in cooperation with the other teachers in the course of training and methodical guidance on the Kurdish and methodical guidance of the Kurds.
Centuals for the work of the tutor are, on the one hand, the talks with the couriers, some of the cooperation with the Kursisten study with a focus on progression in learning and the acquisition of study skills.
The tutor shall, to an extent fixed by the manager of the courier, be made available to individual, student-related inquiries from the course of the couriers.
Study Book
1. Objective
The work of the Kursist's Study Book is designed to strengthen the awareness of the Kursi, why and how to work with the professional and personal learning language.
The study book must serve as a tool for the coupage of cooperation with the tutor to set realistic targets and success criteria for the further development of its professional and study competences and continually evaluate the process and the progression.
In this way, the study book must help maintain the focus of the Kursist through the whole educational process and serve as evidence of the work up to the professional objectives.
2. Content
The Student Book acts as an interacting work tool in the training course of the coupage and contains the following elements :
1) relevant information on the former training and qualifications of the courier, whether the subject of progress (class and level, merit, etc.), and the specific conditions relevant to the training process, such as the purpose of training, or any reading difficulties ;
2) information on the professional and academic skills of the courier and of the objectives set by the couriers ;
3) information on and assessments of the extent to which the objectives set have been met ;
4) how the courier can work with its professional progression and skills development ;
5) interlocurams for and short minutes and conclusions from the tutorials.
In addition, the study book may include special pages for appointments, meetings, daily notes, etc.
Pkt. 1 is filled in by the courier.
Point 2-4 is filled in by Kursist, professors and tutor.
Pkt. 5 is filled in by the courier.
3. Organisation and organization
The study book is part of the professional and methodical guidance and is being conducted by the individual couriers and its teachers and tutors.
The student book is electronic.
Template for the various sections of the study book is drawn up by the individual course and made available on the web.
Access to the individual courier's study book has the Kursisten, the tutor and teachers of the Kurds, as well as the leader of the courier.
It is assumed that the study book does not contain sensitive personal information.
Appendix 6
Hostup education-hf-one-class, June 2013
1. Objective
The purpose of the site is to support the Kurds in the development of good study competences through the development of awareness of learning processes, methods and objectives. The site education must contribute to the development of the changeling of couriers and to ensure the time for self-employment.
The site instruction shall be organised in order to obtain knowledge of the course of information on the way in which they can prepare for each profession and trade union groups.
2. Content
The working habits and the courses of study courses are developed through presentation and incorporation of different methods for the acquisition of professional and professional relationships. This must be done in order to ensure progression in the development of couriers to students.
In the context of the dedication of the trade union, the following elements should be included with progression in the workshop classes :
-WHAT? working with taxonomy and method
-WHAT? study techniques, including various forms of notation technology, study techniques and readout strategies ;
-WHAT? the various forms of work of the subcommittee, including project work ;
-WHAT? continued development of the student IT competence,
-WHAT? exercise in test-taking.
The workshop also includes introduction to various studies and methods of study, including information searches, in writing, of the use of IT and the cover of learning style.
3. Organisation of the Organisation
3.1. Didatical principles
The site education is part of the training period, cf. § 11 and § 39.
The site education class shall be organized with a view to the progression of working methods and independence and consistency with the other classes.
In the workshop, the couriers can work individually or in groups as necessary, but so that they can obtain both aid and time for the processing of the trade union and the self-provocation. The workshop may also provide a good framework for differentiated training, which may be carried out both by physical presence and a virtual presence.
At the beginning of the process, some of the workshop hours are used for an introduction to the trade and trade unions.
Later in the process, study methods can be focused and offered differentiated offers focused on the needs of the individual courier, with a view to supporting it.
The site instruction may be supplemented by an open, voluntary study workshop, cf. § 17.
Appendix 7
Biology C-hf-single-class, June 2013
1. Identity and purpose
1.1. Identity
Biology is a science science class, where studies and experiments in both the laboratory and the environment create the basis for insight into the complexity and diversity of biological systems.
Biology is the knowledge of the origin and development of life and of life processes at all levels from the molecular to the global. The profession is based on the scientific profession and concern itself with the interactions of the living organism, with their relations with the surrounding environment and with the importance of human activity, including the possibilities of natural management and, sustainable development.
The subject relates to the practical application and perspectives of biology in relation to, inter alia, biotechnological developments in the field of medicine and in the context of biological production.
The profession contributes to the human understanding of itself as a biological entity and provides the professional background to act on a biological basis in daily life and in relation to long-term social issues with biological content.
1.2. Objective
The purpose of the biology class is to stimulate the interest of the couriers on biological issues and to contribute to the overall objective of vocational education and training, study and general education.
The knowledge of the Kurds on selected biological areas must be deepened, taking into account their own practical experience and past training courses. They must, in particular, gain insight into significant biological interconnection with health, the environment and biotechnology.
The Kursists must have experience of systematically collecting, treating and disseminate biological information, and they must develop the ability to take critical and constructive approach to biological research and its use.
The Kursists must dedicate themselves to biological thinking and method, so that they can use it on a daily basis. In addition, in the context of other professional attacks, they should be able to respond to biological issues with ethical and societal prospects.
2. Fact objectives and professional content
2.1. Fagable targets
The couplers shall be able to :
-WHAT? obtain biological information from various sources and assess the quality of the material ;
-WHAT? perform systematic observation and collect data in the laboratory as well as in the field ;
-WHAT? perform experimental work, taking into account the general laboratory safety ;
-WHAT? establishing simple hypotheses as a starting point for biological experiments,
-WHAT? identify and discuss error sources and explain the importance of auditing tests ;
-WHAT? describe, analyze, and explain shapes and data and put them in relation to relevant explanatory models
-WHAT? working and disseminate results from experimental work ;
-WHAT? express both orally and in writing on biological connections, with the inclusion of relevant professional concepts ;
-WHAT? discuss societal and ethical perspectives in relation to issues of biological content.
2.2. Kernestof
The core matter is :
-WHAT? selected organic substances and their biological importance, including the build-up and functioning of the DNA ;
-WHAT? otherwise structure, function, and evolution, and select cellular processes
-WHAT? general genetic concepts and contexts, including the interaction between heritage and the environment ;
-WHAT? biological background for the use of biotechnologies,
-WHAT? the establishment and functioning of selected organsystems in the area of health,
-WHAT? selected ecological processes and their importance.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The substance and the additive together make up a whole. The supplementary matter includes health, biotechnology and the environment and deepening and outlook for the core and / or incorporates new professional areas in such a way that the practical, societal and ethical aspects of the trade unions are becoming a reality ; highlighted. Parts of the supplementary matter shall be chosen in cooperation with the couriers.
3. Organisation of the Organisation
3.1. Didatical principles
The education is thematic and is based on current biological issues, as well as the experience of the courier.
The experimental work is integrated with the theoretical fabric, so that the work on natural sciences and methods stimulates the activity and creativity of the couriers. In addition, applications-orientated aspects must be involved as far as possible.
3.2. Work Forms
There is a change between different forms of work, so that there is progression from more bottled teaching activities to self-employed work. In the choice of forms of work, consideration must be given to the development of the experience of couriers with both individual and collective working methods, including project work.
There must be a focus on the application-oriented throughout the process. Executed activities are included as an integral part of the instruction.
The experimental work must be integrated into the daily education and to a degree that corresponds to some of them. 20%. of the professional training period of the professional.
Written duties include work on the various written genre of the profession and is an essential part of the learning process. Reality in biology is essential, given that technical knowledge is given a clear application-oriented aspect. Realibility shall include inter alia :
-WHAT? experimental work and field work records ;
-WHAT? reports drawn up on the basis of the records,
-WHAT? different task types, including for the training of professional elements,
-WHAT? other products, such as presentations and posters.
The written work shall be organised so that there is the progressive nature of the subject of the trade, in order to ensure the development of the written competences of each courier.
3.3. IT
It is included in the training where it is appropriate to achieve the professional objectives by using data collection, data processing in spreadsheets, information searches, written preparation, conferences and presentation.
3.4. Collections with other subjects
Where possible, it is up to the fact that the profession forms part of interaction with other subjects in order to further deepen and outlook the substance and application aspects of the profession.
4. Evaluation
4.1. Ongoing Evaluation
The liquisists ' yield of the teaching must be evaluated regularly, so that a forward-looking guidance is based on the individual couriers in the work of attering the professional objectives and for the alignment of the teaching.
4.2. Test form
An oral test shall be held on the basis of a test carried out by the examiner. The task is based on one or more of the themes of the subcommittee. The task shall contain a heading and clarifying subquestions and known and unknown voucher material. The experimental work and the projects must be included in as many tasks as possible.
Expermeation time is approximately 24 minutes. Preparation time is around. 24 minutes.
Each task must be used at most two times on the same team. Appendice must be used several times after the examiner's choices.
The tasks without the appendices shall be known to the examiners prior to the test.
4.3. Assessment criteria
The assessment is an assessment of the extent to which the performance of the examiner lives up to the trade union objectives as shown in point. 2.1.
Empamine attention shall be given to the capacity of the examiner to :
-WHAT? express themselves correctly and accurately with the use of biological trade phraphra;
-WHAT? structuring and disseminating the substance ;
-WHAT? analyzing and evaluating results from experimental work,
-WHAT? explain models that describe the biological interconnections
-WHAT? analyzing and explaining figures representing biological contexts
-WHAT? set unknown material related to known issues
-WHAT? outlook their biological knowledge and include social and ethical aspects.
One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.
4.4. Self-students
A self-student must have completed the laboratory class in biology (section 65), with the attestation of the institution which held the course in order to be able to test. If the self-scholar can demonstrate the execution of experimental work to a degree similar to the experimental work of the level of the level of study from previous biology classes, e.g. in the form of reports or journals, the self-students can be set to for the test without conducting the laboratory class. The experimental work carried out in the past, as the basis for the test, conducted experimental work in an ordinary educational context, is the same as the basis for the experimental work carried out. The head of the course in which the sample takes place is determined whether the previous experimental work may provide a sufficient basis for the test of the self-study.
Appendix 8
Dansk C-hf-individual, June 2013
1. Identity and purpose
1.1. Identity
The Fagets ' core is Danish language. The focus is on how language is deployed and used in practical communication situations. In the work of Danish languages and danskingual texts in a variety of genre and media, receptive and productive elements are associated with the profession.
1.2. Objective
The Danish profession contributes to the development of the mediating powers of the coupage and the courier's ability to cover the importance of the text. Thus, education has a practice-and application-oriented focus aimed at strengthening the ability of the coupage to deal with information, go behind the words and understand their content and shades. The need for a safe language expression, orally and in writing, promotes the possibility of couriers to inform and act in a modern, democratic, global-oriented society.
2. Fact objectives and professional content
2.1. Fagable targets
The couplers shall be able to :
-WHAT? express precisely, nuanced and mediate intentionally, both orally and in writing
-WHAT? control the standards of the print language for the application of the basic concepts of grammatics and starch in the starch of starch ;
-WHAT? use central oral forms (including keeping up and arguing for a point of view) with intermediaries of intermediaries ;
-WHAT? use central written manufacturing (including reports, account and discussion) with intermediaries of intermediaries ;
-WHAT? analyse and address critically to printed and digital texts with a view to the communicative importance of the texts ;
-WHAT? analyze and interpret literary lyrics.
2.2. Kernestof
For the core matter, a variety of Danish-language languages is heard. The remote will be selected to ensure a diversification, in which both literary and non-literary texts are included. In addition, the dispersal process includes that both printed and digital texts must be represented.
In the work with the texts, receptive and productive activities are being integrated.
The following analysers shall be presented and used in the foredrains, cf. Act. 3 :
-WHAT? grammar and stilistics ;
-WHAT? reasoning analysis,
-WHAT? rhetorical analysis
-WHAT? Communications analysis.
3. Organisation of the Organisation
This training shall be based on the basis of the following focus :
-WHAT? to speak for a assembly,
-WHAT? to argue for a point of view
-WHAT? to cover an event,
-WHAT? to give an account of a case of proceedings.
3.1. Didatical principles
The education integrates the receptive work with productively working with the coupage's own lyrics. It is essential that the texts be chosen to present the coupage to authentic texts and authentic dissemination situations.
3.2. Work Forms
The written work range from minor write-and-defined write operations, to major tasks, where the couriers in a cohesive and mediate-making position relate to a text and / or subject. Technical guidance is placed in the read-only phase.
The oral work Focals on the verbal veracity of the coupage in various authentic communication situations. The course is presented to the appropriate techniques and tools for preparing and running verbal exhibitions.
3.3. IT
The emphasis is placed on the inclusion of IT in the teaching of :
-WHAT? the instruction manual and the work on presentation supported oral presentation ;
-WHAT? information search
-WHAT? the work on texts which are not in the form of a printed form.
3.4. Collections with other subjects
The professional interaction with other subjects shall be taken into account as it is possible.
4. Evaluation
4.1. Ongoing Evaluation
The flow of tests carried out continuously with a view to giving teacher and coupage knowledge of the technical standpoint and to define the subsequent work. Use of different forms of evaluation, including responses to smaller writing tasks, written samples and oral proposals.
4.2. Test methods
A combined written and oral test shall be held.
The written part of the sample
This is a decentraliable written test in which the task is drawn up by the Kursisten's class. The task shall be delivered to the examination certificate within two weeks of the oral test. The Committee of Experts shall have 24 hours to complete a written response of a degree corresponding to three to four normal pages. A normal side consists of 1300 letters, corresponding to approximately 30. 1350 characters. The task is based on a topic or a problem position from one of the four mandatory courses and with an application-oriented focus. For the task, a text material of the maximum of eight normal pages or a maximum of 10 minutes of the text and instructions on how the examination will be carried out with the material shall be used. As well known as unknown texts can be included, but parts of the material must be unknown material expected to be involved in the response. The text must be reused on a team if the corresponding instructions are not identical.
Before the oral part of the sample, the institution shall send the examiner's written response to the centre. The examiner and censor shall be discussed before the oral part of the test, based on the basis of the examiner ' s examination of which the examiner other examiners need to be more precise.
The oral part of the sample
Expermeation time is approximately 20 minutes per hour. examiner duck. There's no prep time.
The Committee of Expermine shall enter into an oral amendment with an oral amendment. 10 minutes on the product at the written part of the sample. The examinations shall proceed as a professional conversation on the written product using the analysers for the core substance. In the conversation, it's a matter of perspective for the reading material.
4.3. Assessment criteria
The assessment is an assessment to what extent the performance of the examiner lives up to the trade union objectives as defined in point. 2.1.
An overall character shall be given in the form of an overall assessment of the written and oral performance respectively.
In the assessment, the skill of the skill of the examiner shall be as follows :
-WHAT? in writing and oral preparation, including intermediaries,
-WHAT? to respond to the submitted task
-WHAT? appropriate use of the knowledge and method of professional use.
Appendix 9
English C-hf-individual, June 2013
1. Identity and purpose
1.1. Identity
English is a skill class, a science class and a culture class. The Fame deals with english languages, English language cultures and global relationships. The profession comprises the use of English in writing and the speech and knowledge of the subject matter of trade.
1.2. Objective
It is the purpose of teaching that the Kurds of the Union ' s factions will have the ability to understand and use the English language so that they can orient themselves and act in a globalised world. It is the aim of the Kurds to gain knowledge of British, American and other English-language societies and cultures and that their understanding of its own cultural background will thus be developed. The Fame creates the basis for the couriers to communicate across cultural borders. The teaching of the various disciplines of the profession contributes to the development of the linguistic, cultural and aesthetic knowledge and awareness of the couriers, and hence their general skills of study.
2. Fact objectives and professional content
2.1. Fagable targets
The couplers shall be able to :
-WHAT? understand orally and written English on general issues ;
-WHAT? Understandably read English texts
-WHAT? contain a vocabable vocabable vocabable vocabinas to be made available in an English language ;
-WHAT? provide a coherent oral and written preparation in english of a known subject ;
-WHAT? be able to account for content and views in different types of English language, English language, including films,
-WHAT? account for the position of the material given in relation to a larger context ;
-WHAT? formulate their views and arguments in English
-WHAT? use professional trainers and other means of assistance.
2.2. Kernestof
The core matter is :
-WHAT? the basic grammar of the English language, orthograph and punctuation ;
-WHAT? the words and vocababy
-WHAT? communication strategies, standard language and variety ;
-WHAT? the English language as a global communication language
-WHAT? different types of newer literary lyrics, non-literary texts and media esters, including films
-WHAT? text analytic basic concepts
-WHAT? significant social conditions in Great Britain and the United States,
-WHAT? current conditions in other parts of the English-speaking world.
Horrible texts, non-literary lyrics, and mediestas, which are part of the core material, must be unprocessed and authentic English.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The additional substance is deepening and outstretching the core and broadening the professional horizons of the couriers.
In the supplementary matter, texts and other forms of expression are made up of latest time. In addition, substances from other areas and parts of the world are included in the area other than those in the English language.
The supplementary matter must be written on or translated into English.
3. Organisation of the Organisation
3.1. Didatical principles
The teaching must be based on a professional level similar to the level of couriers from the elementary school. The training shall be organised in order to be exchanged between inductively and deductive organized courses.
The work of languages, text and culture must be integrated so that the Kurds are in a clear correlation between the expression of expression, substance and communication.
We need to work on listening, reading and communication strategies and with the strategies for alienation. The Kursists ' own language production in the speech and writing must be a priority. Teaching text analysis and alienation must be adapted to the professional progression. The language is predominating English.
The application-oriented profile of the education and training means that the teaching of the linguistic dimension of the professional dimension shall be arranged with the weight of usage of the language and the integration of the language as a means of promoting communicative and disseminating skills. The content side of the instruction is oriented towards the actionable view by considering the profession as a tool for solving problems and by involving topics that as far as possible are current and of relevance to the general education of the coupage group and Life-practice.
3.2. Work Forms
The work on the profession is primarily organised in matters. At least three issues need to be included in the subject matter of the subject matter of the trade in the matter and in the supplementary matter.
Teaching and working forms, which are mainly instructors, must gradually be replaced by education and working practices, which offer the couriers greater autonomy and responsibility. Work methods and methods must be appropriate for the professional purposes, and the written and oral work must be varied so that the couriers develop their expression skills orally and in writing. The work on the written side of the trade must be organised in such a way as to support the text and the subject work and to support the language learning.
If the profession has added course, the written work shall be planned for progression and, where possible, the context of writing work in other subjects.
3.3. IT & Electronic Media
The IT and electronic media are used with the overall aim of promoting the learning process and learning result of the couriers. The integration of electronic media in the teaching gives the couriers the opportunity to experience the language of varied, authentic, and current contexts. It is used as a tool for supporting the text work and for the work on the proficiency side of the language plaything. The practical application of IT must strengthen the couriers ' ability to search and select relevant professional material.
3.4. Collections with other subjects
Where it is possible, it is up to the fact that the profession forms part of the same course of interaction with other subjects. The application-oriented side of the verbal and written language skills must be strengthened here, knowing that the couriers are dedicated and deforested parts of the trade union in English.
4. Evaluation
4.1. Ongoing Evaluation
In the course of the notification start and during the year, evaluation shall be carried out in the form of screening or other individual tests to determine the level and progression of the individual courier. Moreover, in order for the couriers to be given a tool for assessing their own knowledge of knowledge, self-evaluation must also be carried out.
4.2. Test form
An oral test will be held.
Based on an unknown, unprocessed material that is thematic associated with a study of the subject, be tested in presentation, conversation, text understanding, and perspective. The issues covered as the basis for the test must also cover the technical objectives and the core material. The test material shall consist of one or more texts with an overall size of one to three normal pages. The scope must take into account the value of the material and ensure that the professional objectives can be assessed. Electronic material in electronic form may be withdrawn and replaced in text material as a maximum of 20% of the text. of one to three normal pages, which constitute a sample material.
Expermeation time is approximately 24 minutes. Preparation time is around. 48 minutes. During the preparatory period, the examination must use all aid. Communicating with the outside world is not allowed. Furthermore, the use of the Internet is not allowed, cf.. however, section 15 (3). 2, in the general diploma.
The same unknown sample may not be used in three examinations on the same team.
A standard side is too prosa 1300 letters, corresponding to approximately 30%. 1350 characters, for lyric and drama 30 lines. In the case of the use of electronic media material, three to six minutes of playback is equivalent to one normal side.
4.3. Assessment criteria
The assessment is an assessment to what extent the performance of the examiner lives up to the trade union objectives as defined in point. 2.1.
The emphasis is placed on the fact that the English diploma can present and outlook the unknown sample material and use the knowledge obtained in the work on the subject of the study.
One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.
Appendix 10
Geography C-hf-single-class, June 2013
1. Identity and purpose
1.1. Identity
Geography deals with natural processes and natural conditions on Earth and their impact on the life of human life in a current and social perspective.
Geography is using natural scientific methods, where knowledge and conceptual understanding is developed through interaction between observations and experiments and on the other, the theory and model formation. The trade is concerned with both local, regional and global patterns and differences and their explanation. The approach forms the basis of understanding and recognition of phenomena in nature and for understanding of the interaction between man and its environment.
The Fame has an application-oriented dimension and involves geographic knowledge to create a coherent insight into seamless issues of natural scientifically content.
The body provides a despicuous basis for the positions of current social problems with scientifically scientifically content.
1.2. Objective
The purpose of geography is to stimulate the couriers ' ability to engage in geo-hesive phenomena, patterns and current issues, as well as contributing to the overall objective of the education and training objectives, by being an almenteer and giving the couriers skills, which may form the basis for further training.
The course of the Kurds is through the education and training of geo-working methods and specialist areas and their knowledge of relevant nuclear material from geography. Furthermore, the couriers must develop the ability to combine scientific theory and practice in a reflective way, as well as the ability to see the whole and contexts in geo-agracial areas.
The Kursists must be able to understand and work with circuits in nature and gain insight into sustainable development as a principle. In the light of the subject of geofagus competences, the Kurds are preconditions to enter into the democratic debate and to develop respect for the views of others, cultures and life forms.
2. Fact objectives and professional content
2.1. Fagable targets
The couplers shall be able to :
-WHAT? Observe, describe, structure and classify geofagable spatial patterns, data and results
-WHAT? execute simple forms of geofagendable experimental work, including field work and data collection,
-WHAT? processing and applying geofagstraight data and results ;
-WHAT? establish simple problem formulations based on a geo-ofaglig approach,
-WHAT? understand the difference between a theoretical model and the observing reality
-WHAT? identify, select, and process geofagequal variables factors
-WHAT? analyze geofagissues for use by the use of the professional and professional analysis tools ;
-WHAT? setting local nature and societal relationships into a regional or global context and understand the local consequences of global processes
-WHAT? in the light of geo-acting knowledge, reflecting on the role of natural scientists and technology in the current social development ;
-WHAT? understand and assess the geo-material material from journals, media, etc.
-WHAT? express both orally and in writing on geofagendable issues with professional precision to different target groups.
2.2. Kernestof
The core of the core is select geofagratic areas within :
-WHAT? weather conditions and climate
-WHAT? energy flows and circuits in nature ;
-WHAT? natural resources, production and technology ;
-WHAT? population and business conditions.
The core matter is being worked out from a current perspective and a space-based dimension.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The substance and additional substance together shall constitute a whole. The complementary nature includes the nature, society and cultural issues relating to the core areas. This additional matter is chosen in cooperation between courier and teaches, and it must be sought that it enables the couriers to work on issues that relate to different parts of the world.
3. Organisation of the Organisation
3.1. Didatical principles
The teaching of the teaching is more important to the issue of cross-core areas. Similarly, emphasis must be given to the emphasis placed on the experimental work being attached to the theoretical substance in order to achieve as much integration as possible. In this way, the application-oriented aspects will be integrated into daily education.
The teaching is organised in order to enable the Kurds to develop an understanding of the whole and contexts of the Kurds.
3.2. Work Forms
The teaching must, as a general rule, be organized as a subject-or project-oriented work.
The teaching must be organised with variation and progression from empadiment to projects based on a problem formulation, drawn up by the Kurds. In the course of the course of the course of the course of course, there must be a progression in terms of work and professional standards, as well as in the demands of the autonomy of the couriers in the work process and the ability to issue a problem. Couriers must be involved in the planning of course and in the choice of forms of work. In the choice of forms of work, it is also necessary to take into account the development of couriers ' experience of individual and collective working methods.
There must be a focus on the application orientation through the overall course flow.
Written duties include work on the various genres of the profession and is an essential part of the learning process. Realibility shall include inter alia :
-WHAT? experimental work and field work records ;
-WHAT? reports drawn up on the basis of the records,
-WHAT? different types of task for the training of professional elements ;
-WHAT? other products, such as presentations, posters and projtrappings.
The written work shall be organised so that there is the progressive nature and consistency of the subject matter in writing in other subjects in the development of the written competences of each coupage.
3.3. IT
It must be included in the instruction for the following purposes :
-WHAT? use of the Internet to gain access to educational material, other otherly material and data ;
-WHAT? visualization and analysis of data
-WHAT? communication and dissemination.
3.4. Collections with other subjects
Where possible, it is up to the fact that the profession forms part of interaction with other subjects in order to further deepen and perspectives nuclear and use aspects of the geography.
4. Evaluation
4.1. Ongoing Evaluation
The trade union and the content of the trade are the basis for the ongoing evaluation.
The individual evaluation shall be based on the work and professional level of the courics in day-to-day learning and in writing. This is where the position of the coupage is evaluated, work and group work, as well as the extent to which there is a need for changes to the way in which the Kurds are working and the work of the Kurds.
The collective evaluation is based on the day-to-day learning of other matters in the end of a subject. This is where the teacher and courier are assessing together whether adjustments and changes to working methods are needed, so that the technical objectives are met.
4.2. Test form
An oral test shall be held on the basis of a test carried out by the examiner. The task contains a caption and subquestion with progression, known and unknown material. Tasks may not be applied more than three times on the same team. The test material shall be sent to the censor before the test
Expermeation time is approximately 24 minutes. Approbe some. 24-minute preparatory time.
The exam shapes itself as a conversation between exams and examiners.
4.3. Assessment criteria
The assessment is an assessment of the extent to which the performance of the examiner ' s performance complies with the professional objectives as specified in point. 2.1.
The emphasis is placed on the fact that the examiner may :
-WHAT? express an oral question on the subject matter of the subject matter in a proper, professional language ;
-WHAT? the description and structure of information and concerns of the extraditing of the diplomas provided, including appenditions ;
-WHAT? account for the difference between a theoretical model and the observed reality ;
-WHAT? analyze geofagagratic issues of application of professional tools
-WHAT? reflecting on natural scientific issues in the current debate,
-WHAT? assess local nature and societal conditions in a regional or global context and understand its consequences.
One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.
4.4. Self-students
A self-student must have completed the laboratory class in geography (§ 65), with the attestation of the institution which held the course in order to be able to test. If the self-scholar can prove the execution of experimental work to a degree similar to the experimental work of the level of the level of experimental work from previous geography teaching, for example in the form of reports or journals, the self-students can be suspended for the test without conducting the laboratory class. The experimental work carried out in the past, as the basis for the test, conducted experimental work in an ordinary educational context, is the same as the basis for the experimental work carried out. The leader of the course in which the sample takes place is determined whether the previous experimental work may provide a sufficient basis for the self-study of the self-study.
Appendix 11
Historie B-hf-one-class, June 2013
1. Identity and purpose
1.1. Identity
History deals with events, the development lines and the contexts of the ancient times to today. The core of the trade is people's interaction and the ways in which it has developed cultures and societies in a interaction with nature. Centrations in the profession are the interpretation of the historical process and the track that it has left behind and how the interpretation of history is being used. History is both a humanist and social scientifically.
1.2. Objective
The task of the history of history is to develop the historical consciousness and identity of the couriers, thereby stimulating their interest and ability to question the past in order to achieve a new realisation of their time. In the face of historical and cultural developments in other societies, the ability of the cousists to meet other cultures in a world of rapid change and increased intercourse across cultures must be strengthened. The education must develop the ability of the couriers to structure and evaluate different types of historical material and various forms of history.
Knowledge of history strengthens the ability of the couriers to reflect on and apply knowledge and insights to current issues.
2. Fact objectives and professional content
2.1. Fagable targets
The courier shall be able to :
-WHAT? account for key developments and events in Denmark's history, Europe's history and the history of the world.
-WHAT? obtaining insight into the interaction between nature, individual and society in a historical perspective
-WHAT? account for the contexts and contradictions between contemporary and historical society ;
-WHAT? reflecting on the human being as a history-made and historian
-WHAT? establish and communicate historical issues verbally, as well as in writing ;
-WHAT? conducting and disseminate a study of a historical topic ;
-WHAT? apply an analytical / methodical approach to diverse historical material ;
-WHAT? remain critical and documenting examples of the use and abuse of history.
2.2. Kernestof
The core matter is :
-WHAT? Danish history and identity
-WHAT? the principal lines of European history from the antique to the day,
-WHAT? nature, technology and production in historical and current perspective ;
-WHAT? central cultural meetings in European history,
-WHAT? governance in historical and contemporary perspective,
-WHAT? The battle of ideologies in the 20th. Century
-WHAT? new limits and conflicts.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. In the supplementary matter, work is being worked on themes in time and space that perspectives and reflect other approaches to history.
3. Organisation of the Organisation
3.1. Didatical principles
The training shall be organised in a consistent manner. All flows must be related to or starting from the present.
Work is carried out with at least six events, where the main aim of some progress is to establish an overview, while others are deep in the process. Both perspectives must be included in all the procedures. The basis of the history of Denmark must be given a glance to Europe's history and / or world history, as the story of Europe's history and / or world history has been organised with insight into Denmark's history.
The following aspects must be represented in the following aspects :
-WHAT? use and misuse of history ;
-WHAT? the little and the big story
-WHAT? myth and reality in history.
Training shall be organised in such a way that there is a clear technical progression in :
-WHAT? selection of issues
-WHAT? methodical requirements, including requirements for the inclusion of different material types
-WHAT? the requirements for the use of professional concepts ;
-WHAT? the requirements for the performance of the couriers to precise and nuanced written and oral dissemination.
The Kursists must be involved in the choice of issues and forms of work.
3.2. Work Forms
In the teaching, the exchange of and courier tactics must be used, so that the couriers are given good opportunities to identify, document, communicate, and discuss professional relations and views.
In order to ensure the diversity of forms of work, it is important that some courses are based on the inductive principle, whilst others are based on the deductive principle.
Outwarted activities must be represented in the instruction.
In the teaching, a history task must be drawn up, cf. Act. 2.2 of Annex 2.
In the overall course of this process, at least one project work shall be carried out in which a professional problem position should be handled using the method of the trade. The project work can be interdisciplinary. The written work must be organised in such a way as to make the couriers test different written forms of work in support of the training of the Kursists. In addition, the skills of the couriers must, on the basis of a larger written material, to formulate problem positions and dispositions in the form of an integrated form must be integrated into the drainage of the currisals. The prepared written products shall be used as a basis for oral dissemination.
3.3. IT & Media
The IT and media must be included in the teaching and used with the overall aim of promoting the learning process of the couriers. It is used as a search tool for information about and surveys of historian topics through the Internet and other databases. The emphasis is placed on the development of creativity and systematics in the search, independence and methodological approach. It shall be included in both written and oral and presentation tasks, both in writing and in both written oral and presentation tasks.
3.4. Collaborating with other subjects
The teaching may add up to interaction with other subjects in order to further deepen and outlook the nucleus.
4. Evaluation
4.1. Ongoing Evaluation
Through the individual professional guidance and the use of test and feedback in writing, the teaching and couriment of the course must be carried out in a clear way of a clear understanding of the level and development of the professional standpoint, including strong and weak sides.
4.2. Test methods
An oral test will be held. The leader of the unit selects one of the following two forms of sampling :
Test form a)
An oral test shall be carried out on the basis of an unknown test material of 10 to 15 normal standards, where a normal side corresponds to 1300 letters corresponding to approximately 30. 1350 characters. The unknown sample must be associated with one of the least six permeted areas. The test set must cover all areas. The total test kit is put together by the examiner. Each sample must contain heterogeneous material types. A sample material may be used more than three times on the same team.
The unknown sample material is extracted by the test day before the test, and approximately 24 hours of preparation, but not less than 24 hours, for the preparation of a synopsis. The examination takes place individually with an examination time of approximately 15 minutes. 30 minutes.
The ex-wife can choose to prepare for the test in groups.
In the light of the extracted sample material and the permeated area from the training, examination shall be analysed, analysing and discussing one or more professional issues. The fissure ground is thus the unknown sample material and the area in which it is permeated.
The Committee of Expermine is present in the first round. 10 minutes (n) historical problem position (s) and the relationship to the permeated area from the synopsis. After that, the examination is being conducted as a dialogue between examiner and examiner degrees.
Test form b)
An oral test shall be held on the basis of an unknown test material of 8 to 12 normal-siders, where a normal side corresponds to 1300 letters corresponding to approximately 30. 1350 characters. The unknown sample must be associated with one of the least six permeted areas. The test set must cover all areas. The total test kit is put together by the examiner. Each sample must contain heterogeneous material types. A sample material may be used more than three times on the same team.
The uncharsated sample material is extracted by the examination prior to the test, and approximately three hours of preparation, but not less than three hours, for the preparation of a synopsis. The examination takes place individually with an examination time of approximately 15 minutes. 30 minutes.
The ex-wife can choose to prepare for the test in groups.
In the light of the extracted sample material and the permeated area from the training, examination shall be analysed, analysing and discussing one or more professional issues. The fissure ground is thus the unknown sample material and the area in which it is permeated.
The Committee of Expermine is present in the first round. 10 minutes (n) historical problem position (s) and the relationship to the permeated area from the synopsis. After that, the examination is being conducted as a dialogue between examiner and examiner degrees.
4.3. Assessment criteria
The assessment shall be attached to the extent to which the achievement of the examiner shall meet the professional objectives as specified in point. 2.1.
One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.
Appendix 12
Chemi C-hf-individual, June 2013
1. Identity and purpose
1.1. Identity
Chemistry deals with the characteristics of the substances and the conditions for them to respond. All living and our material world are based on the fact that all drugs are built on atoms and that the substances can undergo change in chemical reactions. Chemical research and development of materials, products and processes are concerned, and chemical research is of great importance to the lives of individuals and to the technological and economic development of society. As a science major, chemistry contributes to interaction with other subjects to develop the modern world view.
Chemical knowledge and conceptual understanding are developed through interaction between observations and experiments, and on the other, the theory and model formation.
1.2. Objective
Fame chemistry contributes to the overall objective of education, by couriers gaining insight into the methods, concepts, legalities and the usefulness of chemistry in everyday life. The Kursists are aware of the relevant substances and their characteristics on the basis of knowledge and understanding of the fact that all the substance is constructed of atoms.
The Kursists are also getting insight into the importance of chemo on the world, technology and production, both topical and historical, and the work on the profession provides an understanding of the use of chemical knowledge for the benefit of people and nature, and unsuitable use can affect health and the environment.
The Kursists are familiar with natural scientific thinking and method, enabling each individual to relate to current issues of natural scientific content and to understand sustainability as one of the most natural scientifically and as one principle.
2. Fact objectives and professional content
2.1. Fagable targets
The couplers shall be able to :
-WHAT? use the chemical trade language,
-WHAT? describe the structure and simple chemical reactions of substances ;
-WHAT? relate sightings, model performances and emblets for each other ;
-WHAT? perform simple chemical calculations,
-WHAT? carrying out chemical experiments with simple laboratory equipment,
-WHAT? with chemicals in a responsible manner,
-WHAT? registering and trajecting data and observations from experiments,
-WHAT? describe experiments and present results, both in writing and oral ;
-WHAT? obtain and use chemical information from a variety of sources ;
-WHAT? disseminate and outlook the chemical knowledge obtained ;
-WHAT? identify and deal with simple chemical issues from the daily basis and from the current debate.
2.2. Kernestof
The core material is as follows :
Structure of Stoffer
-WHAT? the perioded; of the basic substances ;
-WHAT? Construction of organic and inorganic substances, naming, state and memobility.
Volume calculations
-WHAT? volume amounts in relation to response schemas, including substance concentration.
Chemical reactions
-WHAT? simple redoxreactions, including internal combustion reactions,
-WHAT? acid basereads and the pH of the pH.
Experimental Work
-WHAT? simple qualitative and quantitative analysis and methods, chemicals and security.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The substance and the additive together make up a whole. The additional substance is deepening and perspectives in a new area of expertise and taking into account new areas of professional activity. It is therefore chosen that the couriers are given the opportunity to work with topics that relate to their daily lives.
Parts of the supplementary matter shall be chosen in cooperation with the couriers.
3. Organisation of the Organisation
3.1. Didatical principles
The teaching is mainly organised in thematic process, which may involve both the substance and the additional substance. The emphasis is placed in the emphasis on the fact that the experimental work is linked to the theoretical substance in order to achieve maximum integration. In addition, applications-orientated aspects must be involved as far as possible.
3.2. Work Forms
The training shall be organised with variation and progression. There must be progression in both working and professional requirements, as in the demands of the independence of the couriers. The discussion must be clear in the work of both theoretical and experimental issues. In the choice of forms of work, consideration must be given to the fact that the Kurds are brought into an active learning role, and that their experience of individual and collective forms of work is being developed.
The experimental work carried out by the Kursists in the laboratory is at least 20%. of the professional training period of the professional.
The activities of the activities may be included in the teaching, as an element in the pursuit of teaching and making it present for the course lists.
The teaching must ensure that the Kurds are practising an oral expression of expression and developing the ability to discuss and disseminate chemical issues. The chemical specialists in the Kursists are being developed by variations between different oral genders in the teaching.
Written duties include work on the various written genre of the profession and is part of the learning process. Written in chemistry is essential, given that technical knowledge is given a clear application-oriented aspect. Realibility shall include inter alia :
-WHAT? Experimented Work Records
-WHAT? reports drawn up on the basis of the records,
-WHAT? different task types, including for the training of professional elements,
-WHAT? other products, such as presentations and posters.
The written work in chemistry must allow the couriers to prolong themselves in chemical problems and increase the dedication of chemical knowledge and working methods. The written work shall be organised so that there is the progressive nature of the subject of the trade, in order to ensure the development of the written competences of each courier.
3.3. IT
It is included as an integral part of the education, such as for communication, data collection, data processing, modeling, visualization, and information search. The cursists are introduced for the use of relevant IT tools, such as in the case of post-processing and reporting of the experimental work.
3.4. Collections with other subjects
Where possible, it is up to the fact that the profession forms part of interaction with other subjects in order to further deepen and outlook the substance and use of the use of the chemical and use of applications.
4. Evaluation
4.1. Ongoing Evaluation
The dividends of the courses of education shall be evaluated periodically so that a forward-looking guidance is based on each coupage in the work of attering the professional objectives and for the alignment of the teaching.
4.2. Test methods
An oral test will be held. The leader of the Kursets shall select one of the following two samples for each of the following tests. In the case of both samples, the tasks are made by an examiner and must cover the subdisplay description wide, each task must be applied twice to the same team, and any attachments may be used more than once after the examiner's examinations ; Choice.
Test form a)
Mundable test on the basis of a task which covers both theoretical matter and experimental work in the same area, which may include an annex. The tasks as a whole must be known to the examinations prior to the test.
Expermeation time is approximately 24 minutes per hour. examiner duck. Approbe some. 24 minutes of preparation, in which examination of the degree, to the extent that is practically practicable, has access to relevant appliances and relevant chemicals.
During the examination, appropriate apparatus and relevant chemicals shall be available. Experimental equipment must be included in the examination. In special cases, equipment and chemicals may be omitted from the examination.
Test form b)
Mundant test on the basis of a task which comprises a known experiment and a theoretical part to do so. The sample is bipartitioned and is executed up to 10 examinantro per. Day. The experiment and the theoretical part must be combined to make them in different areas. The examinations must be known to the examinations prior to the test. The combination of experiment and theoretical submission must not be the examiners known. In addition to the experimental part of the sample, only the experiment shall be reported, while the theoretical part of the test is reported immediately before the preparation for the theoretical part of the sample.
Expermeation time is approximately An hour and a half for up to five examiners for experimental parts and approximately 20 minutes per hour. Examine and the theoretical part. Approbe some. 20 minutes to prepare each. the examination of the theoretical part of the sample.
The first part of the sample is experimental, where up to five examiners at a time individually carries out a known experiment within approximately 5 minutes. Hour. Examinator and censor conversations with the individual examiner and of the specific experiment and the corresponding theory. The second part shall be carried out immediately after first
4.3. Assessment criteria
The assessment is an assessment to what extent the performance of the examiner lives up to the trade union objectives as defined in point. 2.1.In the assessment, the emphasis is placed on the fact that the examiner :
-WHAT? express itself clearly, accurately and understandably, using the terminology of the profession ;
-WHAT? understand and can explain simple correlation between theory and practice
-WHAT? include relevant methods, as appropriate, from experimental work ;
-WHAT? demonstrating a professional overview, including the inclusion of relevant chemical issues in the professional conversation.
One character is given out of a holistic assessment.
4.4. Self-students
Self-students must give an oral test after test form (a). A self-student must have completed the laboratory class in Chemistry (§ 65), with the attestation of the institution which held the course in order to be able to test. If the self-scholar can prove the execution of experimental work to a degree similar to the experimental work of the level of the level of study carried out by former chemistry teaching, for example in the form of reports or journals, the self-students can be set to the test without conducting the laboratory class. The experimental work carried out in the past, as the basis for the test, conducted experimental work in an ordinary educational context, is the same as the basis for the experimental work carried out. The head of the course in which the sample takes place is determined whether the previous experimental work may provide a sufficient basis for the test of the self-study.
Appendix 13
Mathematics B-hf-individual, June 2013
1. Identity and purpose
1.1. Identity
Mathematicism is based on abstract and logical thinking and includes a wide range of modeling and problem care methods. Mathematicism is indispensable in many professions, in science and technology, in medicine and in ecology, in the economy and social sciences and as a basis for political decision-making. Mathematics are at the same time important in everyday life. The widespread use of mathematics bunder in the abstract nature of the profession and reflects the experience that many different phenomena behave in a uniform manner. When hypotheses and theories are worded in the language of mathematics, new insights are often won. Mathematicism has accompanied the development of culture from the earliest civilisations and the first considerations of the human race. Science and mathematics have evolved in an ever-altering interaction between applications and built-up of theory.
1.2. Objective
Through education, the Kurds must gain insight into how mathematics can contribute to understanding, formulate and address problems in various professional areas, as well as insights into mathematical reasoning. In this way, the couriers must be able to be better able to relate to the use of mathematics and to obtain sufficient mathematical skills to carry out higher education in which mathematics are part. In addition, they must be informed of important aspects of the interactions of mathematics with culture, science and technology.
2. Fact objectives and professional content
2.1. Fagable targets
The couplers shall be able to :
-WHAT? manage simple formulae, including translating from symbolic language to natural language and vice versa, to give the present symbolic descriptions of variable contexts and be able to use symbolic language to resolve simple issues with arithmetic content
-WHAT? provide a statistical treatment of a numerical material, carry out a hypothese test and to be able to communicate conclusions in a clear language ;
-WHAT? using simple functional expressions in the modeling of the given data, could perform simulations and projections based on models, and discuss the range of such models
-WHAT? apply differential quotient and regulator for simple functions and interpret different representations of them
-WHAT? account for current geometric models and resolving geometric problems ;
-WHAT? perform simple mathematical reasoning and evidence ;
-WHAT? disseminate knowledge of mathematical venting within selected areas,
-WHAT? use IT tools for the solution of given mathematical problems, including the handling of more complex formulas and determination of differential quotient and tribal function for more complex functional expressions.
2.2. Kernestof
The core matter is :
-WHAT? the hierarchy of the reg; s hierarchy, the extended power concept, equation solution with analytical and graphical methods and using IT tools ;
-WHAT? the description of the description of the blunt and reverse proportionality and linear contexts, polynomial interconnections, exponential interconnections, and power correlation between variable
-WHAT? the concept of (x), characteristic characteristics of the following elementary functions : linear functions, polynomies, exponentially, potency and logarithm functions and characteristics of the graphical flow of those functions, the use of regression. on a data series
-WHAT? definition and interpretation of differential quotation, including tissue speed and marginal recitals, derivative function of the basic functions, and differentiation of the f + g, f-g and k × f
-WHAT? monotonous conditions, extremes and optimization and consistency between these concepts and differential quotient ;
-WHAT? stem function of the basic functions, the use of integral calculation of point quantities limited by graphs for non-negative functions ;
-WHAT? proportional calculations in uniquated triangles and trigonometric calculations in terms of triangles
-WHAT? basic characteristics of mathematical models, modeling.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The complementary substance of the arithmetic population is about to fill. 50 hours of training. It must be a matter of perspective and deepen the core and, in the whole, broadening the trade horizons so that the couriers can live up to all the professional objectives.
For this reason, the additional substance will include the following procedure :
-WHAT? with the emphasis on reasoning and the proof of evidence within selected topics ;
-WHAT? with mathematical modeling
-WHAT? with statistical analysis of an established hypothesis, discussion of the representativeness of a sample, the use of two types of statistical or probability theorical models.
3. Organisation of the Organisation
3.1. Didatical principles
The training shall be organised in order to achieve the professional objectives of each coupage. The self-employed handling of mathematical issues and tasks of the Kursists must be at the heart of the lesson.
Through an experimental approach to mathematical issues, issues and tasks, the mathematical conceptual conceptual and innovative capabilities of the courier must be developed. This is, amongst other things, by organising some process inductively, so generalisations will be made out of concrete examples.
The experimental element of mathematics cannot stand alone. The selected subject matter must therefore be arranged so that the couriers have a clear understanding of the significance of the evidence in mathematical theory.
The individual cousist must actively use the mathematical language to convey its knowledge.
Subsizable emphasis is placed on the applications of mathematics, and the couches must see how the same mathematical methods can be applied to the extent of different phenomena.
The training shall be organised with progression in working methods and professional content, while at the same time as basic skills and paratability are maintained by regularly being taken up again.
CAS tools should not only be used to perform the more complex symbolic bills, but also support skill learning and mathematical conceptual formation.
3.2. Work Forms
A significant part of the instruction within the substance and the supplementary matter is organized as project process or major theme tasks. In the case of each major procedure, professional objectives that are taken into account for the work process and the couriers prepare a written product which can document the professional results. After each course of action or in connection with a repetition, the form of the professional substance may be shown in degrees of examination.
Part of the teaching is organised as group work in order for the Kurds to develop their mathematical concepts through their inter-disciplinary discussion.
The liquisistence's self-employment and dissemination of the mathematical texts submitted are included in the work on the oral dimension.
In education, the emphasis is placed on the task of providing a decisive support for the dedication of concepts, methods and competences. The work of tasks is carried out both in the hours and at home work. A number of the workloads and thematic tasks are rounded up by the fact that the couriers draw up a report.
3.3. IT
The training shall be organised so that the calculators, IT and the mathematics of the Kurds are included as essential aid in the course of the couriers, with the concept of a concept of conceptual and problem-solving. In the organization, training is used to use these means to perform calculations, for the symbolic manipulation of formula terms, for handling statistical data, to provide an overview of graphs for equal treatment and for the taking of the data ; symbolic differentiation and integration. Furthermore, the calculators, IT and math programmes are exploited in the experimental approach to issues and problem solving.
3.4. Collections with other subjects
Where possible, it is up to the fact that the profession forms part of interaction with other subjects of the purpose of organising professional activity, which includes a more extensive use of mathematics in other areas of expertise which the couriers are aware of.
4. Evaluation
4.1. Ongoing Evaluation
Both the teaching and the training of the couriers will be regularly evaluated, among other things through forward-looking evaluation talks.
In the case of each major project or subject, the results of the progress of the course of the flow of the proceedings shall be clearly shown.
After each major project or subject, the teaching and training courses are carried out, an evaluation of the teaching, working and progress on the road to the fulfils of the professional objectives.
Rovering larger topics within the core matter normally rounded off with a test to evaluate the trade union objectives.
The Kursists regularly deliver written task responses and reports. The visits are corrected and commended by the teacher.
4.2. Test methods
A central written test and an oral test shall be held.
The written test
The written test shall be given for four hours. The written examination of the written examination shall be made up of the tasks assigned to the core and shall evaluate the corresponding technical objectives. The sample is bipartitioned. The first part test must be answered without any help from the aid. After the end of the first sub-test, the response shall be returned. During the second part of the test, the examination must use all aid. Communicating with the outside world is not allowed. Furthermore, the use of the Internet is not allowed, cf.. however, section 15 (3). 2, in the general diploma. The tasks for this part of the sample are prepared based on the premise that the examiner has a CAS tool that can run token manipulation, cf. Act. 3.3.
The oral test
The oral test must include the project flow and thematic tasks carried out. The final question to the oral sample shall be published in good time before the test and together shall cover the technical objectives and the professional content. A significant part of the examination questions must be designed in such a way that it is possible to include project flows and thematic tasks associated with the course of coupage reports. The questions and a record of reports and training flows shall be sent to the censor in advance of the test.
The individual question must be drawn up with a headline indicating the overall subject of the examination and with specific individual issues.
Expermeation time is approximately 30 minutes per. examiner duck. Approbe some. 30 minutes of preparation time.
The sample is bipartitioned.
The first part of the test shall consist of the presentation of the examination of the extracted question by the examination of the extracted question.
The second part acts as a conversation based on the overall issue.
4.3. Assessment criteria
The assessment is a holistic assessment of the extent to which the performance of the examiner complies with the relevant technical objectives as specified in point. 2.1.
The attention shall be given to the examination of the examiner :
1) has basic mathematical skills, including :
-WHAT? handle mathematical symbolic language and mathematical concepts
-WHAT? is aware of mathematical methods and may use them correctly ;
-WHAT? skill in using IT tools appropriate.
2) may use mathematics on available problems, including :
-WHAT? may select appropriate methods for resolving the problems of the submitted
-WHAT? may present an arithmetic subject or method by resolving a mathematical problem in a clear and overly fashion ;
-WHAT? account for available mathematical models and discuss their range.
3) have an overview of and can outlook the math, including :
-WHAT? have insight into mathematical theory and independently account for mathematical reasoning and evidence
-WHAT? is aware of mathematical reversal within another professional area,
-WHAT? can move between the theoretical and practical aspects of the professional and the practical aspects of modeling and problem care.
In an examination situation, the categories that are relevant for the diplomas concerned shall be included.
In the oral question, a possible report shall not be included in the assessment. It takes account of the verbal achievement alone.
In both the written and oral examination, one grade shall be given on a holistic assessment.
Appendix 14
Religion C-hf-one-class, June 2013
1. Identity and purpose
1.1. Identity
Fake religion is primarily concerned with world religions, and these are Christianity mandatory. The Fame is a facilitating distribution of tradition and a modern global perspective.
From an open and neutral position and on a religious principle, religions and central religious phenomena are treated in the past and present, with the main emphasis on the present.
The approach to religions combines characterizing, analysing, interpretative and critical viewpoints, which allow both the religions ' own imaginations of the world as modern, including sectionaries, angles to express their views. The Fame isn't bound to any party.
The starting point for employment in the religions is texts and other documentaries.
1.2. Objective
Through the fades of religion, the Kurds must gain knowledge and understanding of religions and religious phenomena. The aim is for the Kurds to gain insight into contexts and tension fields within the individual religions and between religions and that they gain knowledge of the importance of religions for the individual, for groups and for society. The European Union must also provide insight into the relationship between religions and non-religious realising.
The teaching must develop the Kursists themselves and the outside world understanding and to create a professional basis for independent positions and active participation in a modern, multicultural and democratic society.
2. Fact objectives and professional content
2.1. Fagable targets
The couplers shall be able to :
-WHAT? dispers an oral presentation of a religious matter and to use basic religious terminology ;
-WHAT? analyze, interpret, and perspectives document-proof material, including assessing the extent to which a given material is considered a religion from within or from the outside ; that is, from a participant point of view or an externally, or, where appropriate, religionistic view ;
-WHAT? conduct and disseminate a minor empirical examination of a religious subject or a religious disciplinary field ;
-WHAT? account for the essential aspects of Christianity in its present, historical and formative shape, with the emphasis on the present at present.
-WHAT? an account of the essential sides of another two to three religions, one of which must be Islam ;
-WHAT? account for central religious phenomena,
-WHAT? put the religions and their business history into selected aspects of European culture and thinking
-WHAT? demonstrate a reflective understanding of the role of religions and life-makers in relation to human, society and culture ;
-WHAT? formulate religious ethical issues
-WHAT? on a professional basis, in a debate on the cultural values of their own and others, and in this way we are qualified for the global community.
2.2. Kernestof
The core matter is :
-WHAT? Christianity, in particular for the purposes of its European and Danish forms of progress. In the work they are contemporary texts, texts from Christianity's history and texts from the Old and the New Testament.
-WHAT? Islam, including contexts, as well as texts from the Koran, including the inclusion of a European and Danish context,
-WHAT? religious phenomena such as myth (kosmogoni, ethologies), ritual, religious specialists, cult and axis lips, as well as knowledge of the organization of religions.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The additional substance must, in general, be a matter of perspective and deepen the core and, in the whole, broadening the professional horizons so that the couriers can live up to the objectives. In addition to Christianity and Islam, there must be significant aspects of further one to two religions, cf. Act. 2.1.
In addition, one can be read to two topics. It can be a well-defined religious subject, or a religion of your choice.
3. Organisation of the Organisation
3.1. Didatical principles
Religions are regarded both as unique, cultural and historical formations, each with their specific identity and problems, and from a comparative perspective of the use of religious phenomena.
The training period of the profession is used approximately. 30%. Christianity.
The most important approach to the subject matter is intensive work with texts and other documentaries. The material is comprising both classic and representative texts, car-led and light-recording, and Internet sites. Furthermore, other materials, including religious objects, music, interviews, observations from field work and field-scouts etc.
The approach to texts and other materials also combines characterizing, analysing, interpretative and critical viewpoints, which allow the religions of the religions themselves to be used as sectionals.
The necessary background information is ensured by the inclusion of secondary posts such as apprentitiship materials, newspaper articles, lookup works and information from the Internet.
3.2. Work Forms
A progression is being put in the process, so that the couriers are gradually trained in self-employment and dissemination of the substance. At the beginning of the process, the emphasis is placed on the interaction between teacher-led class education and different types of group work. In the end, the more independent work of the couriers are increasing with the substance.
In order to increase the understanding of the current forms of contusion by religions, the activities of the teaching of religions are included in the teaching of field training or field work for the exploration of cultural sites and religious environments.
The emphasis is placed on strengthening the rhetorical competence of the couriers, in the form of the ability to provide a clear and structured presentation of a substance.
3.3. IT
It's a natural working space for the religious profession. It is used for :
-WHAT? information search
-WHAT? the study of religious practices,
-WHAT? source-critical training,
-WHAT? the dissemination of professional issues and issues.
3.4. Collections with other subjects
Where it is possible, religion must be included in interplay with other subjects. In the same way, the understanding of the history of religions and the societal, political and cultural importance of religions in the sphere of religion is encouraged.
4. Evaluation
4.1 Ongoing Evaluation
For individual professional guidance, the exchange rate must be a clear view of the level and development of the professional standpoint, including weak and strong sides. At least once in each semester, the evaluation of the work efforts of the courier, active participation and engagement in education must be carried out.
4.2. Test methods
An oral test will be held. The leader of the unit selects one of the following two forms of sampling :
Test form a)
Mundant sample on the basis of an unknown text material and, where appropriate, material of a maximum of four normal pages of 1,300 normal letters, equivalent to approximately 4 pm. 1350 characters, selected by examiner. Experts must be used more than two times on the same team.
Expermeation time is approximately 24 minutes per hour. examiner duck. Approbe some. Forty-eight minutes of preparation time. The Committee of Expermine shall enter into an oral amendment with an oral amendment. Seven, ten minutes. The exam is shaping up as a professional conversation about the extracted diplomas.
Test form b)
Mundant sample on the basis of an unknown text material and, where appropriate, material of a maximum of two normal pages of 1,300 letters, corresponding to approximately 30. 1350 characters, selected by examiner. Experts must be used more than two times on the same team.
Expermeation time is approximately 24 minutes per hour. examiner duck. Approbe some. 24-minute preparatory time.
The Committee of Expermine shall enter into an oral amendment with an oral amendment. Seven, ten minutes. The exam is shaping up as a professional conversation about the extracted diplomas.
4.3. Assessment criteria
The assessment is an assessment to what extent the performance of the examiner lives up to the trade union objectives as defined in point. 2.1. Furthermore, emphasis is placed on the ability of the examiner to present a case in a clear and manageable way, as well as to dispense and structure the examination time.
One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.
Appendix 15
Samfound C-hf-one-class, June 2013
1. Identity and purpose
1.1. Identity
Society studies are about Danish and international social conditions. The Fame provides an empirical and theoretical basis of knowledge and understanding of modern, globalised society's dynamism and complexity by linking the current social development with sociological, economic and political concepts to that end. qualify your own positions and ability to act.
1.2. Objective
Society must promote the desire and ability of couriers to relate to and participate in the democratic debate and, through the content and forms of education, engage them in terms of democracy and society's development. In addition, education must promote the autonomy and confidence of couriers in order to be able to take a position on social issues at a skilled level. The teaching must provide knowledge and understanding of, in particular, Danish social conditions and the dynamism of the development of modern society. The Kursists need to strengthen their academic competence through the work of empirical issues and the use of concepts and methods from social disciplines.
2. Fact objectives and professional content
2.1. Fagable targets
The couplers shall be able to :
-WHAT? use and combine knowledge of sociology, economics and policy to account for current societal problems and solutions to this ;
-WHAT? examine the interconnections between relevant background variable and social and cultural patterns ;
-WHAT? examine specific political decision-making processes
-WHAT? examine specific priority issues in the welfare society ;
-WHAT? demonstrate in concrete examples of the importance of the European Union and global issues for the political action,
-WHAT? formulate social and professional questions and seek, apply and critical information to document simple professional relationships ;
-WHAT? disseminate simple models, tables and diagrams ;
-WHAT? disseminate knowledge of professional relationships when using professional concepts ;
-WHAT? disseminate and analyse the taxonomic levels of the professional, with the use of the terminology of the professional ;
-WHAT? on a professional basis, arguments for own positions, enter into a professional dialogue and discuss a professional issue.
2.2. Kernestof
The core material is as follows :
Policy
-WHAT? political ideologies, including conservatism, liberalism and socialism ;
-WHAT? democracy and human rights, including the importance of the judicial system ;
-WHAT? political decisions in Denmark, including political participation.
Sociology
-WHAT? identity formation and socialisation ;
-WHAT? social and cultural differences.
Finance
-WHAT? economic circuits and management instruments ;
-WHAT? welfare and distribution.
Method
-WHAT? central socieal information channels.
2.3. Supplemental fabric
The Kursists will not be able to fulfil the technical objectives solely through the use of the nuclear material. The technical objectives are met by the fact that the concepts and contexts of the nuclear material are used in an investigation into the additive. The additional substance is typical of the nature of the examples from the current social debate in the form of texts, statistics and clippings of electronic media, which are used to further confining and outlook vocational contexts, including the importance of global and European conditions for the development of Denmark.
3. The organization of the education
3.1. Didatical principles
The teaching must be organised thematically, typically in terms of the outsets of the couriers and curiosity about current social issues. In the overall course of the process, the exchange of couriers must be increased in the selection of the theme and working forms. In the processing of the substance a holistic view is placed in such a way that at least one theme is handled across the disciplines. The emphasis must be given to the inductive principle, that is to say. specific issues must be the starting point, and the emphasis must be given to the fact that the individual courier is given the opportunity to express views, arguments and evaluations on a professional basis.
Subsequent to a shorter period of periods of deductiveness, then the application of the trade union with specific examples must subsequently be applied. Such shorter periods of course can be used to highlight similarities and differences between civics and civics disciplines.
The class shall be organised in such a way that it is alansily in the selection of points of view, concepts and methods.
3.2. Work Forms
In the teaching process, the exchange of and courier tactics must be used, so that the couriers are given good opportunities to identify, document, communicate, and debate professional relations and views. Exawards activities must be integrated into the training program. In the overall course of this process, at least one minor project work shall be carried out in which a technical issue must be dealt with in the use of methods from subjects.
Realibility of increasing levels of difficulty contributes to understanding, deepening and dissemination of professional relations and support for oral proposals. The written will be put in place so that there is a degree of progression and consistency in other subjects. In cooperation with other law in writing, in a precise and nuanced language, in a precise and nuanced language, in a precise and nuanced language, in a precise and nuanced language, in a precise and nuanced language, social studies in the taxonomy of the profession contribute
3.3. IT
Information technology tools are used in the teaching to support and supplement the professional objectives and the educational process.
Information technology is used for :
-WHAT? information search
-WHAT? working and dissemination ;
-WHAT? knowledge sharing.
Indications of central social union sites are part of the individual sequence. The use of electronic conferencing is integrated into the education.
3.4. Collections with other subjects
Where possible, it is up to the fact that the profession forms part of interaction with other subjects, with the purpose of further deepening and outwising the core.
If social studies are subject to a professional package, at least one cross-disciplinary process is conducted.
4. Evaluation
4.1. Ongoing Evaluation
In the case of forward-looking and individual guidance, the use of test and feedback on professional activities will have a clear understanding of the level and development of the professional standpoint, including activities involving activities, is stimulating reflection on the yield of the instruction. The basis for evaluation must be the professional objectives. In addition, at least once in each semester, work performance evaluation, active participation and engagement must be carried out in the teaching. In this connection, a joint evaluation shall be carried out of the teaching.
4.2. Test form
An oral test shall be held on the basis of a sample material with a known theme and an unknown attachment material with different material types of a two-to-three normal-scale equivalent of approximately 1300 letters corresponding to approximately 30. 1350 characters. In the case of the use of electronic media material as part of the annex material, four to seven minutes of playback is equivalent to a normal page. In relation to the theme, the focus is placed on underquestion that follows the taxonomic levels. The theme of a test material is known by the examiners, as it is identical to the subject of an aonion theme. A sample material may not be used in three examinations. Expermeation time is approximately 24 minutes per hour. examiner duck. Approbe some. Forty-eight minutes of preparation time.
The exam forms a professional conversation between examiner and examiner.
4.3. Assessment criteria
The assessment is an assessment to what extent the performance of the examiner lives up to the trade union objectives as defined in point. 2.1.
One grade shall be given on the basis of a holistic evaluation of the performance of the examiner.
