Decree On Training For Higher Technical Exam

Original Language Title: Bekendtgørelse om uddannelsen til højere teknisk eksamen

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Overview (table of contents)



Chapter 1



Training purposes





Chapter 2



The duration and extent of the





Chapter 3



Structure and content of training course





Chapter 4



Guidance and retention





Chapter 5



Education management





Chapter 6



Teaching planning and implementation





Chapter 7



Four-year-old organizations, etc.





Chapter 8



Special Organization of pre-IB





Chapter 9



Single subject





Chapter 10



Even students





Chapter 11



Internal evaluation





Chapter 12



Training descriptions and certifications for accomplished teaching





Chapter 13



Special education and other special educational assistance





Chapter 14



Nursing education





Chapter 15



Complaint





Chapter 16



Derogations from the rules of the Executive order





Chapter 17



Date of entry into force and transitional rules





Annex 1



Overview of the content and the Executive order on classification of annex – htx, June 2013





Annex 2



Study area – htx, June 2013





Annex 3



Links between study directional trades – htx, June 2013





Annex 4



Pupils study preparatory writing skills – htx, June 2013





Annex 5



Study of the direction the project – htx, June 2013





Annex 6



The project assignment for single subject kursister-htx, June 2013





Annex 7



Biology B – htx, June 2013





Annex 8



Biology (C) – htx, June 2013





Annex 9



Danish A-htx, June 2013





Annex 10



Design B-htx, June 2013





Annex 11



English A – htx, June 2013





Annex 12



English B-htx, June 2013





Annex 13



Physics A – htx, June 2013





Annex 14



Physics B – htx, June 2013





Annex 15



History of the B-htx, June 2013





Annex 16



Information technology B-htx, June 2013





Annex 17



Chemistry A-htx, June 2013





Annex 18



Chemistry B-htx, June 2013





Annex 19



Communications/it A – htx, June 2013





Annex 20



Communications/it C-htx, June 2013





Annex 21



Mathematics A-htx, June 2013





Annex 22



Mathematics B-htx, June 2013





Annex 23



Social studies B-htx, June 2013





Annex 24



Civics C – htx, June 2013





Annex 25



Teknikfag (A) – Construction and energy – htx, June 2013





Annex 26



Teknikfag A – Design and production – htx, June 2013





Annex 27



Teknikfag A – Process, food and health – htx, June 2013





Annex 28



Technology (A) – htx, June 2013





Annex 29



Technology B-htx, June 2013





Annex 30



Technology story (C) – htx, June 2013



The full text of the Decree on training for higher technical exam

Under section 12, paragraphs 3 and 5, section 14, paragraph 2, article 17, paragraph 3, article 18, paragraph 2, § 20, § 27, § 28, section 36, paragraph 2, article 37, paragraph 1, article 40, paragraph 3, article 41, paragraph 3, article 42, paragraph 2, article 45, paragraph 2, and section 46, paragraph 3, of the law on education to the higher commercial examination (hhx) and the higher technical examination (htx), see. lovbekendtgørelse nr. 861 of 5. July 2010, as amended by Act No. 613 of 12. June 2013 shall be determined: Chapter 1 section 1 purposes of education. Training for higher technical exam is a three-year secondary education, which is targeted at young people with an interest in knowledge, contemplation, perspectives and abstraction. The training constitutes a whole and ends with an exam in accordance with the national standard.

(2). The purpose of the training is to prepare students for higher education, including that they acquire general education, knowledge and skills through training combination of technical breadth and depth and through the interaction between the subjects.

(3). Students should through education and professional and pedagogical progression develop professional insight and study competence. They must achieve familiarity with applying different forms of work and ability to work in a Studio environment where the demands for autonomy, cooperation and attention to seeking out knowledge is central.

(4). Training must have an educational perspective with an emphasis on students ' development of personal authority. Students must therefore learn to behave in a reflective and responsible for their surroundings: fellow human beings, nature and society, and for their own development. Training must also develop students ' creative and innovative skills as well as their critical faculties.

(5). Education and school culture as a whole must prepare pupils for co-determination, co-responsibility, rights and duties in a society with freedom and democracy. Teaching and the entire daily life must therefore build on intellectual liberty, equality and democracy. Students should thus obtain the prerequisites for active participation in a democratic society and an understanding of the possibilities for individually and jointly to contribute to development and change as well as an understanding of both the close as the European and global perspective.

§ 2. HTX-programme implemented with the emphasis on business related perspectives.

(2). HTX-education study skills aim achieved within technological and scientific disciplines in combination with general subjects in General. Education to develop students ' ability of professional immersion and their understanding of theoretical knowledge as a tool for the analysis of reality close relationship, including through the combination of theory and practical training in workshops and laboratories.

Chapter 2 the duration and scope of section 3. Higher technical exam can be obtained as 1) an overall higher technical exam after a three-year, four-year-old, training session, or possibly 2) a single Department higher technical exam, which together piece of trial evidence, attendance or competence evidence for individual subjects, etc., see. Chapter 9, section 4 of the Executive order on merit, and section 17 (2) and section 22 (3).

(2). Higher technical exam is on level 4 of the Danish qualifications framework for lifelong learning.

§ 4. In both the three-year training course and in the four-year course is specially planned training time at least 2630 hours a 60 minutes.

(2). For students who have gotten approved merit school leader can organise individual courses with a duration of less than 2630 hours.

(3). Training includes, in addition to the study area and study guidelines project up to 14 subjects on C-, B-and A-level, where one discipline can be composed of a mandatory subjects and electives.

(4). Training includes up to 26 blocks, where a block corresponds to a subject on C-level or an expansion of a subject from C-to B-level B-to A-level. Subjects at B-level equivalent to two blocks, and subjects at A-level equivalent to three blocks.

(5). The school's head may allow the individual student's course after the pupil's wish may include additional one or two blocks, if they are used for lifting one or two subjects from C-to B-level or from B to A-level, or that the student can get a language as an elective at B-or A-level 2. foreign languages. The school's head may also allow the individual student's course after the pupil's wish may include additional one or two blocks, if they used to take additional electives at the C-level, where these subjects are included as a specific entry requirement on one or more higher education.

(6). The school's head may on application allow, to a student who has received a merit in education according to the rules laid down in the notice and therefore merit will be exempted from parts of the teaching, can use the vacant time to implement additional electives, which can be included in the htx programme, including to raise the level of compulsory subjects.

§ 5. Training time includes the overall teacher-led student activity, IE. the time, students participate in various forms of teacher directed teaching and other activities, which are organized by the school to the accomplishment of the purpose, including professional and methodological guidance, see. section 36 (1).

(2). Students ' preparation for teaching, the written work, official tests, training and vocational guidance, see. section 36, paragraph 2, offers for students with special needs and volunteer teaching, see. section 31, and offer to students with special talents and study groups, see. § 32, is not covered by the training time.

Chapter 3 Education structure and content Structure



§ 6. A higher technical exam consists of subjects at secondary C-, B-and A-level, where A is the highest level.

(2). All students must have at least three subjects at A-level, at least three subjects at B-level and at least one subject on the C-level. For students who have more than three subjects at A-level, the minimum requirement for the number of subjects on B-level is reduced by the number of subjects at A-level, the student has in addition to the minimum requirement.

§ 7. Training courses carried out partially, within the framework of the study area, see. section 67, paragraph 2 and 3.


(2). In the study area, the emphasis is on strengthening interaction between the subjects, on the progression of teaching and on the skills the students build up through the professional work, with a view to training purposes.

§ 8. The training is structured in a basic course with a duration of at 425-500 hours and a subsequent study course of direction for the remainder of the training time.

(2). The school's leader distributes educational time in the individual subjects between baseline and study pathways and guidelines should normally ensure that pupils have a block to use for electives at 3. year.

§ 9. The compulsory subjects and levels of education is Danish (A), technique (A), English B, Physics B, chemistry B, mathematics B, technology B, biology (C), communications/it (C), social studies (C) and technology (C) of the basic regulation. However, paragraph 2. There must also be at 1. year contract activities, where students have the opportunity for physical exercise, insight into its significance, as well as insights into other issues of importance to their personal health.

(2). Students who follow the teaching of the history of ideas (B), however, is exempted from the requirement to follow the teaching of the history of technology (C).

Foreign languages



§ 10. Foreign languages in addition to English can be implemented as language or are continuing as beginner.

(2). By continuing language means language, in which the student has followed test preparatory classes in primary school in two-four years in 7.-10. class or have an equivalent qualification. Continue language is French or German language continues language continues.

(3). In the subjects French and German places the school's leader students at beginning or continuing language. The grading is done on the basis of the individual student's skills in the subject.

Basic course



§ 11. The course consists of basic subjects Danish, English and mathematics as well as study area, which includes særfaglig and thematically organized teaching within technology, social sciences and natural sciences both individually and across. In addition, in one or more cross-cutting themes included a linguistic and communicative dimension, an it-dimension and a spirit of innovation and entrepreneurial dimension.

(2). The basic process must include plant stedsmæssig teaching.

(3). Danish, English and mathematics courses in the basic course will be assigned at least 40 hours of training in basic course.

(4). The school's leader can decide that from because the gradient's start begin teaching in further one or more subjects than those referred to in paragraph 1.

§ 12. Students should carry basic course qualify their basis for both the ultimate desire of study upon completion of the basic course as for the implementation of study orientation. Teaching therefore aims, that students achieve 1) specific professional insight in and understanding of the essential disciplines to suit students ' prior intimation about the desired study direction, 2) basic professional insight, understanding and general education within the main areas as well as 3) basic introduction to secondary forms of work and training in being able to change working practices and organisation for the purpose of the activity.

(2). The school's leader must organize work of the basic cycle, so each student will have the opportunity to immerse themselves in individual issues to suit the student's prior intimation to the pupil and any requests for alternative study areas, as well as to achieve basic professional insight into and knowledge of methods and perspectives in the field of training different disciplines.

Study of direction gradient



§ 13. Study of direction course consists of mandatory courses, continuing education in the field of study, study retningsfag, electives, as well as a Studio project, within the meaning of the guidelines. Annex 5.

(2). In subjects that end at the C-level at the end of 1. years, which, in addition to training time in the basic curriculum of the basic regulation. section 11, paragraph 3, devoted at least 40 hours of training for that profession, including time to study area, see. section 65.

§ 14. Every study direction gradients must contain three Studio retningsfag, which are on AAA, AAB, AAC, ABB or ABC-level.

§ 15. Possible retningsfag study at A-level are English, physics, chemistry, communications/it, see. However, paragraph 2, mathematics and technology.

(2). A field of study can not contain both subject communications/it (A) and (B) the information technology profession.

§ 16. Possible study retningsfag on B-level is from this order of ideas, design, biology, information technology and social studies, as well as from the electives notice innovation.

§ 17. Possible retningsfag study on C-level subjects from another secondary education or from electives notice. However, this does not apply to subjects from other secondary education, which is already included in the htx programme, information technology and computer science (C) C.

Bindings



§ 18. There are links between study directional trades, see. Annex 3.

§ 19. The school's head selector 3. Studio retningsfag, so that each study retningsfag in a field of study has good opportunities for peer interaction and the bindings, see. Annex 3, have been complied with for the incoming subjects.

(2). The Ministry of children and education may on application by the individual school approve range of fields of study with more subjects than required under section 14.

(3). For students who study in the course of direction changes training or school, for students returning from leave, and for students who have received credit, one of the two study retningsfag at the highest level (AA or AB-level) after school's leader's decision may differ from the rest of the class in terms of both subjects and level. For the same reasons it may 3. Studio retningsfag after school's leader's decision may differ from the rest of the class in terms of both subjects and level.

(4). The school's head may upon application by a student permit the learner to switch to a different field of study at the school.

Study guidelines project



§ 20. At 3. the student writes a year study guidelines project, see. Annex 5.

Joint study programmes



§ 21. For pupils from two study areas, due to the number of subscribers has not been able to be created one at a time, can establish a mixed study guidance class, where students from the two fields of study is joined in the compulsory subjects in the study process and in either direction at least one Studio retningsfag on the A-level or in two study retningsfag at the same level, see. However, paragraph 2-3.

(2). A mixed study guidance class may consist of students from the three study areas, each containing at least two mathematics and natural sciences (biology, physics or chemistry), one of which is at A-level and the second at least B-level.

(3). The Ministry of children and education for small schools can request dispensers for the rules on the creation of joint study programmes.

§ 22. If the school's leader decides to merge two existing student guidance classes for one student guidance class, the merger announced in the face of the affected pupils and teachers in sufficient time to have the opportunity to provide an adequate concordance between classes as a professional content and fulfillment of the professional goals and to implement a renewed planning of teaching in the merged class.

(2). Pupils from two study direction classes are pooled into a single class, shall be entitled to continue unfinished Studio retningsfag on the previous levels. The merger may take place only if the students from the two fields of study is joined in the compulsory subjects in the study process and in either direction at least one Studio retningsfag on the A-level or in two Studio retningsfag on the same level.

Electives



§ 23. Each student must complete at least one education elective.

§ 24. Electives can be subjects from electives notice or subjects from the other secondary education, see. Annex to the notices about training for stx, hhx, hf and see. However, section 25. The subjects that are described in the annexes to this Ordinance, may also be offered as an elective.

(2). The school's head informs while an elective offered, according to the announcement the subject scheduled read, if it be scheduled read after other secondary regulations than the present or electives the notice.

(3). A student cannot choose the same subjects and level more than once.

§ 25. Only one of the courses computer science (C), information technology (C) or (B), communications/it (A) or (B) or (A) it can be included as an elective.

section 26. A student must follow or have followed the instruction on the underlying level in a subject before the student can begin teaching at a higher level in the subject. The school's head may authorize that this requirement be waived if the student's real professional qualification deemed to be sufficient.

Aggregation of election team



§ 27. If the school's leader decides to merge two existing election team to one team, the merger announced in the face of the affected pupils and teachers in sufficient time to have the opportunity to provide an adequate match between the teams ' professional content and fulfillment of the professional goals and to implement a renewed planning of teaching on the merged teams.

Other educational activities in training time



section 28. Parts of the training time can be organised and arranged as excursions, etc.

(2). All field trips must be approved by the school's Manager and must be included in the fulfilment of the professional goals and could replace the teaching, they are replacing.

section 29. The school's leader can decide that as part of the teaching is held joint events and theme days, and allow for internships.

(2). Common events include more than one class or one team and can be held across vintages.


(3). Theme days can be used for activities across vintages, classes and teams and must have a such as to who can work professionally and educationally relevant at a secondary level.

(4). Internship is stay at a company, an institution or similar for one or more students. Practical training can be included in a training course in all subjects or their interaction in the course of or in connection with the study of the direction the project.

(5). All common events, theme days and internships must be approved by the school's Manager and must be included in the achievement of the education targets.

section 30. Parts of the training time can be made by a foreign educational institution for students who have signed up for a special arrangement, where this has been previously planned.

Activities outside the training time



section 31. The school should establish special deals for students with special needs, in accordance with article 3. in doing so, § 77. The offers may be directed toward test-related technical instruction.

(2). The school offers pupils on training voluntary teaching. The teaching that can be offered groups of pupils across vintages, classes and teams may not include test-related technical instruction.

(3). Participation in voluntary tuition may not be made a condition for each pupil's possibilities for the choice of field of study, electives or other activities offered by the school as a part of the training.

section 32. The school should establish special deals for students with special talents, see. in doing so, § 77.

(2). The school offers pupils on training study circles. Study circles may be offered groups of pupils across vintages, classes and teams. Study groups may not include test-related technical instruction.

(3). Participation in voluntary study circles can not be made a condition for each pupil's possibilities for the choice of field of study, electives or other activities offered by the school as a part of the training.

section 33. The school offers students the opportunity to use the school's facilities as homework café or similar in order to strengthen the study environment and the foundation that all students will achieve a good professional dividends.

Learning plans



§ 34. The objectives and content of the teaching is demonstrated by the respective learning plans, see. Annex 2 and 4-30 as well as the annex referred to in article 24.

(2). In annex 7-30 establishes the professional content in point 2.2. Nuclear substance and prescribed in paragraph 2.3. Additional fabric. Nuclear substance includes the professional content, which is mandatory for all pupils who have the profession on that level. The supplementary drug is a freer framework within which selected professional content, which elaborates and perspektiverer nuclear substance as well as extend the learner's professional horizons. Both core and supplementary drug substance is necessary in order to achieve the professional goals. In the selection of the core substance and additional substance, students involved.

(3). In single subject teaching, see. Chapter 9, included in item 3.4. Interaction with other subjects in the curricula do not.

section 35. The language of instruction is Danish, except where the teaching is done by a foreign institution, without prejudice. section 30. The Ministry of children and education may approve, in other cases that the language of instruction is English, German or French.

(2). In teaching applied a common grammatical terminology. Foreign language texts may be used for teaching in all subjects and in their interactions.

(3). Teaching should include continuous training in study methodology.

Chapter 4 Instructions and retention § 36. The school head must ensure that the technical and methodological guidance is given in the individual subjects and in the interaction between the subjects as part of training time.

(2). The educational and vocational guidance, which students receive pursuant to executive order on guidance on the choice of higher education and the professions and for guidance as part of the retention of pupils, trainees and students in training, is outside the training time.

(3). Students are required to participate in the guidance given under paragraph 1-2.

(4). The head must ensure that the drawing up of guidelines for the work to keep pupils in education, including on the reduction of dropout rates and procedures for the conduct of the elections or drop off, see. section 17 of the law on education to the higher commercial examination (hhx) and the higher technical examination (htx).

Chapter 5 Education Management Classes and team



section 37. The school provides a framework for creating classes and team.

(2). The school's Director shall decide on the distribution of students in each class and on hold. In connection with the organisation of the basic cycle school directs must as far as possible take account of pupils ' prior expressions of desired field of study.

(3). By dividing pupils into classes of study guidance process to the school's head as far as possible take account of pupils ' aspirations for study and electives.

section 38. The school's head may allow a pupil from another upper secondary education who have chosen a profession in the htx programme, be incorporated in an existing class or on an existing team.

Supply and creation of study programmes and courses



§ 39. The school decides on its offering of courses and electives, including criteria for the creation of courses and electives. Students be made aware of the established criteria.

(2). The school's head need to group the availability of fields of study in the following main categories: communications engineering, science and technological fields of study. The Manager determines the basis of study date of two subjects at the highest level, the main category a field of study.

(3). The number of different study programmes must be proportionate to the number of pupils in the school's htx training. All schools must, however, each offering at least two different fields of study, at least one of which must include mathematics (A).

(4). If a school provider htx-programme at several different addresses, apply paragraph 3 for each address.

§ 40. Each school must either electives or study retningsfag at a level higher than education mandatory courses provide instruction in the following subjects: 1) biology, 2) English, 3) Physics, 4) chemistry, 5, 6) social studies, and mathematics) 7) technology.

(2). The school must offer German as an elective (C) or French (C) continuing language.

(3). The school's leader must know supply ensure that students are given the opportunity to put together training so that it meets the requirements set out in this notice.

(4). If a school provider htx-programme at several different addresses, apply paragraphs 1-2 for each address.

§ 41. For each of the study areas, like school provider, please indicate the subjects and levels included.

(2). The school must be on its website, at meetings and in brochures, etc., where it informs on study guidance provision, inform about the purpose of the individual fields of study and on the website inform about the possibilities of the individual study with possible electives allows for direct access to higher education.

§ 42. The school must offer at least two of the following teknikfag: construction and energy, design and production or process, food and health.

(2). The school puts together his teknikfag, so they used themes reflect the school's offerings on other educational areas or reflect the school's professional development areas.

section 43. The school's leader decides on the creation of specific fields of study and can including decide on the creation of joint study guidance classes, see. § 21. The leader's decision may mean that not all students ' desire for study.

(2). At each school must create at least one study, containing mathematics A, unless this for economic reasons in exceptional circumstances is not possible. If this study cannot be created, the school's leader in other ways to ensure that pupils are offered maths (A).

(3). If a school provider htx-programme at several different addresses, apply paragraph 2 for each address.

§ 44. The school's Director shall take a decision on the establishment of practical electives. The leader's decision may mean that not all students ' wishes for electives. The Manager must ensure that all students can meet the requirements for training.

§ 45. The school's provision of study programmes and electives must be published no later than the 1. December prior to the deadline for the application for admission. The announcement takes place on the school's website and on a possible orientation session for potential applicants to the training. If some elective courses only offered in connection with certain fields of study, this must be stated on the website.

(2). The school's statement for each field of study must contain information about which Studio retningsfag included, see. section 41 (1). For fields of study with three Studio retningsfag can there for the profession at the lowest level will one or more alternative subjects or, if there is more than one subject at this level for one particular of these.

(3). The school's announcement should also provide information on which of electives German language continues (C) or French language continues (C) offered without prejudice. section 40 (2).

(4). The school's statement should be entered for the individual electives include whether the profession is included as a specific entry requirements on specific higher education.

§ 46. The school's leader until 1 May. November of the basic cycle, change the level of study retningsfag on B-and C-level of the offered study programmes in accordance with the requirements of § 14, § § 39-40 and § 43. If the school for one of the courses cngf has one or more alternative subjects, see. section 45, paragraph 2 2. paragraph, it shall, no later than the 1. November in the basic course of events be reported which of the subjects included in the study.


(2). At the same time, operators must notify levels for the offered electives. In this context, operators must inform whether trades at that level will be included as a specific entry requirements on specific higher education.

The pupil's choice of field of study and electives



§ 47. The school head must give all students a real opportunity to wish another study by reason the gradient's ending than the one they had stated in their consents if desired field of study. The head should be underway in the basic curriculum inform students about the existence of this real possibility.

(2). The leader must benefits students in fields of study, so the total student group wants within the given framework is taken into account as far as possible. No student has the right to get fulfilled his wish of study.

(3). The head must ensure that the composition of students ' training course meets the training requirements.

section 48. The school's head must be in writing, including by electronic means, like to catch up on all the students ' final wish about the field of study. The leader may do this during the month of december at the earliest of the basic course.

(2). Students should at least be able to choose between all the fields of study, the school offered in connection with the student's application for admission in undergraduate education. The school can provide new fields of study, including study areas with new levels.

(3). Study guidelines process starts during the month of January at 1. year. Students should within eight school days before the study guidelines gradient's start to be informed about the extent to which their wishes have been fulfilled.

§ 49. The school's leader decides when students give off desire electives for the upcoming school year. The will must be made no later than the 15. April, and they can only after school's leader's specific permission is changed after the 15. April, see. § 52.

(2). Students should be able to choose between at least all the electives, as the school offered, as students sought admission in undergraduate education. The school's head may, however, decide that certain of the offered electives can be chosen only on 2. or 3. year.

(3). Some electives have only been offered in relation to specific fields of study, has only the students who have applied these study areas, claim to be able to wish these electives.

§ 50. The school's leader distributes pupils on the electoral teams, so the total student group wants within the given framework is taken into account as far as possible. The head must ensure that the composition of students ' training course meets the training requirements.

§ 51. The school's head may on application allow, that a student follows the teaching of the elective courses that may be included in the htx programme, at another institution.

(2). The school's head may in exceptional circumstances allow a student who wants a electives, which are specific entry requirements on a higher education, and which is not created at school or not be created at the desired level, or if the schema technical conditions prevent a pupil can be admitted to a desired choice team, to follow the teaching of the subject in another field of study. In such cases, the student must follow the plan that is established for the teaching of the subject.

§ 52. A student may, after having made requests for electives and after having been told about which electives they have got, ask the school director for permission to replace one or more electives. The Manager may in exceptional cases grant permission to do so, if the total requirements for training continues to be met.

(2). Re-runs can, if there is an urgent need to do so, happen after that the teaching of the elective is started, but no later than one month after the start of teaching.

(3). If the school's leader allows a student to switch electives, and the shift implies that the student has not been able to carry out any test in the subject at a lower level, the leader at the same time, decide that the student does not have to submit a sample at this lower level. A student who must carry out this test, must take the test before or as soon as possible after the change.

School term and holiday



§ 53. The school decides on the starting teaching.

(2). The school decides on the number of school days and about the location of vacation and holidays.

Chapter 6 of education planning and implementation section 54. Teaching planned and carried out so that the objectives of both the programme as a whole and for the individual subjects, etc., see. Annex 2 and 4-30, are met.

§ 55. Education shall be organised taking into account pupils ' different abilities and preconditions.

section 56. In the course of direction must study classes appear together in mandatory courses and study retningsfag of the basic regulation. However, paragraph 2-3.

(2). Parts of the teaching of teknikfag can be organized across classes.

(3). In elective course teaching can be organized into teams across classes and grade levels.

§ 57. When teaching a subject or in courses where several subjects interact, is carried out by several teachers, the school head must establish an allocation of responsibilities for the overall teaching, evaluation and tests.

§ 58. The school's leader puts together for the basic course and for each study guidance class one or more teacher team. In addition, the Manager put together a teacher team for other criteria. A teacher team can demand function for a shorter or longer period of time.

(2). The leader decides which tasks conferred on the individual teacher team with regard to planning, implementation, evaluation and development.

section 59. The school's leader lays down after discussion with relevant teacher team a comprehensive, concise and clear plan (study plan) for teaching. The curriculum must ensure coherence and continuity in education, and the curriculum is the starting point for teacher your team's joint planning.

(2). The curriculum must include a clear division of responsibilities between the teachers and ensure coherence between monodisciplinary and multidisciplinary training course.

section 60. The curriculum must include all class subjects and their interaction in order to ensure progression and variation in the use of various forms of work, including writing work, virtual courses, project work and field trips.

section 61. The curriculum will be adjusted on an ongoing basis and must be communicated at the school's website in accordance with the provisions of the law on transparency and openness in education, etc.

§ 62. The school head must ensure that there are clear goals for students ' vocational, General and personal competences as a prerequisite for professional immersion, study skills and personal development, see. training purposes in Chapter 1.

(2). In addition to the særfaglige targets operators must ensure students ' 1) the oral and written expression skills and communication ability, 2) basic computer competences, including ensuring that students master it-based communication, and 3) awareness of and ability to manage own learning and mastery of various forms of work.

(3). The head must ensure that the written work in subject-related interactions and in the individual subjects, including subjects with prior assigned time for writing work, see. section 76, paragraph 2, is part of a joint plan for the written work for the realization of both discipline-specific goals such as the objectives set out in paragraphs 1 and 2.

(4). The head must ensure that the students ' workload is distributed evenly over the whole education process.

section 63. When the teaching starts in a new discipline or on a new level, students must have submitted a plan for teaching or involved in the drafting of such. For the later stages of planning students and teachers in community work.

section 64. The school head must ensure that there is a coordination of teaching and the written work. Coordination must make it possible to combine simultaneous courses for different levels in the same subjects in accordance with the subject's goals and content requirements.

Training time



section 65. The individual subjects and courses have the following frameworks for their training time: 1) Biology (B): 190 hours.

2) Danish (A): 260 hours.

3) English (B): 210 hours.

4.) Physics B: 190 hours.

5 history of B): 150 hours 6) Chemistry (B): 190 hours.

7) communication/it (A): 285 hours.

8) mathematics B: 285 hours.

9) study guidelines project: 30 hours.

10) teknikfag a: 295 hours.

11) technology (B): 330 hours.

12) teaching in physical exercise and personal health: at least 15 hours.

(2). Devoted 75 hours to other subjects on the C-level, 200 hours for subjects at B-level, 125 hours to lift from C-to B-level and 125 hours to lift from B-to A-level.

(3). The specified training includes training time to remedy their interaction in the study area, see. Annex 2, as well as training time, used pursuant to section 69.

§ 66. The training, the individual subjects are assigned, see. section 65, to be distributed among the individual subjects and subject-related interactions, so education global objectives in the best possible way. The school's leader determines the distribution.

(2). The study area is at least 480 hours of training time.

(3). Training for the implementation of the project are not included in the training direction of study time to the study area.

section 67. The school's Director decides after consultation with teachers, how the distribution of the training time in the trades and in the academic field, see. § 66 shall be on each year, so the total training targets are met in the best possible way.

(2). The distribution of training time should be made such that, in the 1. year included at least 100 hours of workshop and laboratory teaching.

(3). The distribution of the training time to be carried out in such a way that the subjects at A-level always ends at the end of 3. year.

(4). The Manager may decide that one or more Studio retningsfag on B-and C-level be completed before 3. year.


(5). Trades technology (B) and mathematics (B) quits after 2. years, so that the engineering profession can be implemented as an extension of these subjects.

(6). Students for whom the subjects biology, communications/it and social science are not part of the study course of direction, must be able to exit trades at the C-level at the end of 1. year.

section 68. The school's head shall determine after consultation with the individual teacher team framework for training future application to different forms of work in order to support that students meetings various forms of work.

(2). Parts of the training time can be used for teaching, which does not require the simultaneous joint presence of teacher and pupils (virtual training). Of the basic cycle, it may not exceed 10% of the training time and in the course of more than 25 per cent of direction of study in each subject.

section 69. The school's leader can decide to up to seven per cent of pupils ' overall training time is used for internal tests, other internal evaluations, internal timer, etc. or other cross-cutting joint training activities in accordance with the purpose of training.

(2). The Manager decides, taking into account the education purpose, how the time allotted should be divided into the individual subjects and courses.

Writing work



section 70. The school's head ensures distribution of the available resources to provide written assignments and to evaluate students ' written work. As part of this leader can take account of the creation and maintenance of vidensbanker for tasks and task formulations as well as the development and use of collective (including it-based) rettemetoder that can be applied to groups of students.

(2). Written work may be in the form of texts, reports, computer presentations, multimedia productions, etc.

§ 71. The written work should be used to ensure the quality of each student's education in relation to the objectives of the programme as a whole as well as for individual subjects.

(2). There must be a progression in the requirements for pupils ' written work.

(3). The written work will be included in the ongoing internal evaluation.

section 72. Written work must both within the individual disciplines and across disciplines contribute to the students ' competence development by 1) develop and document students ' skills and knowledge in the subject area, 2) practicing students in to convey professional substance in the linguistically correct written form, 3) secure the opportunity that students can implement an independent processing of problem posts, 4) practicing students from performing a systematic written presentation , including gaining the ability to demonstrate an overview of a technical fabric, 5) contribute to the students ' immersion in special issues and 6) provide the basis for the pupil and the teacher's evaluation of the student's standpoint.

(2). The school manager prioritizes the use of written work in the individual subjects as well as in subject-related interactions and ensures coordination and cooperation between the subjects of the achievement of the goals.

section 73. The school's leader decides which tasks are delegated to the individual teacher and the individual teacher team in terms of students ' written work.

(2). The extent of students ' written work must be approximately the same for all fields of study, as student time however, in predominantly natural scientific fields of study must be in the upper part of the elevtids range in section 76.

(3). The Manager, however, can accommodate students with special needs.

§ 74. The scope of the written work are stated in her training. Student time is the estimated time that an average student at that level will need to draw up a response to a particular task.

(2). Student time does not include internal tests.

§ 75. The school's head shall determine after consultation with the teachers involved principles for how the definition of student time for each task is done. The school's leader distributes student time to written work, see. § § 76-80.

(2). Students should be familiar with the student in advance the time for each task.

§ 76. Devoted an apprenticeship at 745-795 hours throughout the educational process, see. However, paragraph 2, to the individual student's written work.

(2). The school's leader in advance assigns the following hours: 1) at least 75 hours to Danish A, 2) at least 160 hours of mathematics A, 3) at least 125 hours to physics and chemistry.

4) at least 110 hours of other subjects at A-level with the written test, or project sample, 5) at least 100 hours of mathematics and technology (B), 6 (B)) at least 50 hours for English B and 7) at least 40 hours for subjects with final written progress assessment (written final grade).

(3). If a student has A technology as electives, school manager assigns an additional 40 hours prior to this profession.

(4). The school's head ensures progression in the development of students ' writing skills, see preparatory study Annex 4.

(5). In order to ensure the overall effectiveness for the individual subjects to be the school's leader by decision about whether a subject should be assigned more hours than the pre-assigned apprenticeship, at least take account of how the profession is included in other written work.

(6). The school's leader can make demands on the students ' presence at the settlement of apprenticeship for the writing work.

§ 77. At each school must, in addition to the student time to each student, see. section 76 and section 80, devoted a pool of apprenticeship, as after school's leader's decision is distributed to learners with special needs, in accordance with article 3. section 31, paragraph 1, to students with special talents, see. section 32, paragraph 1, and to students who have a need for strengthened evaluation exam training. In the context of these activities shall ensure the school leader professional guidance as necessary.

(2). The pool is per school year at least seven hours of her training times the number of pupils at the school per 1. October.

§ 78. The school's Director decides after consultation with the teachers involved, how the remaining apprenticeship is distributed. In addition to the tasks referred to in annex 4, paragraph 2.2., written work are addressed in the following areas: 1) study area, 2) reporting of experimental work, 3) internally rated projects, 4) collaborate on writing products in several subjects, 5) written work in subjects at B-level, which students have indicated that would choose as optional subjects at A-level, and 6) subjects in General.

§ 79. At least 25 per cent of the total apprenticeship for writing work, see. § § 76-78, independently of the direction be attached to study mathematics and science subjects and their interaction with each other and with other subjects.

section 80. There can be set aside several hours for writing work than under section 76, paragraph 1, to 1) students who have more than three subjects at A-level, 2) pupils who change subjects of study or training, as well as 3) pupils in similar situations.

§ 81. Students have in connection with the written work requirements on regularly getting feedback about their stance, including getting an expanded evaluation of task besvarelsernes strengths and weaknesses.

(2). The school's leader must regularly ensure knowledge of each class's strengths, weaknesses and professional level in the written work. The leader uses this knowledge to after discussion with the individual teacher team to ensure progression in and an appropriate distribution of the written work.

section 82. The evaluation of students ' written work must be in subjects at A-level with prior assigned time for writing work, see. section 76 (2). 1-4, and may be in other disciplines and in peer interaction used different evaluation methods, including 1) direction of pupils ' individual responses to the tasks and tests, including internal tests, 2) direction and annotation of group-based or individual written work, including internal tests, 3) annotation of partially finished written works in a process writing, 4) conversations with students or student groups and 5) combinations of the above.

(2). School leadership decides how the evaluation of the written work takes place in the individual subjects and in peer interaction.

Chapter 7-year-olds organizations, etc.

section 83. For students admitted under TEAM Denmark, and for students who are admitted to the Musical basic course or equivalent course in Visual art, can the training be organised over four years.

(2). The school's leader can for students who follow a four-year organisation, restrict students ' opportunity to choose among the school's range of study areas.

section 84. The school's leader can for students who follow a four-year organisation of training, derogate from kindergarten-in because the course.

§ 85. A student, who in the course of direction follows a four-year study the organisation of training shall meet the General requirements for training. The school's leader can derogate from the composition of the field of study, the student is admitted to, so 1) compulsory subjects at A-level is terminated with the end of 3. or 4. year 2) one of the two study retningsfag at the highest level (AA or AB-level) may differ from the rest of the class, both with regard to subjects and level 3) 3. study retningsfag can depart from the rest of the class, and 4) retningsfag on A-level study can be completed in 3. or 4. year.

(2). In addition, the Ministry of children and education at the request of the individual school accept other derogations.

(3). The school's head selector 3. Studio retningsfag. All study retningsfag in a field of study must have good opportunities for peer interaction.

§ 86. Students who follow a four-year organisation of training, can choose between producing a Studio project, within the meaning of the guidelines. Annex 5, and a project task, see. Annex 6.


section 87. If the school's leader approves a student's desire no longer to follow the four-year-old organisation of training, but instead the three year organisation, operators must ensure that the pupil's education be composed so that it meets the requirements set out in this notice.

(2). The Manager may allow the student's study retningsfag differs from the rest of the class according to the rules laid down in article 19, paragraph 3.

Chapter 8 Special Organization of pre-IB section 88. The school head must in particular organise the basic course and the first half-year of study orientation for students admitted in the pre-IB so that students then have the option to continue for at least one of the school's fields of study in education for htx and in the training for IB, see. However, paragraphs 2 and 3.

(2). The Manager can limit the possibilities of desire among the school's fields of study for students who follow the special organization in accordance with paragraph 1 and which, after the first year choose to continue in the programme to the htx. The Manager has a duty to provide guidance to the students before students must give the school finally message about whether they will continue in the training for the college level or in training for IB.

(3). Students who do not meet the admission requirements of the Executive order on recording in order to be admitted to the programme to the htx, can only continue in the training for IB and not in training for the htx.

section 89. The language of instruction in the special organisation of the basic course and the first six months of the study of the direction the course is English.

section 90. The school's head may not know the specific organization of 1. years may derogate from the rules laid down in this Ordinance or the General exam announcement about internal assessment or whether the tests, students must be up to in or at the end of the 1. year.

Chapter 9 single subject single subject teaching



section 91. Single subject tuition offered and organised in accordance with the rules of open education.

section 92. Single subject kursister follows the teaching on the same terms as the other students, see. However, section 91.

(2). Teaching in the individual subjects end with a try after the rules for three-year organisation, see. However, paragraph 3.

(3). There is a special test in study area organized, see. Annex 2. It is the responsibility of the school's leadership to ensure that the students receive guidance to be able to carry out the test.

section 93. Devoted kursisttid to the individual student's written work. The school's leader in advance assigns the following hours: 1) at least 75 hours to Danish A, 2) at least 160 hours of mathematics A, 3) at least 125 hours to physics and Chemistry A, 4) at least 110 hours of other subjects at A-level with the written test, 5) at least 50 hours for English B, 6) at least 100 hours for math B and 7) at least 40 hours of other subjects with final written progress assessment (written final grade).

(2). In addition to the information referred to in paragraph 1 may be kursisttid to all marketed subjects, including subjects with written test or subjects, as in the three-year course have final written progress assessment (written final grade), further allocated up to 15 hours of kursisttid to written training in other subjects. Writing work in the following areas must be met: 1) reporting of experimental work, 2) written work in subjects at B-level, as exist at A-level, and 3) written work in other subjects, including cooperation in the field of written works, involving more subjects.

§ 94. Chapter 11 on internal evaluation shall not apply to the single subject teaching, see. However, paragraph 2.

(2). The teachers give the students twice a year an offer of an assessment of their position. During the last semester before termination of teaching to students in courses at levels that end with a written test, have offer to prepare a written task response during the exam like conditions.

section 95. The school's head may allow a single subject student from other secondary education absorbed into existing classes or on existing teams that form part of a three-year training course.

Single subject higher technical exam



section 96. A single Department higher technical exam, see. § 3, nr. 2, shall meet the same requirements to the extent that the levels and subjects as specified in section 4, paragraphs 3 to 6, § 6 and § 9, and it should include characters in a test in the study area, see. § 92, paragraph 3, and a sample of a project task, see. Annex 6, replacing Studio direction project. If the student has previously taken the test in a study of the guidelines project, however, the student can choose to let this be part of his exam.

section 97. Try in each of the subjects presented for students in the exam term coming immediately after termination of teaching.

(2). Conducting the test later, conducting test as even students, unless it is presented as a medical exam.

Chapter 10 Even students section 98. Even students must be set for the trial, in accordance with rules in the General examination Ordinance. Prior to setting it must even students prove that a possible examination basis is present.

(2). Even students shall test in accordance with the rules laid down in the curriculum for the courses, including the special rules for even students laid down in some of the learning plans.

section 99. Even students should be offered vocational guidance, which may be given individually or in groups of students.

§ 100. Even students who want to prepare a project task, see. Annex 6, and which does not already have prepared a study of the guidelines project, draws up the project at a time, as the school's leader lays down.

§ 101. Even for students who wish to submit samples for a comprehensive exam, including rules about test reporting for single subject students, see. section 96, except with regard to training.

Chapter 11 Internal evaluation the school's evaluation strategy



§ 102. The school shall prepare an evaluation strategy. The school's Director decides after discussion with teachers and students how the strategy is translated into an evaluation process that includes specific, ongoing evaluation of teaching and of the individual pupil both from the goals set for education as a whole, and in the light of objectives and assessment criteria established for the subjects, etc., see. those curricula. The process must be organised so that 1) students regularly are briefed on their professional position, and the process of development they are in, and how they can improve themselves going forward, 2) each teacher is informed of the class or the team's students ' professional position, and how the students develop in the teacher's class and other subjects and courses, 3) teaching regularly evaluated in order to assess the selected methods and plan future course and 4) the school's leader keeps abreast of the results of the evaluations.

(2). The strategy should be put on the school's website.

(3). The school's leader lays down the Division of responsibilities between pupils, teachers, teacher team and leadership for the school's concrete, ongoing evaluation of teaching and of the individual student. School head shall determine, including when and how to apply common evaluation issues and methods at the school.

§ 103. The school decides how the evaluation strategy and evaluation of special professional and educational fields of action are part of the school's quality system.

(2). The school decides in accordance with the law on transparency and openness, which parts of the completed evaluations, see. (1) to be published.

Evaluation of the individual student



section 104. All major projects must be evaluated separately, and the results of the evaluation shall be submitted to the school's leadership.

§ 105. The individual student's academic position is evaluated through the use of position characters, internal test grades and any opinions.

(2). Progress assessment grades expresses the degree of the individual student's achievement of the objectives for professional knowledge, insights and method in the respective learning plan and in relation to the time where the character is given. Internal test characters expresses the degree of achievement of the objectives for professional knowledge, insight and methodology in relation to the task.

§ 106. Students get 1) position characters as part of the ongoing evaluation, 2) position characters by end-of-year school in subjects that are not terminated, and 3) final progress assessment grades (årskarakterer) at the end of the individual subjects.

§ 107. The school's head shall determine the timing for the submission of progress assessment scores, see. However, paragraph 2. The Manager determines whether the students should have a progress assessment nature at the highest level or position characters on both levels, if students at the same time follows a subjects at two levels.

(2). At the end of each school year students are given a progress assessment character in the individual subjects that are not terminated, unless the Director has exempted the pupil for the subject to an extent for the Manager's assessment does not make it possible to evaluate the student. Nature is part of the basis for determining whether the student change for next year.

§ 108. In subjects who have written test for higher technical exam, as well as in the natural sciences at B-level and math at B-level students receive a grade for the written position and a character for the oral position. In all other subjects provides the school's leader for that students get one character position.

section 109. Students get final progress assessment rating (final grade) in all subjects, when the course ends, unless the school leader has exempted the pupil for the subject to an extent for the Manager's assessment does not make it possible to evaluate the student.


(2). Pupils get only final position character (final grade) at the highest level, if students at the same time follows a subjects at two levels.

section 110. In subjects who have written test for higher technical exam, as well as in the natural sciences at B-level and math at B-level ensures the school's leader, that students are given a progress assessment final character (final grade) for the writing standpoint and a final position in nature (final grade) for the oral position.

(2). In all other subjects get eleven one final progress assessment rating (final grade).

§ 111. Final progress assessment grades (årskarakterer) must be recorded in the minutes before the exam schedule for the oral examination will be published. Each student shall, within three days after the plan's publication be made aware of its final position characters. The final position characters are transferred to the student's diploma according to the rules laid down in the General examination Ordinance.

section 112. During the period from the start of the 1. years for teaching terminated at the end of 3. year must be held in a total of at least five samples that are either written or oral tests for the exam, see. the General examination Ordinance, or of the school leader laid down internal written or oral tests, to ensure that students get training in different sample forms included in the training.

§ 113. No later than the end of the basic course held an internal oral examination in the academic field, see. Annex 2.

Chapter 12 Education descriptions and certificates for completed education § 114. Each teacher team respectively, every teacher must at the end of the basic course, at the end of each school year and at the end of the teaching in the individual subjects prepare an educational description of the individual subjects.

(2). Training descriptions that are drawn up at the end of the teaching of an occupation is included as background information for the oral tests.

(3). Teacher team/teacher must in the preparation of educational use of the description of the Ministry for children and education prepared the template in the format provided by the Ministry. The Ministry may require educational descriptions posted and can demand that this must happen in a specific electronic format. Educational description should be available for the school's censors.

section 115. For pupils, as against the background of the change of training, school or field of study, or for other reasons have not followed the same training as the other students on the team, team/teacher teacher shall prepare, if necessary, a separate training description.

section 116. A student who has participated in the teaching of a subject or a course without completing this may on request obtain a certificate from the school looking for accomplished teaching and results achieved.

(2). A student who has completed the teaching of a subject, which has obtained a final position in nature, can on request be provided with certificate of participation from the school looking for accomplished teaching, if there is no trial has been held in the subject, see. section 37 of the General exam notice.

(3). A student who moves the school and therefore is unable to complete a discipline on B-or A-level, can, if the new school leader finds the basis for doing so, on the diploma get transferred its last character in the subject position given as final position nature of a lower level in the subject.

(4). A student who has completed one subject on B-or A-level with a grade in the subject under bestågrænsen, may, if the school's leader, among other things, on the basis of previously given progress assessment grades, finds basis, on request be provided with certificate that the profession has been completed and can be considered as passed at a lower level.

(5). It is a condition for obtaining certification in accordance with paragraph 1 and 4, and certificate of participation under paragraph 2, that the student has met the requirements of the school's student code of conduct and to active participation in teaching.

Chapter 13 Special education and other special educational assistance § 117. Students who have a disability or other difficulties that can be equated with it must be supplied with special education or other special educational assistance (SPS), which responds to their needs.

(2). Teaching or support shall be assigned to the student after the school's concrete assessment of the pupil's needs on the basis of expert opinions. Teaching or aid implemented after discussion with the student and the student's teachers or teacher team. If the pupil is subject to parental authority, should implementation be done in collaboration with the custodial parent.

section 118. For students on the grounds of disability do not have the opportunity to follow an ordinary educational courses, the school's head allow the three-year course extending over four years. Training time is the same as for an ordinary course of three years.

Chapter 14 Sick education § 119. Students who temporarily due to sickness for a longer period of time cannot follow the regular tuition to have offers of medical education.

section 120. By the absence due to illness, which is expected to last for a longer period of time, the school's leader as soon as possible and no later than two weeks (10 school days) after the student last attended in teaching, contact the student. If the pupil is subject to parental authority, operators must also contact the custodial parent on the introduction of nursing education.

(2). The head shall ensure that the necessary training undertaken after agreement with the student or custodial parent and, where necessary, the student's teachers or teacher team.

(3). Occupied by the pupil at a hospital or other institution, acting head appointment with them the institution of medical education.

§ 121. Teaching degree at any time must be adapted to the pupil's State of health, may not normally exceed five weekly hours and can normally not extend beyond eight weeks (40 school days). The completed instruction replaces the training time, eleven in the period concerned have not implemented.

section 122. If a student frequently due to illness have had short-term absences or likely to have frequent, short-duration absences, the student can get additional training related to the pupil's participation in the ordinary teaching.

(2). The school's leader decides on teaching in accordance with paragraph 1.

section 123. For pupils due to prolonged illness do not have the opportunity to follow the ordinary teaching, the school's head allow the three-year course extending over four years. It is a precondition that the student does not have the prospect of immediate recovery, and that the student is in need of that teaching is limited daily or period shown.

(2). Training time is the same as for an ordinary course of three years.

(3). § § 83-86 shall apply mutatis mutandis.

(4). The student must provide evidence of his illness and his need, see. paragraph 1, by a medical certificate.

Chapter 15 Complaint section 124. A student may appeal to the school's head of decisions taken at the school in accordance with this Ordinance.

(2). If the pupil is subject to parental authority, the complaint also must be submitted by the custodial parent.

section 125. If the school's leader does not give the pupil's favour in a complaint under section 124, the student or custodial parent can complain to the Ministry for Children and teaching over the Manager's decision, when the complaint relates to legal questions. The complaint must be delivered to the Director within two weeks after the Manager has informed the student of its decision.

(2). The school leader is to draw up an opinion on the case and give the complainant the opportunity to comment on the opinion. The Manager must give the complainant a week's deadline for this. The complainant must submit its comments to the Manager, who will forward the case, including any opinion and the complainant's comments, to the Ministry.

(3). The Ministry can take a decision on the rejection of the complaint, if the conditions laid down in paragraph 1 are not fulfilled, for retention by the Manager's decision, amending the decision in favor of the plaintiff, or on referral of the decision to the leader's review.

Chapter 16 deviations from the rules section of the Executive order on 126. The Ministry of children and education may, in exceptional cases grant permission to deviate from this order rules, if it happens to promote experimental work and pedagogical development work.

(2). The Ministry of children and education can also make exceptions for a single student, where special circumstances prevail.

Chapter 17 entry into force and transitional rules § 127. The notice shall enter into force on the 1. August 2013.

(2). At the same time repealed Executive Order No. 740 of 23. June 2010 concerning the programme to the higher technical examination (htx-notice).

The Ministry of children and education, 26. June 2013 P.M.V. Lars Mortensen/Mads B



Annex 1 Summary of notice content and list of annex – htx, June 2013 Notice content







 





Chapter 1 the education's purpose (§§ 1-2)







Chapter 2 the duration and scope (§§ 3-5)








Chapter 3 Education structure and content (sections 6-35)







Chapter 4 Instructions and retention (article 36)







Chapter 5 Education Management (sections 37-53)







Chapter 6 of education planning and implementation (§ § 54-82)







Chapter 7-year product, etc. (§§ 83-87)







Chapter 8





Special Organization of pre-IB (sections 88 to 90)







Chapter 9 single subject (§ § 91-97)







Chapter 10 Even students (§§ 98-101)







Chapter 11 internal assessment (sections 102-113)







Chapter 12 Education descriptions and certifications for accomplished teaching (§§ 114-116)







Chapter 13 Special education and other special educational assistance (sections 117-118)







Chapter 14 Sick lessons (§§ 119-123)







Kapitel 15





Klage (§§ 124-125)







Chapter 16





Derogations from the rules of the Executive order (§ 126)







Chapter 17 entry into force and transitional provisions (section 127)





 

 







Executive order annex







 





Annex 1 Summary of notice content and list of annexes







Annex 2 Study area







Annex 3 Bindings between study directional trades workers







Annex 4 Pupils study preparatory writing skills







Annex 5 Study direction project







Annex 6 project task to single subject exam







Bilag 7





Biologi B







Bilag 8





Biologi C







Bilag 9





Dansk A







Bilag 10





Design B







Bilag 11





Engelsk A







Bilag 12





Engelsk B







Bilag 13





Fysik A







Bilag 14





Fysik B







Annex 15





History Of Ideas (B)







Annex 16





Information Technology (B)







Bilag 17





Kemi A







Bilag 18





Kemi B







Annex 19





Communications/it (A)







Annex 20 Communications/it (C)







Bilag 21





Matematik A







Annex 22





Mathematics B







Annex 23





Social Studies B







Annex 24 social studies (C)







Annex 25 Teknikfag A – Construction and energy







Annex 26 Teknikfag A – Design and production







Annex 27 Teknikfag A – Process, food and health







Bilag 28





Teknologi A







Bilag 29





Teknologi B







Annex 30 Technology history (C)













Annex 2 Study area – htx, June 2013

1. Identity and purpose

1.1. Identity

The study area is a technical cooperation on the basis of the technological and scientific disciplines and with the involvement of the humanities and social sciences subjects areas. Study area deals with the interplay between theory and practical work, and included experiments and workshop work separately and in combination.

Study the area's professionalism include særfaglige and of professional elements. The særfaglige is characterized by contributing to the fulfilment of the objectives of the subjects included in the study area. It consists of of professional interaction between the subjects, a methodical element and an element of science and knowledges. The methodical element includes subject-related study techniques and working methods. The item on Science and include the production of knowledge and scientific methods knowledges within education subject areas as well as the thoughts and theories behind.

1.2. Purpose

Study area aims to put students in a position to apply education study and working methods, to develop students ' reflection and critical sense in the application of professional knowledge and professional practices as well as to provide insight into the pages of science, so that they carry the basic process evolves from primary school students to be high school students, and so the study course develops guidelines to be able to become a student in a higher education course.


Students should gain insight into the importance of peer interaction in the work with the solution of practical-theoretical, reality close issues of scientific, technological, humanistic and social character. Subject-related interaction aims to give students insight into that reality immediate issues are complex, and the solutions require that the subjects play together, the methods and forms of work are part of a whole that professional immersion and reflection are necessary and that practical and theory are each other's assumptions.

Furthermore, the aim is that the students gain insight into the relationship between science fact and choice of manufacturing processes through work with theory and practical training in workshops and laboratories. Innovation and entrepreneurship are included in one or more themes with the aim of developing students ' creative abilities and give them insight into entrepreneurship.

Language and communication forms part of the study area, with the aim that students develop their linguistic and communicative insight and experience, orally and in writing, in order to acquire knowledge and to disseminate results, opinions and assessments.

Finally, the aim is that students develop their understanding of themselves as individuals and citizens in a democratic society and strengthens their ability to relate analytical, reflective and responsible for their surroundings and their own development, including the choice of higher education and their own Studio practice.

2. Professional objectives and technical content

2.1 Academic goals

Students must be capable of the following:

Methods – select and apply professionally relevant study methods and forms of work



– Select and apply written form for different types of text production



– Search, evaluate and use sources in the individual subjects and in the interaction between subjects



-demonstrate knowledge of various labour and forms of cooperation and planning and apply these useful in practical course



-demonstrate knowledge about and use of various dissemination and presentation



– sit professional and personal goals and evaluate the quality of own work.

Interaction between disciplines – account for correlations between technological progress and social development in selected examples



– demonstrate practical insights in innovative processes and methods for idea generation



— produce knowledge on practical-theoretical issues in the interaction between subjects



– combine subject-related methods and ensure consistency in technical knowledge within the individual subjects and the subjects between



– develop communication skills, in writing and orally, in particular through the dissemination of science and technology



– Select, process and disseminate Central multidisciplinary subjects in a written task response.

Science and knowledges – explain the thoughts and theories underlying the recognition in the field of technology, natural sciences, social sciences and Humanities



– explain the various scientific methods the opportunity to contribute to a concrete problem solving



– explain how knowledge is produced and acquired within different disciplines.

2.2. Core fabric

In addition to parts of the core substance of the subjects included in the study area, is nuclear substance as follows:

Learning theory and learning – learning methods



– reading strategies, note technique



– writing as a tool for learning and reflection



– planning tools.

Working methods – collective and individual forms of work



-project work.

Information retrieval – search strategies



– assessment methods



– use of sources.

Science and knowledges – technology development as interactive development



– scientific method in science, humanities and social sciences



– models and hypotheses



– qualitative and quantitative method



– analyses and experiments



– reasoning and argumentation analysis



-scientific documentation.

Dissemination and communication theory – linguistic awareness



– write process phases



– oral, written and Visual presentation



– communication analysis.

The evaluation theory and formative and summative evaluation – evaluation tools



– portfolio.

2.3. additional drug

Students will not be able to meet the professional goal only by nuclear substance in the study area. Also the contributing subjects særfaglige nuclear substance and additional substance is included. Here refer to the contributing Department curricula.

3. organisation

The study area is part of both the basic course and study guidelines process. A minimum of 25% of the study area because the process must be in the same hours.

The study area shall be organised in such a way that it contributes to the fulfilment of the professional objective forming part of the contributing subjects, and to the fulfilment of the professional objectives for the study area.

The systematic work on the development of students ' writing skills are organised, so that through the whole training process is progression and consistency.

The study area is built up around a number of smaller themes and main themes that collectively represent the subjects and the subject areas included in the study area. In the smaller themes included subject-oriented teaching and tasks, and in the main themes included projects. For each theme prepares teacher team a blueprint for students, describing the theme, the objectives of the study area and the incoming subjects, there is a focus on what works to be in the portfolio, and how progress should be evaluated.

3.1. Didactic principles

The teaching is organised so that different disciplines interact in shorter thematic pathways and in the projects, and so there is a progression, where more and more study methods and forms of work are taken into use.

In the basic course teaching must be based on a professional level corresponding to the level of pupils from primary school, and study area are organised so that pupils develop from primary school students to high school. In the course of direction of study organised study area, so students evolve from high school to become a student at a higher education.

The teaching is organised as an alternation between theoretical, experimental and practical work, where different subjects interact, both in thematic and shorter projects.

The projects include a progression from topic-oriented projects of project work with a given problem to problem-based projects with greater and greater student responsibility. An important part of the project work is to experiment with content and method to promote pupils ' creativity and capacity for abstraction.

Teaching an added perspective by involving the school's environment.

3.2. Working methods

Used different forms of work. Project work is an essential part of the study area, and strong emphasis on forms of work, which helps provide independence and oversight.

Practical and experimental work should form an essential part of the teaching.

The written work includes writing as a means of professional immersion, writing as operating tool in a workflow, communication writing and reflection writing.

In connection with individual themes are organising and representing a number of student working team teacher. Workers must deal with topics from the subjects included in the study area, see. paragraph 3.4.

Eleven collects his work from the study area's themes in a portfolio. Workers are required to document the extent to which the pupil has reached the professional goals of the study area, see. paragraph 2.1., which is the focus of each theme.

For the test in the subject brings together eleven, according to guidelines from the teacher team, a number of works from its portfolio in a test folder. Sample folder's scope and content are required to document the extent to which the pupil has reached the professional goals of the study area, see. point 2.1. The pupil's test folder include in addition a brief introduction to the thematic work as well as justification for the selection on the basis of the professional objectives for the study area. The student may have devised the selected working individually or as part of a group work. Introductions and justifications for the selection shall prepare the pupil individually for the purposes of the oral part of the sample referred to in article 6. paragraph 4.2.

Delivery time is usually within one week prior to the exam period.

3.3. Information technology

The student must achieve proficiency in the use of it, and it must be included in the teaching of the study area, where it promotes the student's learning process. The student must achieve competence in the use of a conference system.

3.4. The interaction between subjects

Course, where several subjects interact, are weighted very high for the sake of study area's methodical objectives.

All subjects, except for electives, are included in the study area with a scale that reflects the subject's centre of gravity in the training and the subject's ability to contribute to the achievement of the objectives of the area of study.

The teaching is organised so as to contribute to the fulfilment of the professional objectives for the study area and for the subjects contained in the individual modes.



– To strengthen students ' writing skills should be incorporated into Danish courses with other subjects with a written dimension in both the basic course and study guidelines process. Danish to be included in the cycle of technology in both the basic course and study guidelines process.



– Basic course must contain at least one main theme with a project in social studies and technology, in which at least one science subjects are included. The theme is organised so that the incoming subjects contributes with knowledge and methods, students can apply in connection with projects in technology.




– Study of direction course must contain at least one main theme with a project in technology, where the natural sciences and mathematics. The theme is organised so that the incoming subjects contributes with knowledge and methods, students can apply in connection with projects in technology.



– Study the course of direction must also contain at least one main theme with a project in teknikfag, and where the focus is on application of knowledge from learning other subjects, including, in particular, study retningsfag.



– A theme on models with interaction between the natural sciences and mathematics will be included.



– In the course of 2. year made a task in written communication by a technical problem involving two of the subjects participating in the study area, with the aim to qualify the work with Studio project on guidelines 3. year.

4. Evaluation

4.1. Ongoing evaluation

After each course of study area made written and/or oral evaluations, which can expose the individual pupil's academic, methodical and personal development.

The ongoing evaluation to ensure that the pupils reflect on their professional development in conjunction with the progression in the professions and in the academic field as well as in relation to their development from primary school students to high school students and from high school students to students. It should stimulate the individual and common reflection on the benefits of teaching.

The ongoing evaluation shall be carried out in relation to the study area's goals and objectives in særfagene. The ongoing evaluation builds on students ' portfolio, including workflows, as well as products.

Because the process is terminated with an internal oral examination on the basis of the student's portfolio, where the pupil development pupil from primary to high school student is evaluated.

4.2. test form

There will be held an oral examination, which includes the testees ' test folder, see. paragraph 3.2., and associated oral examination. Before the oral exam, the school sends the testees ' test folder to censor, and censor will inform themselves in this.

Examiner and examiner are discussing on the basis of presentations by the examiner, which issues the examinee must deepen.

Examination time is approximately 30 minutes. No preparation time.

The examination takes its starting point in the testees ' presentation and submission of sample folder complemented with detailed questions from the examiner. The examinee must, through the selected works in the test folder, document the performance of the professional objectives for the study area.

4.3. Assessment criteria

The assessment is an assessment of the extent to which the testees ' performance meets the professional goals of the study area, as they are specified in point 2.1.

Emphasis is placed on the testees ' ability to: – justify the selection of the selected works in the test folder and relate to each other and to the professional workers targets for study area



– combining the knowledge and methods from different disciplines



– apply professional knowledge and methods in innovative processes and practical problem solving



– Select and apply communication form, in writing, orally and visually



– Search, evaluate and apply information



– comply with the formal requirements for documentation



– Select and apply methods of study, study techniques and forms of work.

One character is given on the basis of an overall assessment of the testees ' test folder and the oral examination.

4.4. Single subject kursister and even students

Single subject kursister and even students bear instead of the test described in paragraph 4.2., the sample according to the following rules:

The oral test on the basis of a multi-disciplinary task response.

Each student/independent student prepares a multi-disciplinary task response written in at least two of the subjects mentioned in paragraph 3.4. Preparation of exam paper must be made within a limited period, to be determined by the school director.

The school's head shall designate among the school's teachers, mentors for each student/even students in subjects with the greatest weight is included in the task. The student/the independent student chooses in consultation with advisers area for the task.

The student formulates research question and delimiter, the professional areas/topics to be included in the task, which would subsequently be approved by the supervisors.

The task will be sent no later than 14 days before the test to censor.

Exam paper consists of: – a treatment of the chosen professional fields set in relation to the issue



– a description of the methodological considerations related to exam paper



– an explanation of how the individual subjects contributing to the expansion of the problem



– a reasoned assessment of how the subjects together promotes a holistic understanding of the problem.

Examination time is approximately 30 minutes. No preparation time. The examination takes its starting point in the testees ' presentation and the presentation of key issues in the exam paper with subsequent conversation.

Assessment criteria corresponds to the assessment criteria provided for in paragraph 4.3., however, the first and the last peg excepted.

One character is given on the basis of an overall assessment of the testees ' task response and the oral examination.



Annex 3 Bindings between study directional trades – htx, June 2013

1. Fields of study that include mathematics (A)

Study direction shall also contain: 1) at least one of the subjects physics or chemistry at A-level or



2) at least one of the subjects biology, or information technology at B-level, or



3) history of the (B), if the other two subjects in the academic direction is at A-level.

2. Fields of study that include Physics (A)

Study direction shall also contain: 1) at least one of the subjects chemistry or maths at A-level or



2) at least one of the subjects biology, or information technology at B-level, or



3) history of the (B), if the other two subjects in the academic direction is at A-level.

3. Fields of study that includes Chemistry A

Study direction shall also contain: 1) at least one of the subjects physics or maths at A-level or



2) at least one of the subjects biology, or information technology at B-level, or



3) history of the (B), if the other two subjects in the academic direction is at A-level.

4. Fields of study that include technology (A)

Study orientation must also contain at least one of the subjects design, history of ideas, information technology or social studies at B-level.

5. Fields of study that include communications/it (A)

Study direction shall also contain: 1) English at A-level or



2) at least one of the subjects design, the history of ideas or social studies at B-level.

6. Study programmes, which contains English (A)

Study direction shall also include communications/it at A-level.



Annex 4 Pupils study preparatory writing skills – htx, June 2013

1. Objectives

Students should be able to find and select relevant substance as well as process and in writing communicate central single-and multidisciplinary topics.

Students should during the application of professional knowledge, basic methods in the subject/subjects and relevant documentation could give a clear, cohesive and nuanced writing, based on the following study preparatory writing skills: – genre awareness



– linguistic correctness



-problem formulation



– outline



— argument



– use of quotes, characters, illustrations, etc.



– presentation



– relevant references, notes and bibliography.

The study preparatory writing skills to be used in, among other things, study the guidelines project.

2. implementation

2.1. The school's Director shall ensure that, throughout the training course's progression and coherence in the development of the individual student's study preparatory writing skills. School leadership decides how the systematic work to achieve the objectives are organised.

2.2. as part of the construction of students ' study preparatory course of study area included writing skills, see. Annex 2, paragraph 3.4., so that: – conducted courses in both the basic course and study direction process, where Danish interacts with other subjects with a written dimension, with particular focus on the achievement of the above objectives



– each student over the course of 2. year individually reply to a task in a technical issue from two of the subjects participating in the study area.

The school's leader decides which other single and multiple professional tasks that have a particular focus on the achievement of the above objectives, and how other students ' written work included in the aggregate capacity-building.

2.3. The school's leader decides for all major written assignments the procedure for the election of the discipline or professional interaction, selection of technical area and preparation of task/problem formulation. The leader can for the test specified in paragraph 2.2., 2. stick, mentioned task run restrictions for pupils ' choice, if it happens because of the in point 2.1. mentioned the progression and consistency, or for other educational purposes.

2.4. the school provides guidance resources, etc. at the disposal of the individual pupil/student group.

3. Evaluation

3.1. The evaluation of the test specified in paragraph 2.2. mentioned tasks included both an assessment of the responder lifetime notify professional qualities and shortcomings and of the extent to which the student is proficient in the study-related writing competencies specified in paragraph 1. The evaluation should be applied prospectively for the purpose of an ongoing progression in pupils ' mastery of writing skills. The evaluation is carried out with the use of the evaluation forms indicated in section 82.


3.2. The school's leader decides whether there should be given the character of the individual task response. School leadership decides how the evaluation of the individual writing task is included in the definition of the position marks.



Annex 5 Study direction project – htx, June 2013

1. Purpose

The purpose of the study the guidelines project is that students work independently to immerse themselves in and communicate a technical problem within a selected area related to their field of study. By combining different technical approaches and disciplines, which reinforces the professional immersion, students must demonstrate that they are able to independently select, engage and apply the relevant background fabric, and that they are able to implement a critical appraisal on a professional and methodical basis. In the work on the study of the direction the project strengthens the pupils so their Studio powers know that the written presentation must demonstrate that they are able to understand, process, summarize and disseminate available, a technical and complex issue.

2. Objectives

The goal of the study the guidelines project is that students must be able to demonstrate the ability to: – professional immersion and to acquaint themselves with new professional areas



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



– master the relevant professional goals in the incoming subjects



– Select, manipulate and organize relevant materials



– demonstrate the ability of professional dissemination



– answer the posed task adequately, including that there is consistency between the task formulation and exam paper



-master the fremstillingsformen in a professional task response (URf.eks. quote technique, notes, source and literature list).

3. The project framework

3.1. At 3. year, each student prepare a study guidance project.

3.2. Study the guidelines the project must be written within a region and a technical problem so that one of the retningsfag of study a student at A-level, as well as a subject of at least B-level is included in the response to the project. The school head must ensure that the combination of subjects underpin the academic immersion in courses and field.

3.3. The school's leader may, however, on the basis of a reasoned application from the pupil, exceptionally approve, to study the guidelines project is written solely on the basis of one of the student's study retningsfag at A-level, or to a third subjects involved in the study of the direction the project. Approval requires that all the objectives set for the project guidelines are met, including that study involved more professional approaches and methods, and that the goal of professional immersion can be realized.

3.4. If in the student's study of the guidelines project included a discipline that has been completed before 3. This year, the school's head ensure that the pupil offered technical and methodological guidance on the subject.

3.5. A subject forming part of a student's tuition project, included guidelines on the highest level, the student has or has had the subject.

3.6. The response to the study guidelines the project must be drawn up in the course of one week (five school days) that is placed within a total period of not more than six weeks during the period from 15. October to 1. March. Task formulation shall be handed over at the start of the writing. The first two days, after school's leader election be placed individually and/or separated from the contiguous week. In the days that are set aside for the preparation of the study of the direction the project, given that no other teaching.

4. Instructions and task formulation

4.1. School head shall designate among the school's teachers in the incoming subjects tutors for the individual student. By manual means good advice and hints for the student's choice and further work on the project. The school's leader organises the instructions in such a way as to ensure a clear separation between the teacher's role as a supervisor and assessor, and the instructions must therefore not include an assessment of the essential parts of the pupil's reply. At the same time, the school's Director of organisation of the instructions ensure that the student can receive guidance in all project phases until the delivery of the answer.

4.2. The learner selects in consultation with its (e) supervisor (e) area and professional problem for study guidance project. Area and the professional issues must-in both subject-related nuclear substance as additional substance-be delimited in such a way that there can be designed a task formulation that ensures that there can be recovery of sections from the replies that had been previously submitted and corrected.

4.3. Pupils who have chosen the same area must have different problem formulations. Task formulation may not directly build on the drug, which is concluded in each student's education. However, there is nothing to prevent the study guidelines project drawn up in the wake of the work in it or the incoming subjects or have associated costs.

4.4. Problem formulation shall be drawn up by the pupil's supervisor (s). The need to accommodate both discipline-specific professional requirements in the transverse as in-depth courses, and there should be a requirement for immersion, which in essential respects goes beyond the work of at least one of the subjects. Problem formulation must: – be specific and delineated and must be in precise formulations indicate what will be required of the pupil, including requirements to the extent of the exam paper, and it should involve some aspect or be accompanied by an annex which has not been discussed with the student under the guidance



– make it possible for the learner to meet the objectives of the study the guidelines project



-be designed so that the student has the opportunity to respond to the task adequately within the temporal framework for the study of the guidelines project



– have such a form, that the pupil not in advance can produce detailed parts of the final reply



– take account of the considerations, the student has done the task in writing about the period.

4.5. for study guidance projects, in which one or more foreign languages is included, to be a part of the used sources be in the foreign language.

4.6. Exam paper to be drawn up in the Danish. The school's head may, however, accept that the completely or partially drawn up in English, German or French. If one or more foreign languages is included, the school's leader also approve that exam paper in whole or in part shall be drawn up in one of those languages.

4.7. Exam paper should include a short summary in English.

5. Evaluation criteria

5.1. Given one character on an overall rating, which is based on an assessment of the extent to which the testees ' task response meets the objectives laid down for study guidance project. If the task is written in only one subject, it also included in the assessment, the extent to which the reply demonstrates the testees ' mastery of specific academic immersion.

5.2. If the exam paper in whole or in part is drafted in a foreign language, are the requirements for the language design the same as if it was drawn up in Danish.



Annex 6 project task for single subject kursister-htx, June 2013

1. Purpose

The purpose of the project is that students work independently to immerse themselves in and communicate a technical problem within a selected area related to the subjects that are included in the student's education. Students must demonstrate the ability to professional immersion, and that they are able to independently select, engage and apply the relevant background material and to carry out a critical assessment of a technical and methodological basis. In the work with the project task forces students so their Studio powers know that the written presentation must demonstrate that they are able to understand, process, summarize and disseminate available, a technical and complex issue.

2. Objectives

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



-demonstrate the ability to select and apply appropriate professional analysis and working methods and thereby strengthen the professional immersion



– master the relevant professional goals in the (t) incoming subjects



– Select, manipulate and organize relevant materials



– demonstrate the ability of professional dissemination



– answer the posed task adequately, including that there is consistency between the task formulation and exam paper



-master the fremstillingsformen in a professional task response (URf.eks. quote technique, notes, source and literature list).

3. Project the task framework

3.1. Each student prepares a project task. The project is written in one to three of the subjects included in the student's education. At least one of the subjects must be at A-level.

3.2. At the time of the preparation of the project the student must either follow the teaching or have taken the test in the field or discipline, as the task is written in.

3.3. Each student chooses, within the framework of paragraph 3.1.-3.2. even, which subjects the project is written in.

3.4. The answer to the project must be drawn up in the course of a week (five school days) that is placed within a total period of not more than six weeks. The school's leader decides a work term placement. The first two days, after school's leader election be placed individually and/or separated from the last consecutive three days. In the days that are set aside for the preparation of the exam paper, given that no other teaching.

4. Instructions and task formulation


4.1. School head shall designate among the school's teachers, mentors for each student in the disciplines included in the project. By manual means good advice and hints for students ' choice and further work on the project. The school's leader organises the instructions in such a way as to ensure a clear separation between the teacher's role as a supervisor and assessor, and the instructions must therefore not include a rating of significant parts of the student's answer. At the same time, the school's Director of organisation of the instructions ensure that the student can receive guidance in all project phases until the delivery of the answer.

4.2. The student chooses in consultation with its (e) supervisor (e) area and technical issue for the project task. Area and the professional issues must – in both subject-related nuclear substance as additional substance – be delimited in such a way that there can be designed a task formulation that ensures that there can be recovery of sections from the replies that had been previously submitted and corrected.

4.3. Students who have selected the same area must have different problem formulations. Task formulation may not directly build on the drug, which is concluded in each student's education. However, there is nothing to prevent the project drawn up in the wake of the work in it or the incoming subjects or have associated costs.

4.4. Problem formulation shall be drawn up by the student's supervisor (s). The need to accommodate the demands of the discipline-specific or the incoming subjects, and it can also accommodate more transversal professional requirements in cases where contained more than one phage. There should be a requirement for immersion, which in essential respects goes beyond the work of at least one of the subjects. Problem formulation must: – be specific and delineated and must be in precise formulations indicate what will be required of the student, including requirements to the extent of the exam paper, and it should involve some aspect or be accompanied by an annex which has not been discussed with the student under the guidance



– make it possible for the student to meet the objectives of the project



-be designed so that the student has the opportunity to respond to the task adequately within the time frames for the project task



– have such a form, to the student not in advance can produce detailed parts of the final reply



– take account of the considerations, the student has done the task in writing about the period.

4.5. in the case of project tasks, in which one or more foreign languages is included, to be a part of the used sources be in the foreign language.

4.6. Exam paper to be drawn up in the Danish. The school's head may, however, accept that the completely or partially drawn up in English, German or French. If one or more foreign languages is included, the school's leader also approve that exam paper in whole or in part shall be drawn up in one of those languages.

4.7. Exam paper should include a short summary in English.

5. Evaluation criteria

5.1. Given one character on an overall rating, which is based on an assessment of the extent to which the testees ' task response meets the objectives set for the project task.

5.2. If the exam paper in whole or in part is drafted in a foreign language, are the requirements for the language design the same as if it was drawn up in Danish.



Annex 7 Biology B – htx, June 2013

1. Identity and purpose

1.1. Identity

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

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

In interaction with the other subjects contribute biology to the understanding of ourselves and the nature around us and gives technical basis for attitudes and ethical standpoints in relation to current societal conditions with biological content.

1.2. Purpose

Profession contributes to education and educative purposes by that students gain knowledge and insight into the biological core areas and get the basis to remain reflective and responsible to themselves, their fellow human beings and nature.

The aim is that students gain understanding of the links between biological knowledge and its application in technological and commercial context. Furthermore, the aim is that students gain understanding of fundamental biological principles, including sustainable development. This gives students professional basis in order to remain innovative and critical to the application of biological knowledge and biotechnology and to participate in public debate on topics with qualified biological content and to act in a democratic context, both locally and globally.

Biology (B) contribute to the training of study preparatory purposes by that students gain experience with relevant study technique, develops the ability to professional immersion, and understanding of the interplay between theory and practice in the examination and analysis of biological issues and by practical application of their biological knowledge.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – explain examples of practical application of biological knowledge, biological processes and technology in production, environmental protection and disease prevention and treatment



– formulate and analyze biological issues with use of biological terms and models



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



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



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



– analyze and explain results from experiments and studies, taking into account the sources of error, insecurity and biological variation and, in this context, discuss the differences between controlled experiments and studies in the field



– document and present experiments and results as well as discuss various gengivelsers strengths and weaknesses



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



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



– analyze and discuss social and bioethical perspectives related to problems with biological content.

2.2. Core fabric

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

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



– the virus ' structure and behavior



– Microbial growth and growth factors for this



– the structure and function of enzymes and elementary Enzyme Kinetics



– an example of a biotechnological method application in production



– selected body systems structure and function



– an example of the application of biological knowledge in disease prevention and treatment



– examples of biological regulatory mechanisms and their importance for the maintenance of a stable internal environment



– human procreation, including hormone regulation and sexually transmitted diseases



– the human immune system and examples of its importance



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



– examples of interaction between species



– examples of substance cycles and the importance of human intervention in these



– an example of the application of biological knowledge for the purpose of environmental protection



– building and examples of biological importance of carbohydrates, fats, proteins



– nukleinsyrernes structure and function, including protein synthesis



– basic genetic concepts, including nedarvningsmønstre and mutations



– evolutionary theory, including the importance of heritage and the environment.

2.3. additional drug

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

3. organisation

3.1. Didactic principles


The teaching is thematically structured. The themes will be based on the close and current and selected so that they are suitable to show the importance of the use of biological theory and method. The themes are organised so that they support the pupil's understanding of the connections between the core substance of different elements. Some of the themes are chosen so that they are suitable to engage in interaction with other disciplines.

Experimental work and theory included integrated into teaching.

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

3.2. Working methods

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



– Student actuating forms of work



– oral communication by student presentations and discussion



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



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

The experimental work represents approximately 20 per cent of the subject's duration. Writing performance in the subject includes work with the subject's different writing genres and is an essential part of the learning process. The written work includes, inter alia, the following: – records of experimental work and field work



– reports prepared on the basis of records



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



– other products such as URf.eks. presentations, posters and project report.

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

3.3. Information technology

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

3.4. Interaction with other subjects

Biology (B) is subject to the general requirement of interaction between the subjects, mainly through its contribution to the study area as described in annex 2. Parts of nuclear substance and the supplementary drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction. Cooperation with the other subjects in the academic course guidelines, including the technical and technological subjects and mathematics are weighted highly.

When biology B is a study retningsfag, included the direct interaction with technology or teknikfag. If the subject is part of a field of study along with another science discipline or mathematics must be in education included at least one course, where the link between biology and the concerned subjects clarified for students.

When biology B is an elective, students ' knowledge and skills from other disciplines involved, so the subject is lit and put in a technical/technological context.

4. Evaluation

4.1. The ongoing evaluation

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

4.2. test form

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

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

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

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

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

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

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

4.3. Assessment criteria

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

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



– analyze and discuss the biological findings



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



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

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



Annex 8 Biology C-htx, June 2013

1. Identity and purpose

1.1. Identity

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

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

In interaction with the other subjects contribute biology to the understanding of ourselves and the nature around us and gives technical basis for attitudes and ethical standpoints in relation to current societal conditions with biological content.

1.2. Purpose

Profession contributes to education and educative purposes by that students gain knowledge and insight into the biological core areas and get the basis to remain reflective and responsible to themselves, their fellow human beings and nature.

The aim is that students gain understanding of the links between biological knowledge and its application in technological and commercial context. Furthermore, the aim is that students gain understanding of fundamental biological principles, including sustainable development. This gives students professional basis in order to remain innovative and critical to the application of biological knowledge and biotechnology and to participate in public debate on topics with qualified biological content and to act in a democratic context, both locally and globally.

Biology (C) contribute to the training of study preparatory purposes by that students gain experience with relevant study technique, develops the ability to professional immersion and understanding of the interplay between theory and practice in the examination and analysis of biological issues and by practical application of their biological knowledge.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – explain examples of practical application of biological knowledge and biological processes



-demonstrate knowledge about and formulate simple biological issues



– run simple hypotheses as a starting point for biological experiments, and explain the meaning of control experiments



– perform experiments and studies in laboratories, in workshops and in the field, taking into account the General laboratory safety



– collect and process results from qualitative and quantitative experiments and studies under the guidance



– analyze and explain results from experiments and studies, taking into account the sources of error and uncertainty



– document and present experiments and results from experimental work



– extract and explain biological theory of literature and apply this in the discussion of results from experimental work



– account for examples of practical application of biological knowledge and biological processes



– account for examples of societal and bio-ethical issues with the involvement of relevant biological knowledge.

2.2. Core fabric

Teaching should include basic biological knowledge on cell, individual-and ecosystem-level with implications for health, environment and bio-based production. Scientific working methods is an essential and integral part in all teaching themes.

Nuclear substance is: – cell structure, function and evolution as well as selected celleorganellers overall functioning, including the overall difference of plant-, animal-, fungal and bacterial cells



– an example of biotechnological production



– a selected body systems structure and function, from a health perspective



– an example of the application of biological knowledge in disease prevention and treatment



– basic energy revenues in cell, individual and ecosystem and examples of interaction between species




– selected organic substances and their biological significance including DNA's structure and function



– human procreation, including hormone regulation and sexually transmitted diseases.

2.3. additional drug

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

3. organisation

3.1. Didactic principles

The teaching is thematically structured. The themes will be based on the close and current and selected so that they are suitable to show the importance of the use of biological theory and method. The themes are organised so that they support the pupil's understanding of the connections between the core substance of different elements. Some of the themes are chosen so that they are suitable to engage in interaction with other disciplines.

Experimental work and theory included integrated into teaching.

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

3.2. Working methods

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



– Student actuating forms of work



– oral communication by student presentations and discussion



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



– various types of writing performance.

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

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



– reports prepared on the basis of the records



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



– other products such as URf.eks. presentations and posters.

Writing performance in biology (C) must provide students the opportunity to immerse themselves in the biological issues and strengthen the acquisition of biological knowledge and working methods.

If the subject has been awarded apprenticeship, the written work is organised, so there is a progression in the subject's writing performance and consistency for writing work in other disciplines in the development of each student's writing skills.

3.3. Information technology

It is involved in teaching, where it is appropriate for the fulfilment of the professional goals, URf.eks. in connection with data collection, data processing, information retrieval, written presentation, conferences and presentation.

3.4. Interaction with other subjects

Biology (C) is subject to the general requirement of interaction between the subjects, mainly through its contribution to the study area as described in annex 2. Parts of nuclear substance and the supplementary drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction. Cooperation with the other subjects in the academic direction, including, in particular, the technical and technological subjects and mathematics are weighted highly.

4. Evaluation

4.1. Ongoing evaluation

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

4.2. test form

An oral examination shall be held on the basis of a task that is prepared by the examiner. The task will be based on one or more of the themes. The task contains a headline and clarifying under question, as well as known and unknown documents. Experimental work is included in all tasks.

Examination time is approximately 24 minutes. The preparation time is about 24 minutes.

Each task must be used no more than twice per team. Annex I may be used several times after the eksaminators choice.

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

4.3. Assessment criteria

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

Emphasis is placed on the student's ability to: – explain and analyze the results from the experimental work



– put the experimental work in relation to relevant theory



– explain and explain biological issues and contexts



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

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



Annex 9 A – Danish htx, June 2013

1. Identity and purpose

1.1. Identity

Danish is a humanistic subjects. The subject's core is linguistic knowledge and awareness, which translates into linguistic skills and reflection. Danish includes the linguistic and textual, including the literary substance area as well as media dimension in both. The course treats and develops skills that are important for the work of the other subjects. Danish go into dialogue with the nature professional, social sciences and technological disciplines of education and technological formation and include the student's role as a citizen in a democratic society.

1.2. Purpose

Worked with Danish contributes to the overall purpose of education by preparing the pupil for higher education. Students should strengthen their ability to use the Danish language expressive possibilities for precise and nuanced to express their knowledge and opinions in writing and orally. Furthermore, the aim is through a thorough work with language, texts and media to contribute to students ' identity formation and linguistic awareness. Subject to overall strengthen students ' ability and desire to read and write, to critically and constructively to work on their own and others ' use of Danish and to reflect on the content and format of the texts they encounter in training and in their surrounding world in General.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to:-disseminate knowledge and messages convincingly and accurately in oral form, participate in discussions with argued post and engage in dialogue and conversation that is adapted to the situation



– listen actively and with attention, understanding and hearing



– Read quickly and safely, and select read strategy in relation to read the purpose and type of text



– submit a professional knowledge and a coherent argument in a clear and correct writing language, and assess what written form it is most appropriate to manufacturing apply to a communication situation



– apply text analytical concepts to give a nuanced analysis, interpretation, overview and assessment of the Danish lyrics



– analyze, interpret and relate/compare digital media and media products and put them in relation to their production and reception conditions



– adopt a historical and technological perspective on different text types and works



– provide reasoned assessment of own and others ' oral and written use of the language and instruments and formulate alternatives



– use it for communication and information retrieval and demonstrate awareness of the opportunities and limitations.

2.2. Core fabric

Nuclear substance is put in relation to the four cultural skills – listening, speaking, reading and writing – and is made up of the linguistic fabric area, the textual substance area and media dimension of both of these subject areas.

Nuclear substance are as follows:

The linguistic fabric area – the Danish language and linguistic variation



– Danish language in relation to other languages, including English in the Danish language communities, and the Nordic language community



– language skills and linguistic analysis techniques



– Professional and technological language forms.

The textual substance area – various forms of fiction literature and factual, including poly-forms



– at least one text of each of the following authors: Ludvig Holberg, Adam Oehlenschläger, N.F.S. Grundtvig, Steen St. Blicher, Hans Christian Andersen, Herman Bang, Henrik Pontoppidan, Johannes v. Jensen, Martin Andersen Nexø, Tom Kristensen, Karen Blixen, Martin a. Hansen, Peter Seeberg, Klaus Rifbjerg, as well as at least one ballad



– Danish texts in a historical and international perspective



– Norwegian and Swedish texts in the original language



– various techniques for the analysis and interpretation of texts



– texts and text types that have relevance for technological formation, and which are characteristic of the programme as a whole.

Media dimension – voice and writing cultures towards digital culture forms



– Visual information, including fixed and moving images



-media development, form and content



– digital media and various techniques for the analysis and interpretation of these



– technological conditions impact on the content and format of the communications.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug elaborates and perspektiverer nuclear substance with texts and studies covering specific periods, the author creates and themes. The supplementary drug organised largely in cooperation with students.

3. organisation


3.1. Didactic principles

Education shall be based on a professional level corresponding to the level of pupils from primary school. The teaching is organised so as to be taken equally into account students ' assumptions and special interests and to the professional goals, to be achieved over the period.

In teaching the skills of interaction within and across the linguistic fabric area, the textual substance area and media dimension. The linguistic work is included as an integral part of text reading, with insight into the language's structure, function and history are used as a basis for the nuanced and well documented analysis, interpretation and perspective of texts.

3.2. Working methods

Danish subject takes advantage of a number of different forms of work, such as customizable observed differences in assumptions and learning strategies among students, academic objectives and substance. Working methods in Danish A class conversation over student presentations range from long-independent project work under the guidance. The working methods used in a deliberately chosen progression that places different demands on student and teacher roles.

Orality and writing requirements, process-oriented course, analysis and production is integrated in the work to reach the professional goals. The progression is progressing in an interplay between systematically organised training, where individual skills are challenged and incorporated, and larger integrated tasks, who collects it taught in a product as documented.

The written work is scheduled, so there is progression and consistency for writing work in the other subjects. Portfolio to be used in the work with the written products.

3.3. Information technology

It is used as a search tool for information and studies of Danish professional topics. The emphasis is on the development of creativity and Systematics in the search, independence, critical sense and source critical method. Copyright law, ethics in the handling of and requirements for documentation of sources is included in tuition.

It is used for reporting and dissemination of written, audio and visualization. The use of it interacts with the subject's media dimension, so that the Danish professional analysis of the media associated with the equipment and programs, students are applying in the subject and in other subjects.

3.4. Interaction with other subjects

The course treats and develops skills that are the hallmarks of technological formation. Parts of the Danish professional core substance and additional substance shall be selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction. The profession is collaborating with other education and training courses to develop skills in written and oral communication, including transverse writing in and outside the study area.

The profession is collaborating with other disciplines on relevant humanitarian issues, electronic forms of communication and linguistic and aesthetic instruments.

The subject collaborates with English and possibly other relevant subjects of common linguistic terminology and analysis concepts.

4. Evaluation

4.1. Ongoing evaluation

Ongoing evaluation has its starting point in pupils ' orality and portfolio that includes written products from education and pupil's own reflection on the responses in relation to ekspliciterede criteria.

4.2. test forms

There is a centrally lodged written examination and an oral examination.

The written test

The test lasts five hours and is an it-based test, where a central announced electronic material and its associated task formulations used. The answer must be electronic.

The oral test

The test lasts about 30 minutes. Provided approximately 60 minutes of preparation time.

The examinee will receive a task by drawing lots with an unknown text material. Tasks may be used more than twice on the same team. Tasks sent to the censor and commented on by this prior to the test. Text material must have a scale proportionate to the preparation time and the difficulty of the texts. The examination is carried out on the basis of a proposal from the examinee, and shapes it as a conversation between the examinee and examiner. During the test, there must be only used notes from the preparation time.

4.3. Assessment criteria

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

In the assessment of the written test the documented ability of testees ' emphasis on linguistic processing complex contexts in a clear and understandable and to dispose, analyze, argue and disseminate knowledge and experience.

One character is given on the basis of an overall assessment of the testees ' writing achievement.

In the assessment of the oral test places emphasis on the following: – the testees ' ability to raise significant pages of text, including the interaction between form and content



– the testees ' ability to put text into context, going beyond the text itself



– how engaging and clear the examinee conveys his message.

One character is given on the basis of an overall assessment of the testees ' oral performance.



Annex 10 Design B-htx, June 2013

1. Identity and purpose

1.1. Identity

Designs of the subject area is product design, communication design and design of the physical environment, which can be viewed and analyzed as an interplay between form, function and communication in relation to engineering, technology, aesthetics and innovation. The profession has a historical and social dimension.

The course will be based on projects that integrate practical and theoretical dimensions. Design analysis is the element that establishes the relationship between the subject's practical and theoretical page. With analysis at various stages in the practical design process qualify an understanding of professional design as process and outcome, like analysis of professional design sharpens an awareness of design process in practice.

1.2. Purpose

The aim is that students acquire the tools to implement an independent, structured design process that includes identifying a problem, research design, sketching, visualization, presentation and dissemination, and which contains innovative elements. Students also acquire design skills that enable them to analyze and evaluate the designed environment with the use of the subject's method, concept formation and terminology.

Students get a method, which they can transfer to the solution of the tasks of other subjects in the secondary school education and in higher education by virtue of the subject's structuring of a problem-solving workflow.

The students will be aware of designs role in a globalised world, as part of international communication and in resolving local-related issues.

2. Professional objectives and technical content

2.1. Professional goals

Students must be capable of the following:

General – analyze and discuss design as a process and as a result



– visually and orally communicate and reflect a design process and design solutions using the subject's methods and terminology.

Design process – identify a design problem and formulate, plan and implement a clear design project, which is based on a main grip



– apply different methods for idea generation and concept development



– examine a design problem on the basis of different parameters and using different methods, as mentioned in the core fabric



– combine the results of idea generation, concept development and various surveys in a particular design project



– perform, document and justify the choice of a design process



– detailed a design project or a major element of a design project



– Select temporary solutions and later open up new solutions in a design project



– present a design project



– move deliberately between practice and theory, the abstract and the concrete, between a whole and details as well as between the known and the as yet unknown.

2.2. Core fabric

Nuclear substance are as follows:

Subject-field – product design, including industrial design



– communication design



– design of the physical environment, including architecture.

Design theory – design process elements on a reflected level



– design history with a focus on design constructed in the period from modernism till today.

Visualization methods – 2D and 3D sketching, including sketching in scale



– model building



– desktop publishing and photo processing.

Research methods – different methods (observation, survey, interview, or similar) to the study of various stakeholders, including the user and principal



-design studies



– form, product and process analysis



– information retrieval in professional journals and on websites.

Design parameters (a)) the parameters form, function, aesthetics and communication. These are parent and be seen in context with each other and with the parameters mentioned in the design parameters (b))



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

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. Choice of additional substance is dependent on professional interaction in the fields of study, moreover, students ' interaction in teknikfag and students ' individual projects.

Additional fabric are: – at least three of the parameters mentioned under the design parameters (b)) to be involved at a level corresponding to the design parameters (a)).




– Selected examples of literature such as laws, regulations or legislation (URf.eks. of the working environment), local plans or other policy documents, business plans, product testing or product reviews involved in education as a result of peer interactions and the selected projects.



– Other areas such as design, manufactured before modernism, and design that are outside the Western design tradition, involvement in education as a result of peer interactions and the selected projects.

3. organisation

3.1. Didactic principles

The primary educational form is inductive, so that students acquire the academic practical and theoretical skills on the basis of the project work. Students achieve competencies through experience of own projects and through employment with professionally done design.

The projects have to be organised, so that students are increasingly can show independent initiative in the identification of a design problem, as well as the formulation and solution of the.

The teacher acts as a sparring partner and supervisor in this process.

3.2. Working methods

Under the display alternates between project periods and short courses, creating redskabsmæssige conditions to implement a design process.

Pupil's work, progression and self-evaluation is maintained in a portfolio.

The results from each project are assembled in the portfolio. The student editing this so that theoretical and practical research materials and solved tasks clearly.

Students work both individually and in groups. By group work each student draw up an individual documentation in its project folder of its work in the course of the project.

Included external activities in the form of visits to architectural firms, companies, exhibitions or similar.

3.3. Information technology

It is a fundamental tool in the subject in the design process, the different phases: in connection with research, verification of ideas, visualization and communication.

3.4. Interaction with other subjects

Design (B) is subject to the general requirement of interaction between the subjects, mainly through its contribution to the study area as described in annex 2.

Cooperation with the other subjects in the academic direction process, including, in particular, the technical/technological subjects, the natural sciences and mathematics, are weighted highly.

When design (B) included in a field of study along with a science discipline or mathematics, who planned a joint course, where the technical/technological and social angle.

When design B is an elective, students ' knowledge and skills from other disciplines involved, so the subject is lit and put in a technical/technological context.

Parts of nuclear substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

4. Evaluation

4.1. Ongoing evaluation

In design projects included ongoing evaluation as a natural part of the process. On the other hand is going on evaluations in the form of conversations along the way, involving the entire team, part of the team or the individual pupil, on the other hand, considers that the Evaluation Office during the final presentation of the individual project.

On the basis of the portfolio be assessed student work on an ongoing basis in relation to the proposed tasks.

4.2. test forms

There will be held an oral examination. The school's leader chooses for each hold one of the following two forms: Sample Test form a) oral examination on the basis of a presentation task presented by the examiner. The task takes its starting point in the testees ' portfolio, see. item 3.2. The task of a topic selected by the examinee and approved by the examiner. The subject must be chosen in such a way that the examinee can involve examples across the portfolio and across disciplines such as product design, communication design and design of the physical surroundings.

On an examination team must the same task used up to three times on the same team.

Examination time is approximately 30 minutes. Provided approximately 48 hours of preparation time, however not less than 48 hours. In the preparation time the examinee selects materials from portfolio and prepare a presentation on the basis herein on the basis of the task.

The examination takes its starting point in the testees ' presentation. The examination then shapes itself as an in-depth conversation. The testees ' presentation constitute up to half of the examination time.

Sample form b) oral examination on the basis of a task, which takes as its starting point the testees ' portfolio. Task formulated by the examiner. The task is formulated in such a way that the examinee can involve examples across the portfolio and across disciplines such as product design, communication design and design of the physical surroundings.

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

The task will be answered using examples from the testees ' portfolio, see. item 3.2. The examples are partly produced by the examinee, on the other hand, photographs or reproductions of examples produced by others. The answer to be deepened in a subsequent conversation.

The entire portfolio can be involved in the examination.

4.3. Assessment criteria

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

If the test form a) is selected, assessed in addition: – the presentation's structure



– the quality of your presentation in communicative terms.

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



Annex 11 English A – htx, June 2013

1. Identity and purpose

1.1. Identity

English is a færdighedsfag, a workshop and a vidensfag, which deals with the English-speaking areas and the globalised world. The subject's workspace is the English language as means of communication and as a means of understanding of culture and society and technical, technological and scientific conditions. The subject includes work with communication in practice with a particular focus on technical, technological and scientific topics, text analysis and text overview and a general linguistic dimension.

1.2. Purpose

In English (A) the aim is to develop skills in understanding and using the English language and thus create the conditions for that student can participate actively in regional and global contexts, both personally and professionally. The profession must be disseminate current knowledge of conditions within the language area and the globalised world. The profession must also create the basis for that student can communicate across cultural borders both in General, technical, technological and scientific contexts.

The subject's various disciplines to contribute to the creation of linguistic knowledge and awareness as a prerequisite for continued acquisition of profession and for advanced studies in English or studying, requiring skills in English.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – understand the varied, authentic English, including formal and informal language, speech and written language, literary language and basic technical terminology in the field of technology and science



– apply a broad and varied vocabulary of technical, technological, scientific and general topics in combination with secure mastery of grammatikkens basic rules



– apply a basic knowledge of the English language's structure and grammar to linguistic analysis, comprehension and dissemination



– apply appropriate reading strategies for information in larger amounts of text with a view to the selection of fabric



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



– apply a basic knowledge of the historical, cultural, social and technological conditions within the language area or internationally to the perspective of current conditions



– apply relevant, including information technology, tools for oral and written presentation and documentation of technical, technological and scientific issues and to the acquisition and critical assessment of new knowledge about the language field and the international world



– explain and participate in conversation in English about everyday, social, literary, technological and scientific issues



– sum up, translate and independently formulating texts of a general technological content, as well as longer representations of complex problems and issues and be able to use varied, receive customized forms of communication.

2.2. Core fabric

Nuclear substance includes: – texts and electronic based material with ethical, historical and philosophical content in technology and natural sciences



– basic technical, technological and scientific terminology



– essential English-language lyrics in the main literary genres



– General and technological forms of communication



– Central texts and electronic based material that sheds light on significant historical, cultural, social and technological aspects of an English-speaking area



– essential aspects of the English language's grammar.

2.3. additional drug

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

3. organisation

3.1. Didactic principles


Education shall be based on the professional level, which students have achieved in primary school, and have to be organised, so that they gradually meetings greater complexity in the fabric choice and methodology and experience greater autonomy and responsibility in relation to their own professional development. That must be exchanged between inductive and deductive forms of work.

Work with the subject's various subject areas are integrated, so that students are experiencing a clear correlation between expression, substance and communication situation. To work with listening, reading and communication strategies, and the pupils ' own language production in speech and writing must be a priority.

The working language is quite predominantly in English.

3.2. Working methods

The teaching is organised in the form of topics, incorporating a versatile and varied material.

In English (A) study retningsfag part 8 to 10 topics. In English (A) as an elective part three to five topics.

The written work schedules so there is progression and consistency for writing work in the other subjects. The written work must include screenings, tests and testing of language skills and language observation. It is used for evidence of pupils ' skills, for dissemination and independent processing of issues, including essay writing.

In education included a self chosen topic approved by the teacher, where students, individually or in groups of up to four students are working with one or more texts with a technical, technological, scientific, literary, or general topic in the field of nuclear substance. For a synopsis, which is used as a basis for examination at the final oral examination.

3.3. Information technology and electronic media

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

Integration of electronic media in education allows students to experience language in varied authentic and current contexts.

It should be used as one of several tools in working with texts and in the work with the færdighedsmæssige side of language acquisition. The practical use of it must also strengthen students ' ability to search, select and disseminate relevant technical materials, and students should gain knowledge on various electronic media's impact on communication.

3.4. Interaction with other subjects

The subject is covered by the General requirements about the interaction between the subjects, among other things, through its contribution to the study area as described in annex 2.

When the subject is etstudieretningsfag, the teaching is organised as a coherent two-and-a-half-year course after the basic course, where content and methodology appearing with progression. Cooperation with subjects with communicative, technical, technological and scientific content and in connection with themes and projects with an international dimension are weighted highly. Parts of nuclear substance and the supplementary drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

When the subject is an elective, the teaching is organised as an annual superstructure for the compulsory English b. Cooperation with subjects with technical, technological, natural sciences and communicative content are weighted highly.

4. Evaluation

4.1. Ongoing evaluation

Students ' professional position is evaluated using an initial screening, who during the course followed up by testing. After the end of each topic or project carried out an evaluation, so that students can achieve a clear understanding of the level and the development of the professional position, and so that the individual and collective reflection on the benefits of teaching be strengthened. The basis for the evaluation should be the professional goals.

4.2. test forms

There is a centrally lodged written examination and an oral examination.

The written test

The basis for the written test is a two-tier Central made set of tasks. The test duration is five hours.

The whole task Kit handed out at the start. Subsample 1 be answered without the use of any computer or technical AIDS. When the subsample 1 is handed over to a supervisor at the latest after one hour, the student must start the computer. When replying by subsample 2 is all AIDS allowed. Communication with the outside world is not allowed. Furthermore, the use of the Internet is not allowed, see. However, section 15, paragraph 2, of the General exam notice.

The oral test

The school's leader chooses for each hold one of the following two sample forms. For both the sample forms, the topics included as a basis for the test, put together to cover the professional goals and core substance, and that the same unknown specimen may be used up to three times on the same team.

Try form a) oral examination on the basis of the testees ' synopsis of the self-imposed topic and an unknown text materials associated with one of the most studied topics. The unknown text material shall consist of one or more texts with a total extent of approximately three to five standard pages depending on the material's level of difficulty. Text material is supplied with a short instruction in English. Examination time is approximately 30 minutes per examinee. Given approximately 30 minutes of preparation time.

The exam is two-fold.

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

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

Examination time is distributed evenly between the two parts.

Sample form b) oral examination on the basis of an unknown text materials associated with one of the most studied topics and an unknown in the rough prose text.

The unknown text material shall consist of one or more texts with a total extent of approximately 12-15 standard pages depending on the material's level of difficulty. The unknown, raw prose text has a scale of about one normal page. Text material is supplied with a short instruction in English.

The examination is in two parts, with a total eksaminationstid of approximately 30 minutes.

The first part deals with the testees ' presentation of the unknown text material with the inclusion of the studied subject, supplemented by a detailed conversation between examinee and examiner. Text material handed out the day before the test, and provides about 24 hours of preparation time, however not less than 24 hours.

The second part deals with the testees ' recitation and translation of selected parts of the unknown, unworked prose text and also annotation and explanation related to vocabulary and grammar. For this part of the sample is given a preparation time of approximately 30 minutes.

Examination time is allocated between the two parts, so that the first part is about 2/3 and the second part about 1/3.

A normal page is for prose 1300 letters, corresponding to ca. 1350 characters, and for poetry/drama 30 lines.

Through the use of electronic media materials match three to six minutes of playback for one normal page.

4.3. Assessment criteria

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

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



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



-ability to structure the logical and coherent, unfold the topic and make relevant perspektiveringer



– ability to use appropriate assistive devices, including computer



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



– ability to present views and argue coherently.

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

At the oral test will be given to: – text understanding, overview of the text material and the ability to pick out relevant information



– ability to unfold the topic, carry out relevant perspektiveringer and present a coherent and structured under compound use of it



– ability to effortlessly to engage in a conversation in English, presenting the views of liquid and argue coherently



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



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

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



Annex 12 English B-htx, June 2013

1. Identity and purpose

1.1. Identity

English is a færdighedsfag, a workshop and a vidensfag, which deals with the English-speaking areas and the globalised world. The subject's workspace is the English language as means of communication and as a means of understanding of culture and society and technical, technological and scientific conditions. The subject includes work with communication in practice with a particular focus on technical, technological and scientific topics, text analysis and text overview and a general linguistic dimension.

1.2. Purpose

In English (B) the aim is to develop skills in understanding and using the English language and thus create the conditions for that student can participate actively in regional and global contexts, both personally and professionally. The profession must also create the basis for that student can communicate across cultural borders both in General and technical, technological and scientific contexts.


The subject's various disciplines to contribute to the creation of linguistic knowledge and awareness as a prerequisite for continued acquisition of profession and for advanced studies in English or studying, requiring skills in English.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to:-understand authentic English, including formal and informal language, speech and written language, literary language and fundamental technological and scientific terminology



– apply a general and technical vocabulary in connection with grammatikkens main rules, including mastery of the basic syntactical structures



– apply a basic vocabulary of technical, technological and scientific issues



– apply a basic knowledge of the English language's structure and grammar to language observation, text comprehension and dissemination



– apply appropriate reading strategies with a view to the selection of fabric



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



– apply a basic knowledge of the historical, cultural, social and technological conditions in the language field to the perspective of current conditions



– apply relevant, including information technology tools for presentation of technical, technological and scientific issues and to the acquisition and critical assessment of new knowledge about the language field and the international world



– explain and participate in conversation in English about everyday, social, literary, technological and scientific issues



-translate simple texts from Danish into English and from English into Danish and summarize and formulate texts with General technological content 2.2. Core fabric

Nuclear substance includes: – texts and electronic based material with ethical and historical content in technology and natural sciences



– basic technical, technological and scientific terminology



– essential English-language lyrics in the main literary genres



-education and technology-related forms of communication



– Central texts and electronic based material that add up to a portrait of United Kingdom and United States, extensive historical, cultural, social and technological conditions



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

2.3. additional drug

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

3. organisation

3.1. Didactic principles

Education shall be based on the professional level, which students have achieved in primary school, and have to be organised, so that they gradually meetings greater complexity in the fabric choice and methodology and experience greater autonomy and responsibility in relation to their own professional development. That must be exchanged between inductive and deductive forms of work.

Work with the subject's various subject areas are integrated, so that students are experiencing a clear correlation between expression, substance and communication situation. To work with listening, reading and communication strategies, and the pupils ' own language production in speech and writing must be a priority.

The working language is quite predominantly in English.

3.2. Working methods

The teaching is organised in the form of six to eight topics, incorporating a versatile and varied material.

The written work is scheduled, so there is progression and consistency for writing work in the other subjects. The written work must include screenings, tests and testing of language skills and language observation. It is used for evidence of pupils ' skills, for dissemination and for independent processing of issues, including essay writing.

In education included a self chosen topic approved by the teacher, where students, individually or in groups of up to four students are working with one or more texts with a technical, technological, scientific, literary, or general topic in the field of nuclear substance. For a synopsis, which is used as a basis for examination at the final oral examination.

3.3. Information technology and electronic media

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

Integration of electronic media in education allows students to experience language in varied authentic and current contexts.

It should be used as one of several tools in working with texts and in the work with the færdighedsmæssige side of language acquisition. The practical use of it must also strengthen students ' ability to search, select and disseminate relevant technical materials, and students should gain knowledge on various electronic media's impact on communication.

3.4. Interaction with other subjects

The subject is covered by the General requirements about the interaction between the subjects, among other things, through its contribution to the study area as described in annex 2. Parts of nuclear substance and the supplementary drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

Cooperation with subjects with communicative, technical, technological and science content are weighted highly.

4. Evaluation

4.1. Ongoing evaluation

Students ' professional position is evaluated using an initial screening, who during the course followed up by testing. After the end of each topic or project carried out an evaluation, so that students can achieve a clear understanding of the level and the development of the professional position, and so that the individual and collective reflection on the benefits of teaching be strengthened. The basis for the evaluation should be the professional goals.

4.2. test forms

There is a centrally lodged written examination and an oral examination.

The written test

The basis for the written test is a two-tier Central made set of tasks. The test duration is five hours.

The whole task Kit handed out at the start. Subsample 1 be answered without the use of any computer or technical AIDS. When the subsample 1 is handed over to a supervisor at the latest after one hour, the student must start the computer. When replying by subsample 2 is all AIDS allowed. Communication with the outside world is not allowed. Furthermore, the use of the Internet is not allowed, see. However, section 15, paragraph 2, of the General exam notice.

The oral test

Oral examination on the basis of the testees ' synopsis of the self-imposed topic and an unknown text materials associated with one of the most studied topics.

The unknown specimen must consist of one or more texts with a total extent of approximately two to four normal pages depending on the material's level of difficulty. Text material is supplied with a short instruction in English. The topics included as the basis for the sample, taken together, cover the professional goals and core substance. The same unknown specimen may be used up to three times on the same team.

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

The exam is two-fold.

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

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

Examination time is distributed evenly between the two parts.

A normal page is for prose 1300 letters, corresponding to ca. 1350 characters, and for poetry/drama 30 lines.

Through the use of electronic media materials match three to six minutes of playback for one normal page.

4.3. Assessment criteria

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

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



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



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



– ability to use appropriate assistive devices, including computer



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



– ability to present views and argue coherently.

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

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



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



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



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



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

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



Annex 13 Physics A – htx, June 2013

1. Identity and purpose

1.1. Identity


The course covers human attempt through hypotheses, experiments and observations to obtain a structured understanding of the world. The subject is lifelike and practical, and it involves experience with physical phenomena. The subject is experimentally and theoretically, and it puts the emphasis on the models, concepts and methods. Working with the language and concepts of physics. Profession contribute to description, understanding and discussion of societal and technological environment and to scientific and technological formation know that subjects an added perspective in science and technology history. The course provides understanding of the scientific method of work and its importance for the development of culture and world view.

1.2. Purpose

The subject contributes to the overall purpose of education know that students should be able to apply science concepts and methods to the solution of practical and theoretical issues.

The course provides the background for that students can work with the scientific working method, PBL, experimental topics of physics theories, models, and practical issues in workshops and laboratories. Through the teaching of the course builds the students a real student competence at the highest level and secondary school students will be able to combine theoretical knowledge with experiments and apply model descriptions within the technological and technical area. The profession forces interaction between the subjects in the study direction by involving the acquired knowledge from other disciplines in concrete projects and themes.

The course will contribute to students ' understanding of science-based issues of general human, technological and societal character and to students ' study skills in the natural sciences, technological and technical area.

2. Professional objectives and technical content

2.1. Professional goals

Students should: – know, be able to use and analyze physical sizes, dimensions and units



to be able to use the subject's language and terminology – orally and in writing for documentation and dissemination and could alternate between everyday language and technical language



-have insight in the basic laws of physics and could use these in conjunction with the experimental work and to the solution of theoretical, technological and technical problems



– could explain physical phenomena as well as involve the sub-areas of Physics in a historical and technological perspective



-be able to analyse and assess the physical, technical and technological issues on the basis of model concept and on the basis of the model to account for the application, including the application within the technical and technological area



– be able to analyze problems, formulate solutions, plan and conduct physical experiments involving measurements, calculations and assessments



– be able to acquaint themselves with new physical areas and demonstrate understanding of the scientific method of working in a larger context, explain the working method of application areas and relate/compare insights in physics through the work with their own areas of interest.

2.2. Core fabric

Nuclear substance is: – the movement in one and two dimensions, including motion on inclined plane, obliquely throws and smooth circular motion



– the concept of force and Newton's laws, including the Spring forces, gravitational law, pressure, buoyancy and rubbing



– laws and concepts for describing rigid bodies, rotation including angular momentum, torque, moment of inertia and Steiner's theorem



– energy concept, forces work and associated potential energy, kinetic energy, rotational energy, circulation between Forms of energy and work, as well as energy conservation



– the concept of temperature, heat, internal energy, States of matter, phase transitions, and gases gas laws work



– first and second main theorem of thermodynamics, thermodynamic circle processes, including the efficiency and power factor



– concepts and laws for description and calculation of the direct current circuit, including electromotive force and inner resistance



– electrical and magnetic forces and fields, in particular in kapacitorer electric fields and magnetic fields around the conductors and inductors



– induction and alternating current, with particular regard to energy supply



– concepts and laws for description of waves, including superposition and interference, refraction, with particular regard to optical phenomena and applications.

2.3. additional drug

The student will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a magnitude equal to about 25 per cent of training time and include at least one election topic.

The student must be in the supplementary substance to put into perspective his insight in physics as well as work with own fields of interest. In the supplementary drug involvement of current technological topics of discussion of these quantitatively and qualitatively and seen from a social point of view.

3. organisation

3.1. Didactic principles

When the subject is a study retningsfag, teaching to be based on a professional level, corresponding to the student's level from elementary school.

When the subject is an elective, is based on a professional level equivalent to Physics (B).

Teaching should be implemented with emphasis on inductive, holistic education. The student should have the opportunity to draw inferences and put his knowledge into the larger context and relate to the technical and technological application of physics theories, concepts and methods.

Teaching should be based on the student's experiential world and include topics from everyday technology. The teaching is carried out mainly in the thematic and project organized education, where pupils ' curiosity, openness and investigative attitude must be supported. There must be a progression in the pupil's academic, analytical and learning competences through the entire course.

3.2. Working methods

Teaching should the organisation as an interaction between theory and experiment. In the course the emphasis is on the student's independent experimental work, which is integrated throughout the educational process. The student is supported from the outset, so as to gradually obtained increasing autonomy in the formulation, review and dissemination of physical issues. The teaching is organised with the participation of various models, descriptions and forms of work that are suitable for solution of different types of questions.

The practical work in laboratories and workshops make up at least 1/6 of the subject's duration.

Essential parts of the supplementary substance is inserted through the pupil's work with an election issue and a separate project. Choice the subject and the self project must be selected in separate areas.

The independent project takes as its starting point in a physical, technical or technological problem. The issue chosen by the student himself and illuminated through experimental work and associated theory. The self project are disseminated via a written project report.

Work with the electoral topic is organised so that the pupil under way independently immerses in a limited area within this.

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



– reports prepared on the basis of records



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



– other products such as URf.eks. presentations, posters and project reports.

The written work is organised, so there is a progression in the subject's writing performance and consistency for writing work in other disciplines in the development of each student's writing skills.

3.3. Information technology

In the subject should it be included in connection with data collection and processing of measurement data, simulation and visualization, so the pupil tries out different models and get the background to interpret test results.

It tools used in the production of studies and results, and information retrieval are included regularly in the subject, particularly in connection with projects and election issues.

3.4. Interaction with other subjects

The subject is covered by the General requirements about the interaction between the subjects, among other things, through its contribution to the study area as described in annex 2. Cooperation with the other subjects in the academic direction process, including, in particular, the other technical/technological subjects, and the natural sciences and mathematics are weighted equally high.

When Physics A is part of a field of study, planning a common course, where models have a central place, and where the technical/technological and social angle. Parts of nuclear substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

When Physics A is an elective, students ' knowledge and skills from other disciplines involved, so the subject is lit and put in a technical/technological context.

4. Evaluation

4.1. Ongoing evaluation

Student advantage of teaching should be evaluated regularly, so there is a basis for a forward-looking guidance of the individual student in the work to achieve professional goals and for adjustment of the teaching. The student must have a continuous feedback on the professional level for written and oral performance. The assessment shall be fixed in relation to the pupil's expected competence development.

4.2. test forms

There is a centrally lodged written examination and an oral examination.

The written test

Written test on the basis of a central made it-based set of tasks. Task set consists of assignments made on the basis of the core substance of paragraph 2.2.

The test duration is five hours.


The oral test

There will be held an oral examination with 30 minutes preparation time and about a 30-minute eksaminationstid on the basis of the testees ' independent project, see. paragraph 3.2, and a question with a corresponding annex, allocated by drawing lots. Each question is based upon a core stofområde or in selecting topic and must collectively cover the core substance and choice the subject broadly. Questions without annexes must be known by the examinee prior to the test. Each question may be used more than twice on the same team. Issues with supporting documents and a list of the individual projects sent to the examiner prior to the test.

The examination takes its starting point in the testees ' presentation of his independent project. The presentation is supplemented with one or more questions from the examiner. The examinee shall outline hereafter for the drawn-out questions and perspektiverer the subject by means of the annex. The examination then shapes itself as an in-depth conversation between examinee and examiner, where relevant topics throughout the subject's core drug and supplementary substance may be involved.

4.3. Assessment criteria

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

At the written test will be given to: – the testees ' ability to analyze physical issues, make use of a relevant model and explain the methods used



– the testees ' ability to evaluate theories and models use within the technical and technological area



– the testees ' professional knowledge in the field of nuclear substance



– that the testees ' mindset is clear from their response. Symbol and formula rewriting, between bills and unit indication to be included in the reply



– the testees ' ability to apply scientific thinking, process models, interpreting test results, assess and analyse an experimental course as well as to assess the technological environment.

At the oral test will be given to: – the testees ' understanding of physical concepts and principles, the ability to dispose of exam question and understanding of the experimental work, including physical laws and their application, as well as model the concept of



– the testees ' ability to work out from the natural scientific working method and to plan and carry out experiments



– the testees ' ability to put his insights into physics out from his independent project and the drawn-out issue and its annexes



– the testees ' ability to apply scientific thinking, process models, interpreting test results, assess and analyse an experimental course as well as to assess the technological environment.

By both the written and the oral test shall be one character on an overall assessment of the testees ' performance at the test.



Annex 14 Physics B – htx, June 2013

1. Identity and purpose

1.1. Identity

The course covers human attempt through hypotheses, experiments and observations to obtain a structured understanding of the world. The subject is primarily lifelike and practical, and it involves experience with physical phenomena. The subject is experimentally and theoretically and includes models, concepts and methods. Working with the language and concepts of physics. Profession contribute to description, understanding and discussion of technological and social conditions and to scientific and technological formation know that subjects an added perspective in science and technology history. The course provides understanding of the scientific method of work and its importance for the development of culture and world view.

1.2. Purpose

The subject contributes to the overall purpose of education know that students should be able to apply science concepts and methods to the solution of practical and theoretical issues.

The course provides the background for that students can work with the scientific working method, PBL, experimental topics of physics theories, models, and practical issues in workshops and laboratories.

The subject enables students able to combine theoretical knowledge with experiments and apply model descriptions within the technological and technical area. The profession forces interaction between the subjects in the study direction by involving the acquired knowledge from other disciplines in concrete projects and themes.

The course will contribute to students ' understanding of science-based issues of general human, technological and societal character and to students ' study skills in the natural sciences, technological and technical area.

2. Professional objectives and technical content

2.1. Professional goals

The student must: – know and could use physical quantities and units



to be able to use the subject's language and terminology – orally and in writing for documentation and dissemination and could alternate between LSP and everyday language



-be able to use the basic laws of Physics in the context of the experimental work and to solve simple theoretical problems



– could explain physical phenomena as well as demonstrate knowledge of Physics in a historical and technological perspective



– could explain physical, technical and technological issues and the application of physical concepts and models in reality close relationship, including applications in industry or the student's everyday life



-be able to plan and carry out simple physical experiments and analyze simple physical issues put options and perform a more experimental work, which included measurements, performance treatments and assessments



– could explain the natural scientific working methods of application areas.

2.2. Core fabric

Nuclear substance is: – simple movements in one and two dimensions



– the concept of force and Newton's laws, including gravity, pressure, buoyancy and rubbing



– the concept of energy, mechanical work, kinetic energy, potential energy of homogeneous gravitational fields, circulation between Forms of energy and work, as well as energy conservation



– the concept of temperature, heat, internal energy, States of matter, phase transitions, and gases gas laws work as well as thermodynamics, first main theorem



– concepts and laws for description and calculation of simple DC circuits, including electromotive force and inner resistance



– manufacture of AC power for the purpose of energy supply



– concepts and laws for description of optical refractive phenomena.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a magnitude equal to approximately 20% of the training time and should help to put into perspective and develop areas from nuclear substance and the pupils ' individual fields of interest.

In the supplementary drug involvement of current technological topics of discussion of these quantitatively and qualitatively and seen from a social point of view.

3. organisation

3.1. Didactic principles

Education shall be based on a professional level, corresponding to the student's level from elementary school and must be implemented with emphasis on inductive, holistic education. The pupil must put his knowledge into a larger context.

Education shall be organised on the basis of the student's experiential world and with the inclusion of topics from everyday technology and should preferably be implemented in the thematic pathways and in the project organized training. The pupil's curiosity, openness and investigative attitude must be supported.

Teaching should show the correlation between physics theories and practical issues of everyday life. The degree of autonomy is increased, and working with the progression of substance in relation to the level of abstraction.

3.2. Working methods

Teaching will be based on the students ' everyday life and experiences with physical phenomena and to the organisation as an interaction between theory and experiment. In the course the emphasis is on the student's independent experimental work, which must be integrated in the entire educational process.

The practical work in laboratories and workshops make up at least 1/5 of the subject's duration.

The student is supported from the beginning in such a way as to eventually achieve independence rising in the formulation, review and dissemination of physical issues.

The teaching is organised on the basis of different models, descriptions and forms of work that are suitable for solution of different types of questions.

Eleven collects information from an experimental work and compare studies from reality and conveys these findings both orally as writing.

A substantial part of the supplementary substance is inserted through the pupil's work with an independent project, which takes as its starting point in a physical, technical or technological problem. The issue chosen by the student himself and illuminated through experimental work and associated theory. The self project is disseminated through a written project report.

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



– reports prepared on the basis of records



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



– other products such as URf.eks. presentations, posters and project reports.


The written work is organised, so there is a progression in the subject's writing performance and consistency for writing work in other disciplines in the development of each student's writing skills.

3.3. Information technology

In the subject should it be included in connection with data collection and processing of measurement data, simulation and visualization, so the pupil tries out different models and get the background to interpret test results.

It tools used in the production of studies and results. Information retrieval is part on an ongoing basis in the subject, particularly in connection with the project and thematic courses.

3.4. Interaction with other subjects

The subject is covered by the General requirements about the interaction between the subjects, among other things, through its contribution to the study area as described in annex 2. Cooperation with the other subjects in the academic direction process, including, in particular, the technical/technological subjects, the natural sciences and mathematics, are weighted equally high. Parts of nuclear substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

4. Evaluation

4.1. Ongoing evaluation

Student advantage of teaching should be evaluated regularly, so there is a basis for a forward-looking guidance of the individual student in the work to achieve professional goals and for adjustment of the teaching. The student must have a continuous feedback on the professional level for written and oral performance. The assessment shall be fixed in relation to the pupil's expected competence development.

4.2. test form

An oral examination shall be held on the basis of the testees ' independent project, see. paragraph 3.2., and experimental work carried out as part of the preparation for the test.

Examination time is approximately 30 minutes. Given ca. 24 hours preparation time, however not less than 24 hours, during which the examinees in groups of up to three implements one or more self-selected experiments that illustrate the problem within a theme assigned to the group by drawing lots. Each theme must contain a specific physical problem, and the themes to be put together cover the core substance and the supplementary material. Examinees do not know the themes in advance. Eksperimenternes total duration shall not exceed six hours. A list of the individual projects and themes for the experiments is sent to the examiner prior to the test.

The examination takes its starting point in the testees ' presentation of his independent project, complemented with one or more questions from the examiner. The examinee shall outline hereafter for the experiments carried out in the preparation time and justifies the choice of these in relation to the assigned theme. The examination then shapes itself as an in-depth conversation between examinee and examiner, where relevant topics throughout the subject's core drug and supplementary substance may be involved.

4.3. Assessment criteria

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

There should be a particular emphasis on: – the testees ' ability to exercise scientific mindset, to plan and implement simple science experiments and to explain the theory behind the experimental course



– the testees ' ability to work out from the natural scientific working method and to account for the physical, technical and technological issues



– the testees ' ability to put his knowledge of Physics from the independent project and the in the preparation time performing experiments



– the testees ' understanding of physical concepts and principles and understanding of the experimental work, including physical laws and their application.

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



Annex 15 B – history of the htx, June 2013

1. Identity and purpose

1.1. Identity

History of ideas dealing with development in the human way to relate to the world, as expressed in thoughts and ideas in the field of philosophy, science, politics, economics, religion, aesthetics and technology. The subject looks idédannelserne in a historic, social and cultural context and as a starting point to reflect on, get a different perspective and take a position on issues, ideas and theories at the time. History of ideas connecting thoughts and ideas of various kinds, goes in the dialog with the other subjects and raises issues and perspektiverer issues across disciplines and Sciences.

1.2. Purpose

Through the teaching of the history of ideas (B), students advance their understanding of how human conceptions of nature, technology, society and the individual have evolved, their historical awareness of ideas development and conflicts and their ability to use a history of ideas perspective on a current theoretical or practical problem.

Work on the idéhistoriske texts and issues to strengthen students ' ability to reflect on the thoughts, ideas and values, the meetings in the education and in their surrounding world, incidentally, and to argue and discuss, on the basis of knowledge and insight. Teaching should collectively contribute to the general objective of education by preparing the pupil for higher education.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – demonstrate knowledge of the development of key ideas, technology shapes and life conditions in different epochs and cultures



– explain the crucial idéhistoriske conflicts in different periods



– analyze and understand the significant causes and contexts in ideas and technology development among the types



– comparisons of different positions concerning some specific idea and technology historical central questions



– analyse the interaction between ideas, technologies and other life terms during development



– analyze concrete idéhistoriske and technology theoretical issues



– demonstrate an overview of ideas development within each of the core areas of the substance



– discuss and relate/compare current issues in technology, science, politics, art and ethics with background history of ideas.

2.2. Core fabric

Nuclear substance is ideas development and conflicts during the following periods:-ancient times



– Medieval and Renaissance



– the scientific breakthrough period



– the enlightenment and the industrial revolution



– the 19. century and the industrial society until the inter-war period



– the modern society.

During the processing of nuclear substance used the following approaches: 1) Cognition, Sciences and technology



– the genesis and development of the idea of science and technology, their supporting institutions and the interplay between the various sciences and technology forms



– basic notions of aesthetic character



-epistemological and scientific comparative study of technologies.



2) Aesthetics, art and design



– the development of the ideas of the beautiful in nature, technique and art



– the development of various art forms and design forms with associated institutions and of the various understandings of the aesthetic.



3) Society, politics and economy



– the political and economical conceptions of development and interaction with technology



– different forms and aspects of political control



– political ideologies and conflicts



– technical rationality and economic principles



4) Ethics and existence



– development of basic ethical perceptions and conceptions of human existence



– Ethics and existence of philosophy important for modern life understanding



– ethical and existential aspects of the development and implementation of technology



5) faith and rationality



– emergence and development of religions, myth, systems, philosophies and other metaphysical systems and beliefs



– contradictions, tension and interplay between faith and knowledge



– secular and religious currents in modern society.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. In addition to the core substance included additional fabric. Core fabric put into by putting thought latched onto in relation to other professional issues – historical, societal, psychological, logical, etc. – or by examining the relationship between the core substance of individual areas.

The supplementary drug elaborates core substance with texts and studies covering specific periods, thinkers and themes.

3. organisation

3.1. Didactic principles

In education, emphasis is placed on the interaction between analysis of historical cases and survey-building courses and theory formation. The starting point will often be an immersion in a concrete idehistorisk episode, conflict or development and its social, political, cultural or technological importance. Furthermore, the emphasis is on a problem-oriented approach, supplemented with historical analysis.

3.2. Working methods

The teaching is organized as a series of examples and projects, where the historical periods involved, individually or across. Provision of written assignments on the basis of different historical periods. Students work individually or in groups on the written work, which is in the form of written products or electronic presentations.


Drawing up a final assignment, provided by the school, and as the basis for the oral test. The task can be made in groups of up to three students. The task must be able to be part of the Foundation of årskarakteren in elective and shall, where appropriate, could be used as a basis for the oral test.

3.3. Information technology

It is used as a search tool. The emphasis is on the development of creativity and methodology in the search and comply with the copyright rules. It shall also be used in reporting and dissemination of idéhistoriske topics in written, audio and visualization.

3.4. Interaction with other subjects

In cooperation with other subjects of education contributes the profession with a historical dimension in natural science, technology as well as humanities. The emphasis is on the development of the history of ideas as the key to cooperation with other subjects. The subject provides an opportunity both to raise pupils ' historical consciousness in General and in specific areas of expertise.

Parts of the subject's core drug and supplemental drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

4. Evaluation

4.1. Ongoing evaluation

The emphasis is on a thorough evaluation of the written assignments, so that the pupil has the opportunity to qualify his professional position. Also evaluated the oral communication, including oral opinion in connection with electronic presentations.

4.2. test form

An oral examination shall be held on the basis of the testees ' final assignment which is made locally, see. item 3.2. Task responses sent to the examiner prior to the test.

Examination time is approximately 30 minutes. The preparation time is about 30 minutes.

By test, the examinee bring his final assignment. Educational materials, other written assignments and other material may be taken. The examinee is presented for the preparation time to one or more issues that relate to his final assignment. By examination may only be carried the final task and notes from the preparation time.

The examination takes its starting point in the testees ' presentation and the presentation supplemented with questions from the examiner. The examination then shapes itself as an in-depth conversation between examinee and examiner on the basis of the subject's goals.

4.3. Assessment criteria

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

In the assessment, emphasis is placed on the testees ' ability to: – to explain and argue for the idéhistoriske issue, working method and results



– to be able to put into perspective within the topic area, including being able to apply different disciplinary approaches



– to be able to engage in dialogue with the examiner on the main issues.

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



Annex 16 information technology B-htx, June 2013

1. Identity and purpose

1.1. Identity

Information technology is at the heart of modern society with its focal point in technologies to find, use, processing and dissemination of data and information. The subject deals with the interaction between information technology and the technological development and the use of information technology in education, profession and society. The course gives theoretical insight into and practical skills in the use of these technologies.

1.2. Purpose

Profession contribute to technological training-educative and preparatory study purposes by giving pupils a guidance tool in the globalised world and an it alert in professional and interdisciplinary contexts.

The course enhances students ' ability to relate to the individual, education, the professions and society's use and abuse of information through theoretical insight and practical work with information technology.

The course will contribute to students ' understanding of information technology location in the other disciplines and forming a qualified technological-educative basis for choice of higher education.

The course contains practical, experimental and innovative elements that make students able to handle it as a technology still under development.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to:-explain the basic features of it components (hardware and software) and the interaction between them



– explain the interplay between it components and user



– explain the interplay between it components and the physical environment



– describe compound systems built up of virtual levels



– analyze and describe the security needs and risk factors in use to a given it system



-Select and use ICT components as a tool for solving a problem related to the pupil, education, businesses and society use



– use it as interactive media for documentation and communication



– explain the innovative it-systems in conjunction with own it solutions



– realisation of prototypes on it systems, including be able to install, configure, and customize relevant it components.

2.2. Core fabric

Nuclear substance is: – the it components and their interaction with each other and with the physical environment



– the it components and their impact of human activity



– the it components – representation and data processing



– modelling and compound systems built up of virtual levels



– it security and protection



– it tools in the context of the dissemination, videnssøgning, documentation, communication, computation and modeling



– the it innovation.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a magnitude equal to 20 per cent of the total training time and shall be selected in such a way as to:-contribute to the achievement of the professional goals



-supports the use of it in interdisciplinary contexts



– to elaborate and perspektiverer nuclear substance in relation to student orientation



– Displays the current developments within the subject.

3. organisation

3.1. Didactic principles

Teaching in the subject must promote the pupils ' curiosity and desire to learn through a creative and experimental approach to the subject's topic areas. Between overview-building course, experimentation, exercises and projects where the focus is both on process and product. Working with various forms of documentation such as event viewer, website, CD-ROM, multimedia and video. Training is given be differentiated so that every student develops in the educational process.

Students should have a say in the choice of project tasks. The results of project tasks should be included as a part of teaching, through presentation and presentation in class.

3.2. Working methods

The teaching is organised on the basis of the competences acquired in the subject communications/it (C) and through the use of ICT in education and other subjects and in interdisciplinary contexts.

Learn the plan's professional goal is reached via an interaction between course based, themed and project organised education. The themed teaching organised in cooperation with the other subjects in the academic direction.

The project organized training must ensure that the student is going to work with the subject's methods and tools in interdisciplinary and technological contexts.

The project organized training must include a progression in terms of: – professional width



– Professional depth



– autonomy.

The approach must in possible be based on experimentation and testing, where the it components will be designed, installed, tested and proven.

There must be delivered responses to the tasks, which explores the individual professional goals, and project tasks, including a final project that provides training in seeing the subject's elements in an academic and interdisciplinary context.

If the subject has conferred on her training, the written work is organised, so there is a progression in the subject's writing performance and consistency for writing work in other disciplines in the development of each student's writing skills.

The final project is drawn up within the framework of the project proposal prepared by the school. The examinee shall prepare a project description approved by the school's head, when the description is sufficiently professional wide and level appropriate.

The project has a scope equal to 30 hours of training time. The project consists of a product and a report. The report should describe the development of the finished product. The report must have at most one range of 20 pages.

Delivery time should normally be not later than one week prior to the exam period.

3.3. Information technology

Since the subject's right in that area is information technology, teaching can be conducted only with extensive use of it tools for experiments, testing and preparation of documentation.

The Internet is used as a search tool for information, tutorials, examples, application sharing and library modules with enforcement of copyright rules and documentation requirements.

3.4. Interaction with other subjects

The subject is covered by the General requirements about the interaction between the subjects, among other things, through its contribution to the study area as described in annex 2.

Cooperation with the other subjects in the academic direction process, including, in particular, the technical/technological subjects, and the natural sciences are weighted equally high.


When information technology (B) included in a field of study, planning a common course, where models have a central place, and where the technical/technological and social angle. Parts of nuclear substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

When information technology B is an elective, students ' knowledge and skills from other disciplines will be involved, as information technology can illuminate and put in a technical/technological context.

4. Evaluation

4.1. Ongoing evaluation

The student must have continuous feedback on their academic level in relation to the objectives set. The evaluation shall be based on the student's daily work performance. This is done on the basis of: – project tasks



– exercises and logbooks



– Defense of project tasks



– oral presentation.

4.2. test form

There is a project to try with the written report, product and associated oral examination.

Before the oral part of the sample will send the school a copy of the report to censor. Examiner and examiner are discussing in the oral part of the sample, which issues the examinee must deepen. The project report is prior to test read, but not corrected and annotated by the teacher.

Examination time is approximately 30 minutes. There are no preparation time.

The oral part of the examination consists of the testees ' presentation and submission of the project complemented with detailed questions from the examiner. On the basis of the project contains the oral part in addition an in-depth conversation, which may include topics throughout the subject's core drug and supplementary material. Student's presentation and the presentation of the project may include a maximum of half of the examination time.

4.3. Assessment criteria

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

The emphasis is on: – the analysis and description of the project's problems



– problem solving and choice of solutions, including innovative value



– the quality of the practical product



– presentation and defense of the project



– the report's documentation and communication value



– reply of the main and additional questions.

One character is given on the basis of an overall assessment of the testees ' performance comprehensive project report, the product and the oral test.



Annex 17 Chemistry A-htx, June 2013

1. Identity and purpose

1.1. Identity

Chemistry subject describes how all substances are made up of atoms and how these substances can decompose or are formed through chemical reactions. The subject deals with the properties of chemical substances, chemical reactions and the conditions that must be present for a reaction can take place. In the subject work with theoretical and practical issues in relation to essential areas such as technology, medicine, health, the environment and material development, including methods of analysis for the official control and production management. The subject is an experimental subjects, where chemical knowledge developed in an interplay between experiments, models and theories. The profession has close relations to the other natural sciences and technical subjects and is central to the technological formation.

1.2. Purpose

The subject contributes to the overall purpose of education know that students gain insight into the key chemical concepts and their application. Students acquire experience with the science subjects working methods and ways of thinking, including how theory and practice are playing together at solution of specific problems. In addition, students will achieve the basis for understanding the chemical-related issues in the field of biology, engineering, and technology, among others.

Students acquire insights in the use and importance of production, environment and technology, and they hereby are strengthened in the understanding of how the use of certain drugs affect people and the environment. The students ' skills in relation to higher education in engineering and the natural sciences developed through work on the subject.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – explain chemical phenomena in micro-, macro-and symbol level



– use chemical models and chemical systematics to describe chemical phenomena



– carry out calculations on chemical issues



– demonstrate an understanding of the relationship between the subject's various strands



– organise and perform chemical experiments, and the related post and test hypotheses



– socialize and explain the proper use of chemicals



– collect, post-process and evaluate experimental data and document the experimental work



– connect theory and experiments



– collect, relate to and apply critical information on chemical topics



– disseminate chemical knowledge as well as orally, in writing, in both the LSP and daily language



– apply professional knowledge to identify, explain and discuss issues from technology, chemical production, daily life and the current debate.

2.2. Core fabric

Nuclear substance is: – the structure and properties of the substances present in relation to the binding types, States of matter, solubility and isomerism



– chemical language use, including formal language, nomenclature, reaction schema



– nuclear models



– chemical calculations, including gases, stofmængde calculation, chemical equilibrium, pH calculation in acidic and basic solutions, mixtures of acids and bases in aqueous solution, buffer solutions and B chart



– selected inorganic substances properties and use



– the organic substance classes, including hydrocarbons, alcohols, amines, carboxylic acids, esters, oxoforbindelser, and their properties and uses



– selected reaction types, including precipitating-, redox and acid-base operations, addition, elimination, substitution, condensation and hydrolysis



– Biochemistry, including proteins, fats, carbohydrates and enzymes



– chemical equilibrium, including calculation of offset in homogeneous and heterogeneous equilibria



– reaction kinetics, including the importance of temperature, concentration and Catalysis



-thermodynamic State functions: enthalpy, entropy and Gibbs energy in relation to chemical reaktioners course



– quantitative and qualitative analyses, including spectrophotometry, chromatographic methods and potentiometric titration



– chemical synthesis



– chemicals and security



– applications of chemistry in everyday life and in the fields of engineering, manufacturing and technology.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. Nuclear substance and the additional fabric together make up one whole. The supplementary drug elaborates and perspektiverer nuclear substance, and who could be involved new topic areas. The additional fabric selected, so there is the opportunity to work with issues of daily life, environment and technology.

Students will be involved in the selection of additional substance, where it is possible.

3. organisation

3.1. Didactic principles

The teaching is organised so that students gain a broad understanding of chemistry and of the importance in daily life and the outside world. Who should be involved to a large extent issues from everyday life, technology and society. The teaching is organised in themes so that there is balance between basic chemical knowledge and the application of this in different contexts.

At the beginning of the course taken a concrete starting point, which can be a practical examination in the laboratory or a phenomenon from the students ' daily lives. There must be an interaction between the subject's concrete and abstract elements, so that students get insight and understanding at both levels.

Through the educational process must be carried out progression from experimentation to the experiment, from the concrete to the abstract and from individual to multiple degrees of freedom for the students. The teaching is organised in such a way that the students brought in an active learning role.

3.2. Working methods

To select varied forms of work. Project work is included as a natural part of teaching, særfagligt or in interaction with other disciplines. Acquisition of basic chemical knowledge and skills will be included as an integral part of the individual themes and projects. Some themes involve very much practical work in laboratories and workshops, while others are of a more theoretical nature. Early in the training course organised an experimental course in which the student plans and executes simple science experiments.

The practical work in laboratories and workshops make up at least 16 per cent of the subject's duration.

The oral dimension must be safeguarded through discussion and dissemination of chemical topics.

Outreach activities, including collaboration with external parties, included in teaching, as an element in the endeavour to put into perspective the teaching and make the existing for the pupils, and to an extent which is relevant for the individual themes.

In connection with the individual themes, students prepare a course work. Course work is a short, final presentation of the theme, which demonstrated overview and technical depth. Course workers can contain records, reports, posters, electronic presentations, articles, and more, and students prepare some of these into groups and other individually.

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




– reports prepared on the basis of records



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



– other products such as URf.eks. course work, presentations, posters and project report.

The written work in Chemistry A must give students the opportunity to immerse themselves in chemical issues and strengthen the acquisition of chemical knowledge and working methods. Work with solution of written assignments must clarify the requirements for students ' mastery of the professional objectives in connection with the written test in chemistry.

The written work is organised, so there is a progression in the subject's writing performance and consistency for writing work in other disciplines in the development of each student's writing skills.

3.3. Information technology

It is used in conjunction with the experimental work so that students learn to use equipment and software for data acquisition and data processing. It must also be used in connection with visualization and modeling of chemical compounds and reactions. In addition, it is used for information retrieval and presentation of studies and projects.

3.4. Interaction with other subjects

Chemistry (A) is subject to the general requirement for interaction between the subjects, among other things, through its contribution to the study area as described in annex 2.

Cooperation with the other subjects in the academic direction process, including, in particular, the technical/technological disciplines and the natural sciences, are weighted equally high.

Parts of nuclear substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

When Chemistry A is part of a field of study along with another natural scientific subjects and/or mathematics, who planned a joint course, where the link between chemistry and the concerned subjects.

When Chemistry A is an elective, students ' knowledge and skills from other disciplines involved, so the subject is lit and put in a technical or technological context.

4. Evaluation

4.1. Ongoing evaluation

The yield of the teaching of pupils are evaluated regularly, so that will be the basis for a forward-looking guidance of the individual student in the work to achieve professional goals and for adjustment of the teaching.

4.2. test forms

There is a centrally lodged written examination and an oral examination.

The written test

The written tested duration is five and a half hours and consists of two parts. At the beginning of the test shall be handed a voucher material which examinees ' – usually in groups of up to four – may be used for the preparation. After half an hour be supplied a key made set of tasks, which are made up of tasks put forward in the field of nuclear substance in section 2.2. Task set to be answered individually by the examinees.

The oral test

The school's leader chooses for each hold one of the following two sample forms. For both the sample forms are the following: Tasks made by the examiner and must collectively cover the educational description widely. Each task is used a maximum of two times on the same team, and any annexes may be used several times after the eksaminators choice.

Try form a) oral examination on the basis of a task, covering both theoretical and experimental work in the same area. The task takes its starting point in a course work, see. item 3.2. To be included in annex. Tasks without annexes must be known of examinees in the sample.

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

Annex should be included in the examination.

Sample form b) Experimental oral examination on the basis of a task, which includes a known experiment and a theoretical component in the same area. Tasks as a whole must be known of examinees in the sample.

Examination time is approximately 120 minutes for three examinees. The first approx. 15 minutes is the pupil's preparation time without access to the lab. The test is experimental, where up to three examinees at a time working individually with the experiment within approximately 105 minutes.

Examiner and examiner interviews with examinees on the task's experimental and theoretical aspects.

4.3. Assessment criteria

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

At the written test, the emphasis is on, and that: – the examinee is able to apply his chemical knowledge to new problems



– the answer is accompanied by explanatory text, response forms, calculations, shapes and chemical formulas to such an extent that the testees ' thinking clearly



– the examinee is able to show the involvement of qualified it provided voucher material in their response.

One character is given on the basis of an overall assessment.

At the oral test will be given to the testees ' ability to: – explain principles of experiments, including theoretical considerations, planning, result processing and interpretation of results



– explain chemical phenomena in micro-, macro-and symbol level



– express themselves clearly, accurately and understandable, using the subject's terminology



– demonstrate an understanding of the relationships between the subject's various strands



– relate to chemical problems in technology, environment and daily lives.

One character is given on the basis of an overall assessment.



Annex 18 chemistry B-htx, June 2013

1. Identity and purpose

1.1. Identity

Chemistry subject describes how all substances are made up of atoms and how these substances can decompose or are formed through chemical reactions. The subject deals with the properties of chemical substances, chemical reactions and the conditions that must be present for a reaction can take place. In the subject work with theoretical and practical issues in relation to essential areas such as technology, medicine, health, the environment and material development, including methods of analysis for the official control and production management. The subject is an experimental subjects, where chemical knowledge developed in an interplay between experiments, models and theories. The profession has close relations to the other natural sciences and technical subjects and is central to the technological formation.

1.2. Purpose

The subject contributes to the overall purpose of education know that students gain insight into the key chemical concepts and their application. Students acquire experience with the science subjects working methods and ways of thinking, including how theory and practice are playing together at solution of specific problems. In addition, students will achieve the basis for understanding the chemical-related issues in the field of biology, engineering, and technology, among others.

Students acquire insights in the use and importance of production, environment and technology, and they hereby are strengthened in the understanding of how the use of certain drugs affect people and the environment. The students ' skills in relation to higher education in engineering and the natural sciences developed through work on the subject.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – explain chemical phenomena in micro-, macro-and symbol level



– use chemical models and chemical systematics to describe chemical phenomena



– implement simple chemical calculations



– organise and perform simple chemical experiments and the related post and test hypotheses



– socialize and explain the proper use of chemicals



– collect, post-process and evaluate experimental data and document the experimental work



– connect theory and experiments



– collect, select and use information on chemical topics



– disseminate chemical knowledge as well as orally, in writing, in both the LSP and daily language



– apply professional knowledge to identify, explain and discuss the simple chemical issues from technology, production, daily life and the current debate.

2.2. Core fabric

Nuclear substance is: – the structure and properties of the substances present in relation to the binding types, States of matter, solubility and isomerism



– chemical language use, including formal language, nomenclature, reaction schema



– simple chemical calculations, including stofmængde calculation and pH calculation



– selected inorganic substances properties and use



-a wide selection of organic substance classes and properties and uses of these substances, including hydrocarbons, alcohols, carboxylic acid and esters



– selected reaction types, including redox and acid-base operations



– chemical equilibrium



– reaction speed on qualitative basis, including the importance of temperature, concentration and Catalysis



– quantitative and qualitative analyses



– chemical synthesis



– chemicals and security



– applications of chemistry in everyday life and in the fields of engineering, manufacturing and technology.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. Nuclear substance and the additional fabric together make up one whole. The supplementary drug elaborates and perspektiverer nuclear substance, and who could be involved new topic areas. The additional fabric selected, so there is the opportunity to work with issues of daily life, environment and technology.

Students will be involved in the selection of additional substance, where it is possible.

3. organisation

3.1. Didactic principles


The teaching is organised so that students gain a broad understanding of chemistry and treats the significance in everyday life and the world around us. Who should be involved to a large extent issues from everyday life, technology and society. The teaching is organised in themes so that there is balance between basic chemical knowledge and the application of this in different contexts.

At the beginning of the course taken a concrete starting point, which can be a practical examination in the laboratory or a phenomenon from the students ' daily lives. There must be an interaction between the subject's concrete and abstract elements, so that students get insight and understanding at both levels.

Through the educational process must be carried out progression from experimentation to the experiment, from the concrete to the abstract and from individual to multiple degrees of freedom for the students. The teaching is organised in such a way that the students brought in an active learning role.

3.2. Working methods

To select varied forms of work. Project work is included as a natural part of teaching, særfagligt or in interaction with other disciplines. Acquisition of basic chemical knowledge and skills will be included as an integral part of the individual themes and projects. Some themes involve very much practical work in laboratories and workshops, while others are of a more theoretical nature. Early in the training course organised an experimental course in which the student plans and executes simple science experiments.

The practical work in laboratories and workshops constitute at least 20 per cent of the subject's duration.

The oral dimension must be safeguarded through discussion and dissemination of chemical topics.

Outreach activities, including collaboration with external parties, included in teaching, as an element in the endeavour to put into perspective the teaching and make the existing for the pupils, and to an extent which is relevant for the individual themes.

In connection with the individual themes, students prepare a course work. Course work is a short, final presentation of the theme, which demonstrated overview and technical depth. Course workers can contain records, reports, posters, electronic presentations, articles, and more, and students prepare some of these into groups and other individually.

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



– reports prepared on the basis of records



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



– other products such as URf.eks. course work, presentations, posters and project report.

The written work in chemistry B must give students the opportunity to immerse themselves in chemical issues and strengthen the acquisition of chemical knowledge and working methods.

The written work is organised, so there is a progression in the subject's writing performance and consistency for writing work in other disciplines in the development of each student's writing skills.

3.3. Information technology

It is used in conjunction with the experimental work so that students learn to use equipment and software for data acquisition and data processing. It must also be used in connection with visualization and modeling of chemical compounds and reactions. In addition, it is used for information retrieval and presentation of studies and projects.

3.4. Interaction with other subjects

Chemistry (B) is subject to the general requirement for interaction between the subjects, among other things, through its contribution to the study area as described in annex 2. cooperation with the other subjects in the academic direction process, including, in particular, the technical/technological disciplines and the natural sciences, are weighted equally high. Parts of nuclear substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

4. Evaluation

4.1. Ongoing evaluation

The yield of the teaching of pupils are evaluated regularly, so that will be the basis for a forward-looking guidance of the individual student in the work to achieve professional goals and for adjustment of the teaching.

4.2. test forms

There will be held an oral examination. The school's leader chooses for each hold one of the following two sample forms. For both the sample forms are the following: Tasks made by the examiner and must collectively cover the educational description wide, each task must be used more than twice on the same team, and any annexes may be used several times after the eksaminators choice.

Try form a) oral examination on the basis of a task, covering both theoretical and experimental work in the same area. The task takes its starting point in a course work, see. item 3.2. To be included in annex. Tasks without annexes must be known of examinees in the sample.

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

Annex should be included in the examination.

Sample form b) Experimental oral examination on the basis of a task, which includes a known experiment and a theoretical component in the same area. Tasks as a whole must be known of examinees in the sample.

Examination time is approximately 120 minutes for three examinees. The first approx. 15 minutes is the pupil's preparation time without access to the lab. The test is experimental, where up to three examinees at a time working individually with the experiment within approximately 105 minutes.

Examiner and examiner interviews with examinees on the task's experimental and theoretical aspects.

4.3. Assessment criteria

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

Emphasis is placed on the testees ' ability to: – explain principles of experiments, including theoretical considerations, planning, result processing and interpretation of results



– explain chemical phenomena in micro-, macro-level and symbol level



– express themselves clearly, accurately and understandable, using the subject's terminology



– relate to chemical problems in technology, environment and daily lives.

One character is given on the basis of an overall assessment.



Annex 19 Communications/it A – htx, June 2013

1. Identity and purpose

1.1. Identity

The subject's right in that field is the design, technological and communicative aspects of computer-based communication. The subject deals with digital information and communication technology, including interaction and communication issues. The subject deals with communication by means of various forms of communication such as audio, image, text and speech and combinations thereof for total media products.

The interaction between producer and user is centrally located and serves as the starting point for the planning and implementation of communication tasks.

Communications/it combines theoretical, analytical and application-oriented elements in practical work with communication tasks, and the profession imparts a it-based, communicative competence in interaction with all education disciplines.

1.2. Purpose

Communications/it (A) contributes to the overall purpose of training by strengthening students ' General and specific skills in order to achieve higher education. The aim is that students will be able to work systematically and reflected with solution of communication tasks, including choose and use techniques and tools for the design of communication products.

Furthermore, the aim is that students gain experience in the planning and implementation of communication projects, involving an it-based media production with the inclusion of technological, societal and cultural aspects. In addition, the aim is that students acquire experience in the analysis and assessment of communication products and promote their awareness of ethics, aesthetics and design, including the importance of effective and targeted communications.

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

2. Professional objectives and technical content

2.1. Professional goals

Students must be capable of the following:

Feasibility study – use different methods and models for analysis and assessment of needs and the message in a communication task



– analyze market conditions and the political, cultural and social context, communications product included in



– apply the systematic search strategies on information searches and evaluate information critical in relation to application



– explain the legal and ethical aspects of practical communication and demonstrate knowledge of the issues around copyright and sensitive personal information



– carry out feasibility studies, including audience analysis and sender's relationship, and then draw up a plan for the implementation of the communication.

Production – plan and manage the practical execution of the communication in the light of the feasibility study, including the management of resources and management of quality



– develop communication strategies with an emphasis on message, means of expression and the media



-Select media for dissemination of communication and implement the practical organisation in relation to the selected media



– implement the production of communications products, including the use of appropriate it tools.

Evaluation – use of selected methods for assessment of own communications products and give suggestions for optimization of product and process




– be able to generalize the experience with a view to improving their own practice



– disseminate and document as well as the technical and communicational production considerations in workflow.

2.2. Core fabric

Nuclear substance are as follows:

Design – graphic idiom and farvelære, both on paper as digital communication and its importance for a practical implementation of communication, including various principles and theories for designs effect and function



– images and their idiom in relation to both moving images as fixed images



– ease of use and functionality



– storyboards and flowcharts in relation to the design and planning of communication products.

Prospecting – target audience analysis, including various target groups culture, media consumption and situation



– different sender's purpose to start a communication



– information retrieval, research and source criticism, including ethics, copyright law and other relevant legislation.

Production – the production and processing of information from different sources-such as text, live as well as fixed images, sounds, animations, etc-for use in communications through print and digital media



– communication models, including different forms of interaction and principles in relation to the given communication



– various distribution systems, their structure, technical components and options.

Forms of expression – various journalistic and tell technical models in connection with the manufacture of communications products.

Methods – quantitative and qualitative analysis methods



– practical methods for system development and project management.

It – information technology tools for the treatment of fixed and moving images, text, audio, and animation in connection with the manufacture of communications products



– it tools for the manufacture and programming of interactive systems.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a corresponding to approximately 20 per cent of the total training time and shall be selected in such a way that it supports the students ' perception that it-based communication can be used in conjunction with other subjects, and perspektiverer subject in relation to society's use of communications products.

3. organisation

3.1. Didactic principles

The teaching is organised on the basis of the students ' individual and varying assumptions and with increasing progression in severity and complexity, of the theoretical as well as practical aspects of student's communication solutions.

Teaching should appeal to students ' own initiative and exploratory lust and strengthen their competence to independently acquire knowledge within the it-based communication.

Students will be involved in the planning of teaching, including choice of issues and forms of work. The teaching organised highly differentiated with a mix of theory, experiments, practical work, targeted tasks and problem-based projects.

In the communications/it (A) is given through the entire course of crucial importance to the individual pupil can expand opportunities on a professional basis to work with varied communication tasks, including express own views, arguments and assessments. Through the entire course must be a tightening-up of the professional requirements to the pupil's products, documentation, and content and context in the students ' reasoning and precision.

3.2. Working methods

The teaching is organised with variation between survey-building courses, topic education, experimentation, exercises and projects. Students shall prepare each course, subject or experiment documentation of the contents of the fixed the problem, the results achieved and suggestions for improvement. Implemented projects in the subject, in which the individual elements are assembled in a communications solution with associated product and documentation. In the projects there must be focus on both process and product.

Working with the portfolio as a tool for documentation of courses and the individual student's professional development.

Internet, reference books and original literature used in information retrieval, is carried out with due respect to copyright rules and documentation requirements.

Working with written and oral communication, and included written works, including single and multiple professional reports, posters and summaries. The written work may exist on paper and/or electronic form.

For the test in the subject the student put together a sample folder of selected works from its portfolio. Sample folder's scope and content are required to document the extent to which the pupil has reached the professional goals of the subject, see. point 2.1 Each student's test folder include in addition a list of carried out works and a brief summary of these. The student selects and edits the workers after agreement with the teacher. Delivery date for the pupil's test folder is not later than one week before the plan for the oral examination will be published.

The student's work with the sample folder should be included in the basis for the final character in the subject position.

3.3. Information technology

The course is carried out with extensive use of it tools for the manufacture, testing and documentation of communication products.

Working with various practical and theoretical informatics tools for the production and distribution of various communication products in as well as printed digital form.

In connection with the production and distribution of communication products work with theoretical and practical aspects of a variety of hardware and software.

The used hardware and software is of such a standard that it permits increasing complexity in the it-based communications products.

3.4. Interaction with other subjects

Parts of nuclear substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction. There must be at least one project in interaction with the mandatory natural sciences or mathematics in the academic direction.

4. Evaluation

4.1. Ongoing evaluation

Students solve in such instruction, a number of communication tasks, which results in a product with related documentation. Eleven collects products and documentation in his personal portfolio, which is used in connection with the student's self-evaluation and evaluation by conversations with the teacher. In connection with the completion of each mode evaluates student achievement. The evaluation is carried out at the project presentation and through in-depth conversations about how performance can be improved in the future. Evaluation should provide an individual assessment of the level and the development of the professional stance in relation to the anticipated development and professional goals.

4.2. test form

An oral examination shall be held on the basis of the testees ' test folder, see. paragraph 3.2., and associated oral examination. Before the oral part of the sample sends school testees ' list of the test folder for the examiner. The school also provides access to external examiners ' testees ' test folder. Examiner and examiner undergoes in the oral part of the sample eksaminandernes sample folder and are discussing on the basis of presentations by the examiner, which issues the examinee must deepen.

Examination time is approximately 30 minutes. At the oral part of the sample is given no preparation time.

The examination takes its starting point in the testees ' presentation and submission of the test folder. The examination then shapes itself as an in-depth conversation between examinee and examiner, which may include topics throughout the subject's core drug and supplementary material.

4.3. Assessment criteria

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

When assessing the emphasis on: – sample folder for documentation and communication value



– planning, implementation and evaluation of communication tasks



– the application of the relevant working methods in connection with the selected communication solutions



– presentation of the selected solutions, including involvement of the theories of and approaches to it-based communication



– presentation of the test folder and explanation of the selected communication tasks



– perspective to relevant topics within the subject



– reply of the main and additional questions.

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



Annex 20 Communications/it C-htx, June 2013

1. Identity and purpose

1.1. Identity

The subject's right in that field is the design, technological and communicative aspects of computer-based communication. The subject deals with digital information and communication technology, including interaction and communication issues. The subject deals with communication by means of various forms of communication such as audio, image, text and speech and combinations thereof for total media products.

The interaction between producer and user is centrally located and serves as the starting point for the planning and implementation of communication tasks.

Communications/it combines theoretical, analytical and application-oriented elements in practical work with communication tasks and imparts an it-based communication in interaction with all education disciplines.

1.2. Purpose


Communications/it (C) contribute to the general objective of training by strengthening students ' General and specific it skills in order to implement a secondary education. The aim is that students will be able to work with communication tasks in relation to the other subjects, including choose and use techniques and tools for the design of communication products.

Furthermore, the aim is that students gain background to plan and carry out the project, which involves an it-based media production with the inclusion of technological, societal and cultural aspects. In addition, the aim is that students gain experience in the analysis and assessment of communication products, and to promote awareness of ethics, aesthetics and design, including the importance of effective and targeted communications.

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

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – demonstrate knowledge of communication design, including communications theory



-Select media and ICT tools for simple communication tasks



-plan and carry out production of simple communication products



– present and disseminate data and information during the use of information technology tools



– work with systematic search strategies for the collection of information as well as examine and evaluate the information critically



-demonstrate knowledge of it, including its components, application, terminology, ease of use and functionality



– account for common rules for the use of it, including copyright, plagiarism and etiquette in connection with it-based communication.

2.2. Core fabric

Nuclear substance are as follows:

Design – colors in print and screen based media



– fonts and typography



– photos and illustrations



-graphic layout in print and screen based media



– ease of use.

Information gain – information retrieval, research and source criticism, including ethics, copyright law and other relevant legislation.

Production – manufacture, machining and Assembly/installation of materials for use on paper and digital media, see the use of it-based tools.

Forms of expression – journalistic and other working of text to the paper and digital media.

Information technology – information technology systems and related software



– information technology tools for processing and dissemination of data



– information technology methods, including it security.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a magnitude equal to 15 per cent of the total training time and shall be selected in such a way that it supports the other subjects in the training and perspektiverer subject in relation to the society's application of it-based communications products.

3. organisation

3.1. Didactic principles

The teaching is organised so as to take account of pupils ' individual assumptions from basic school and as private it users. The course is organised highly differentiated with a mix of theory, goal-oriented tasks and projects that result in a product with related documentation.

Teaching should appeal to students ' own initiative and exploratory desire and support their ability to independently acquire knowledge in the field of information technology.

Used teaching methods which ensure the pupil development pupil from primary to high school student.

3.2. Working methods

The teaching is praksisnær and application-orientated with interaction between theory and practical work. The teaching is organised so that used different forms of work, where the subject's theory and the it-based tools are the focal point. Emphasis is placed on students ' independent work with the production of communications products.

Working with the portfolio as a tool for documentation of courses and the individual student's professional development.

Students work with the written as well as the practical dimension of the profession, as well as with oral communication in central parts of the compound. Prepared documentation in connection with the completion of each course and a small written report in connection with the final assignment in the subject. The final task consists of a communications product with accompanying report that documents the student's theoretical and practical considerations in developing the product. The student's work with the final task must be included in the basis for the final character in the subject position.

The written work may exist on paper as well as in electronic form.

3.3. Information technology

The course is carried out with extensive use of it tools for the manufacture, testing and preparation of documentation of communications products.

Working with various practical and theoretical informatics tools for the production and distribution of communication products. The information technology tools are of a standard that makes it possible to work with communication solutions.

3.4. Interaction with other subjects

Parts of nuclear substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction of the basic course and the direction of study.

4. Evaluation

4.1. Ongoing evaluation

Students solve in such instruction multiple communication tasks, which results in a product with its documentation of the theoretical and practical considerations in developing the product. Eleven collects products and documentation in his personal portfolio, which is used in connection with the student's self-evaluation and evaluation by conversations with the teacher. In connection with the completion of each theme or project period evaluated the progress and student achievement. The evaluation is carried out partly by project submission, in part through in-depth conversations about how the rendering can be developed in the future. The evaluation gives an individual assessment of the level of and developments in the professional position in relation to the anticipated development and professional goals.

4.2. test form

An oral examination shall be held on the basis of the testees ' final assignment which is made locally, see. item 3.2. A list of task the wording of eksaminandernes final tasks sent to the examiner prior to the test. The final task must not be annotated above for sample prior to the student by the teacher/examiner.

Examination time is approximately 24 minutes. No preparation time. The examination takes its starting point in the testees ' presentation and the presentation of his final assignment, supplemented with one or more already prepared questions from the examiner. The examination then shapes itself as an in-depth conversation between examinee and examiner, which may include relevant topics throughout the subject's core drug and supplementary material.

4.3. Assessment criteria

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

The emphasis is on: – inclusion of theoretical and methodological considerations in the presentation of the final task



– the relationship between theoretical and methodological considerations and the practical performed



– the ability to demonstrate an overview of the profession



– reply by main and supplementary questions to the task.

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



Annex A – college level Mathematics, 21 June 2013

1. Identity and purpose

1.1. Identity

Mathematics consists of both theoretical areas such as single-and interdisciplinary fields of application.

Mathematics is characterized by its aksiomatiske structure and the use of deductive reasoning. At the same time gives the subject's investigative page option for development of creativity.

Mathematics is of great importance in a democratic society, where knowledge of mathematical methods in significant extent is a prerequisite for the understanding of and participation in political decision-making processes. The subject's practical dimension is of great weight and consists in the fact that, by means of mathematical theories and models describes, analyzes and assesses the technical/technological, scientific and societal issues and relationships.

1.2. Purpose

On the basis of mathematical and practical issues to achieve eleven competencies that gives each both a formal and a real student competence at the highest level of secondary school.

The course helps to develop student's personal skills such as analytic sense, logical thinking and precise language use. The student should be acquainted with mathematics education through theory, which one encounters it in higher matematikholdige education. Through interaction with other subjects of education should the student experience, that mathematics is a powerful tool to describe, analyze, and solve problems within many disciplines – first and foremost within the technical/technological and natural sciences. Work with mathematical fabric looking forward to the pupil achieves mathematical competences, that puts the individual in a position to understand, analyze, evaluate and make decisions in complex systems in both social-and business-like study-related contexts.

2. Professional objectives and technical content

2.1. Professional goals

Students must:-achieve familiarity with mathematical thinking and reasoning and could even make mathematical reasoning




– be able to alternate between a mathematical concept different representations



– formulate and solve mathematical problems of theoretical as well as anvendelsesmæssig character



-be able to analyse practical problems primarily in engineering, technology and science, develop a mathematical model for the problem, solve the problem, as well as documenting and interpreting the solution practical, including explain any limitations of the model and its validity



-be able to apply relevant mathematical devices, including CAS-tools and mathematics programs, for visualizations and studies, that supports the conceptual development, as well as for documentation. Also be able to use it to calculate and study of expressions that are a direct extension of the test specified in paragraph 2.2. mentioned



– formulate themselves in and switch between the mathematical symbology and the daily written or spoken language.

2.2. Core fabric

Nuclear substance is: – accounting of species hierarchy, reduction, factorization, rules for arithmetic with powers, roots, and numeric value, equation solving both analytically, graphically and using it



– basic classical geometry and trigonometry, the proportional calculations in similar triangles, calculations in right-angled and arbitrary triangles, the determination of the area of Planar shapes as well as volume and surface area of spatial shapes



– analytical plane geometry, including the application of analytical methods of calculation



– geometric and analytic vector arithmetic in plane and space, including provision of projections, distances and angles; lines, planes, spheres and sphere tangent plane



– the concept of function; properties of functions of the following types: polynomials, exponential and logarithm functions power functions and trigonometric functions as well as combinations of these



– provision of a regulation is required, including the use of regression, the use of functions in modelling and solving technical, technological or scientific problems



– the concepts of limit, continuity, and differentiabilitet as well as the definition and interpretation of the differentialkvotient, differentialkvotientens the context of relationship monotony, ekstrema and optimization



– determination of the derivative function for the above-mentioned types of functionality, count rules for differentiation of the sum, difference and product of two functions and function multiplied by a constant and composition of two functions



– provision of stem features for the above types of functionality, determined and undetermined integrals, surface area and volume calculations; policies for the integration of the sum and difference of two functions, as well as for function multiplied by a constant



– basic description of vector functions in the plan as an expansion of the concept of function including the definition of a vector function, tangent, velocity, and acceleration vector, speed



– Basic differential equations; After viewing the solution by inserting, line items and solution curves, definition of differential equations from a linguistic description.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a corresponding to approximately 20 per cent of the total training time in the profession and shall be selected in such a way that: – involve mathematical theory, which represents a progression in relation to the core fabric



– allows for immersion



– develop pupils ' perception that mathematics can be used in interdisciplinary contexts. This can be done through the selection of areas that contribute to the achievement of objectives of other subjects, and how intersectoral cooperation with these subjects will be naturally URf.eks. the technical/technological and natural sciences



— perspektiverer areas from nuclear substance and elaborates on the professional goal, acquired from here



– provides insight into other areas of mathematics



– allows for student involvement.

3. organisation

3.1. Didactic principles

The work with mathematics is an interaction between theory and applications, which are the basis of technical/technological and scientific issues.

During the use of as well as inductive teaching deductive principles employs the pupil with the theory, applied to the solution of a given problem. Distinctive feature of mathematics is evidence on the basis of the axioms, and it is therefore an important aspect of teaching, the student becoming familiar with mathematical deductive reasoning. At the same time, it is important that the student through mathematics curricular activities find that an experimental approach to the profession strengthens understanding of the theoretical substance.

In order to strengthen the student's ræsonnements competence and mathematical conceptualisation in the teaching work with developing and maintaining pupils ' basic skills adequately.

By the degree of autonomy is increased, and by working with parts of the fabric at a high level of abstraction, increases pupil both his education and his professional study competence.

The student must also perceive mathematics as a discipline that can be used to solve problems in other disciplines. Here be on practical problems of technology, engineering sciences and more theoretical issues from the natural sciences. Using inductive methods of working and problem-solving tools downloaded from mathematics to student work to analyze, formulate solutions and assess the results achieved within both the mathematics as the other aforementioned subjects.

3.2. Working methods

Working with mathematical theory and evidence, as well as with practical issues in which mathematics is used as a tool to analyze and matematisere. The teaching is both subject-as a project-oriented, and the pupil will work alternately independently and in groups. Project presentations and work with these organised with progression in the requirements for the solution of the task.

The teaching is organised so that the student will have the opportunity to present orally central parts of substance with an emphasis on the overview, the ability of generalisation and understanding of evidence.

Eleven works also with the written dimension of the subject, in which the focus increasingly is on matematisering, documentation and a natural use of various assistive devices.

Writing work

The purpose of the written work is to: – ensure an independent processing of mathematical problems, and thus to contribute to the student's immersion in the fabric



– develop written communication, including correct mathematical language and symbol use



– give the student the opportunity to demonstrate his mathematical skills



– provide the basis for the teacher's evaluation of the student's standpoint and the student's assessment of one's own position



– develop systematics and allow for an overview.

Tasks can be formulated as tests, group tasks and individual tasks.

By the wording must be borne in mind that task responses can be delivered in several steps, with a focus on different aspects.

In addition, the student must provide evidence of a number of projects, which together cover the main areas within nuclear substance and the supplementary material. The projects are more open tasks, where the learner itself must take a position on the parts of the task's conditions and where appropriate content.

In order to strengthen the student's study competence hospitalized underway periods, where students work with a mathematical area independently under the guidance.

Final devoted 10 hours of training spread over two days for a preparatory period for the tests in the subject, where students independently working with a centrally designed preparatory material under the guidance.

3.3. Information technology

The student works with CAS-tools and other math programs, so that the student can become familiar with the syntax and terminology in the market and the use of at least one mathematics program.

In the course of the training, it tools used for increasingly making: – modelling



– visualizations



-geometric studies



– repeated calculations



– complex symbolic manipulations and calculations



– numeric calculations



— documentation and dissemination of results.

3.4. Interaction with other subjects

The subject is covered by the General requirements about the interaction between the subjects, among other things, through its contribution to the study area, see. Annex 2.

Cooperation with the other subjects in the academic direction process, including, in particular, the technical/technological disciplines and the natural sciences are weighted highly.

When Math A part of a field of study, planning a common course, where models have a central place, and where the technical/technological and social angle. Parts of nuclear substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

When maths A is an elective, students ' knowledge and skills from other disciplines involved, so mathematics illuminated and put in a technical/technological context.

4. Evaluation

4.1. Ongoing evaluation

The student must have a continuous feedback on the professional level for written and oral performance. The assessment shall be fixed in relation to the pupil's expected competence development.

Evaluation can be based on: – written tests and testing



– written assignments



-project reports



– oral presentation



– active participation in teaching.


Student advantage of teaching should be evaluated regularly. This provides on the one hand, the basis for a forward-looking guidance of the individual student in the work to achieve professional goals and allowing for adjustment of the teaching.

4.2. test forms

There is a centrally lodged written examination and an oral examination.

At both trials included the preparatory material handed out at the start of the preparatory period, see. item 3.2.

The written test

Written test on the basis of the preparatory material and a set of tasks that are handed out at the beginning of the test. Task set consists of assignments made on the basis of the core substance of paragraph 2.2. as well as in the preparatory material.

The test duration is five hours.

The oral test

Oral examination on the basis of the projects from the teaching of the basic regulation. item 3.2.

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

The examinee will have an unknown task by drawing lots. Each task consists of two to three questions, one of which takes as its starting point in one of the projects from the teaching. Of the other part of the question can one deal with a drug area, which is not necessarily used in the selected project.

Tasks may be used more than twice on the same team. Any annexes may be used several times after the eksaminators choice. To include part of the question in relation to preparatory material.

The presentations of the projects are sent together with the oral questions to the examiner prior to the test.

4.3. Assessment criteria

In the assessment, emphasis is placed on the extent to which the examinee has achieved the technical objectives, as they are specified in point 2.1.

By the skriftligeprøve be laid particular emphasis on the testees ' ability to: – apply mathematical theories and methods for solving and documentation



– run and deal with mathematical models, and assess results



– apply appropriate assistive devices, including computer



– alternate between a mathematical concept different representations



– formulate themselves in and switch safely between the mathematical symbology and the daily written language.

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

At the oral test shall be laid particular emphasis on the fact that the examinee: – exhibit familiarity with mathematical thinking and reasoning and independently can make mathematical reasoning



– can account for drawing up and processing of mathematical models



– can alternate between a mathematical concept different representations



– can articulate themselves in and switch safely between the mathematical symbology and everyday language



– exhibit overview and the ability to generalize.

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



Annex 22 Math B – htx, June 2013

1. Identity and purpose

1.1. Identity

Mathematics consists of both theoretical areas such as single-and interdisciplinary fields of application.

Mathematics is characterized by its aksiomatiske structure and the use of deductive reasoning. At the same time, the integrity of the investigative nature option for development of creativity.

Mathematics is of great importance in a democratic society, where knowledge of mathematical methods in significant extent is a prerequisite for the understanding of and participation in political decision-making processes. The subject's practical dimension is of great weight and consists in the fact that, by means of mathematical theories and models describes, analyzes and assesses the technical/technological, scientific and societal issues and relationships.

1.2. Purpose

On the basis of practical and mathematical issues should the learner acquire both a formal as a real student competence. The course helps to develop the pupil's personal competencies, including structuring and logical thinking.

The student should be acquainted with science education through mathematics.

Through interaction with other subjects of education should the student experience, that mathematics is a powerful tool to describe, analyze, and solve problems within many disciplines – first and foremost within the technical/technological and natural sciences.

Work with mathematical fabric should look forward to the pupil achieves mathematical competences, that puts the individual in a position to understand, assess and make decisions in everyday, professional and educational context.

2. Professional objectives and technical content

2.1. Professional goals

Students must:-achieve knowledge of mathematical thinking and reasoning, be able to make simple mathematical reasoning and perform simple evidence



– be able to alternate between a mathematical concept different representations



– formulate and solve mathematical problems of theoretical as well as anvendelsesmæssig character



-be able to analyse the concrete, practical problems primarily in technology and natural sciences, run a simple mathematical model for the problem, solve the problem as well as to document and interpret the solution practical, including explain any limitations of the model and its validity



-be able to apply relevant mathematical devices, including CAS-tools and mathematics programs, for visualizations and studies, that supports the conceptual development, as well as for documentation. Also be able to use it for calculations and studies of expression that are a direct extension of the test specified in paragraph 2.2. mentioned



– formulate themselves in and switch between the mathematical symbology and the daily written or spoken language.

2.2. Core fabric

Nuclear substance is: – hierarchy, reduction of species, accounting rules for arithmetic with powers and roots, equation solving, both analytical, graphical and using it



– basic classical geometry and trigonometry: the proportional calculations in similar triangles, calculations in right-angled and arbitrary triangles, the determination of the area of Planar shapes as well as volume and surface area of spatial shapes



– analytical plane geometry, including the use of simple analytical methods of calculation



– geometric and analytic vector arithmetic in the plan, including the determination of projections, distances and angles



– the concept of function; characteristics of the functions of the following types: polynomials and power functions and simple composites of these



– provision of a regulation is required, including the use of regression and application of functions by arrangement of simple models as well as to the solution of specific technological or scientific problems



-concepts of continuity and differentiabilitet as well as the definition and interpretation of differentialkvotient; differentialkvotientens the context of relationship monotony, ekstrema and optimization



– determination of the derivative function for the above-mentioned types of functionality as well as rely on rules for differentiation of sum, differential and function multiplied by a constant



– provision of stem function for the above-mentioned types of functionality and use of integral calculus to the area calculations rely on policies for the integration of sum and difference of two functions and function multiplied by a constant.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric must have a corresponding to approximately 20 per cent of the total training time and shall be selected in such a way that: – involve mathematical theory and applications, which represent a progression in relation to the nuclear substance, either in the form of an extension of the pupil's functional concept through work with other types of functionality than specified in the nuclear substance, through a deepening of the used mathematical reasoning or by the inclusion of other mathematical areas



– allows for immersion



– develop pupils ' perception that mathematics can be used in interdisciplinary contexts. This can be done through the selection of areas that contribute to the development of objectives in other subjects, and how intersectoral cooperation with these subjects will be natural, URf.eks. technology and naturskabelige subjects



– supports the student's study retningsfag



— perspektiverer areas from nuclear substance and elaborates on the professional goal, acquired from here



– allows for student involvement.

3. organisation

3.1. Didactic principles

The work with mathematics is an interaction between theory and applications, which are the basis of technical, technological and scientific issues.

During the use of as well as inductive teaching deductive principles employs the pupil with the theory used for concrete solution of a given problem. The pupil must be math professional business experience, to an experimental approach to the profession strengthens understanding of the theoretical substance. At the same time, the student work with simple evidence and thus get acquainted with the mathematical deductive reasoning.

In order to strengthen the student's mathematical concept understanding in teaching work with developing and maintaining pupils ' basic skills adequately.

By increasing the degree of independence and work with parts of the drug at different levels of abstraction increases the pupil his study competence.

The pupil should perceive mathematics as a discipline that can be used to solve problems in other disciplines. Here be on practical problems from the technology profession and the natural sciences. Using inductive methods of working and problem-solving tools downloaded from mathematics to student work to analyze, formulate solutions and assess the results achieved within both the mathematics as the other aforementioned subjects.

3.2. Working methods


Working with practical issues in which mathematics is used as a tool to analyze and matematisere. The teaching is both subject-as a project-oriented, and the pupil will work alternately independently and in groups. Project tasks and work with these organised with progression in such a way that the student will get still more opportunity to show overview and autonomy.

The teaching is organised so that the student will have the opportunity to present orally central parts of substance with an emphasis on mathematical thinking, simple reasoning, an alternation between different representations, the use of mathematical language.

Eleven works also with the written dimension of the subject, in which the focus increasingly is on matematisering and a natural use of various assistive devices. It is essential that the learner documenting his work.

Writing work

The purpose of the written work is to: – process mathematical problems and, consequently, to contribute to the student's immersion in the fabric



– develop written communication, including correct mathematical language and symbol use



– give the student the opportunity to demonstrate his mathematical skills



– provide the basis for the teacher's evaluation of the student's standpoint and the student's assessment of one's own position



– develop systematics and allow for an overview.

Tasks can be formulated as tests, group tasks and individual tasks.

By the wording can be taken into account for that task responses can be delivered in several steps, with a focus on different aspects.

In addition, the student must provide evidence of a number of projects, which together cover the main areas within nuclear substance and the supplementary material. The projects are more open tasks, where the learner itself must take a position on the parts of the task's conditions and where appropriate content.

Final carried a separate it-based project to project test in the subject. 12 hours of training time for the project being set aside. The project report form part of the basis for the final position in nature.

3.3. Information technology

The student works with CAS-tools and other math programs, so that the student can become familiar with the syntax and terminology in the market and the use of at least one mathematics program.

In the course of the training, it tools used for increasingly making: – modelling



– visualizations



-geometric studies



– repeated calculations



-symbolic calculations



– numeric calculations



— documentation and dissemination of results.

3.4. Interaction with other subjects

The subject is covered by the General requirements about the interaction between the subjects, among other things, through its contribution to the study area, see. Annex 2.

Cooperation with the other subjects in the study course of direction, including, in particular, the technology and the natural sciences are weighted equally high.

Pupils ' knowledge and skills from other disciplines involved, so mathematics illuminated and put in a technical/technological context.

4. Evaluation

4.1. Ongoing evaluation

The student must have a continuous feedback on the professional level for written and oral performance. The assessment shall be fixed in relation to the pupil's expected competence development as described in the professional goals.

The evaluation shall be based on: – written tests and testing



– written assignments



-project reports



– oral presentation



– active participation in teaching.

Student advantage of teaching should be evaluated regularly. This provides on the one hand, the basis for a forward-looking guidance of the individual student in the work to achieve professional goals and allowing for adjustment of the teaching.

4.2. test form

There is a sample report project and oral examination, which has its starting point in the project, see. item 3.2. The project drawn up within the framework of a central announced theme.

Immediately after the project period, the school will send a copy of the report to the censor. Examiner and examiner are discussing in the oral part of the sample, which issues the examinee must deepen.

For the oral part of the sample examination time is approx. 30 minutes. Given approximately 30 minutes of preparation time.

The examinee will have an unknown task by drawing lots. This task will be based on one of the projects from the teaching.

The sample consists of a reply of the extracted task, partly of the testees ' statement for the project, which will be supplemented with detailed questions. This part of the sample may not include half of the examination time.

Tasks may be used more than twice on the same team. Any annexes may be used several times after the eksaminators choice.

The presentations of the projects are sent together with the oral questions to the examiner prior to the test.

4.3. Assessment criteria

In the assessment, emphasis is placed on the extent to which the examinee has achieved the technical objectives, as they are specified in point 2.1. In the report to be laid special emphasis on the testees ' ability to: – apply mathematical theories and methods of solving problems on the basis of theoretical and practical aspects



– run and deal with mathematical models, and assess results



– manufacture and structuring the foreseeable documentation



– apply appropriate assistive devices calculations and documentation



– alternate between a mathematical concept different representations



– formulate themselves in and switch between the mathematical symbology and the daily written language.

At the oral presentation be laid particular emphasis on the testees ' ability to: – demonstrate overview



– an account of mathematical thinking and make simple reasoning



– alternate between a mathematical concept different representations



– formulate themselves in and switch between the mathematical symbology and the daily spoken language



— demonstrate ownership of the project report.

One character is given on the basis of an overall assessment of the project and the oral performance, including answering the extracted task.



Annex 23 social studies B-htx, June 2013

1. Identity and purpose

1.1. Identity

Social studies dealing with Danish and international society and the interplay between technological development and societal development. The subject gives on a lifelike basis knowledge about and understanding of the complexity and dynamism of modern, globalised society by connecting the current societal development with the sociological, economic and political contexts and thus contributing to qualify their own positions and courses of action.

1.2. Purpose

Social studies B must promote the pupils ' desire and ability to relate to and participate in the democratic debate and through the teaching contents and forms of work engage them in terms of importance for democracy and social development. In addition to teaching promote pupils ' autonomy to be able to take a position on social issues on a professionally qualified level. Teaching should provide knowledge and understanding of Danish and international society and the dynamics, including the technological developments which have an impact on the development of modern society. The students ' study of competence to be developed through the application of knowledge, concepts and methods from the social sciences disciplines on close issues from reality.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – apply and combine knowledge of sociology, economics and politics to examine and document the current societal issues to national, regional and global



– explain societal problems using concepts and general professional contexts



– apply the knowledge of State, market and civil society to examine the prerequisites and consequences of technological solutions to societal problems



– examine and assess the interplay between technological and societal development



– examine and discuss policy decisions



– use knowledge about the importance of the EU and global conditions to investigate the political and economic options for action



– formulate academically-based issues and seek out, collect, critically evaluate and process diverse materials, Danish and foreign language, to examine and discuss issues



– disseminate and clarify academic contexts and trends using tables, charts and simple models and own calculations and charts



– apply the subject's terminology for in writing and orally to disseminate knowledge and General contexts on the subject's taxonomic levels



– argue their own views on a technical basis and engage in professional dialogue



– implement all phases in a socio-technical project, including a quantitative empirical study.

2.2. Core fabric

Nuclear substance are as follows:

Sociology – social structures and processes, including the factors that create social change



– social differentiation and cultural patterns



– links between technological development and societal development.

Economy – correlations between economic growth, technological development and sustainable development



– macro-economic contexts and management



– micro-economic contexts and management exemplified in environmental and energy policy instruments.

Policy – basic attitudes, including political conservatism, liberalism and socialism




– political structures and decision-making processes in Denmark



– democracy and power, including the importance of the legal system



– couplings between Danish policy and EU policy in an ambit.

International Affairs – globalization, including the importance of Danish society.

Method – social sciences information channels, including focused search strategies



– model, table and shape understanding, including calculations



– qualitative and quantitative method.

2.3. additional drug

Students will not be able to meet the academic goals alone by using the core substance. The additional fabric consists of examples from the current social debate in the form of texts, statistics and clips from the electronic media, which are used to clarify and put into perspective the theoretical contexts, including in particular examples to clarify the interplay between technological development and development both nationally and internationally. Social science perspectives on interdisciplinary issues and Extrovert activities are also included in the supplemental material.

3. organisation

3.1. Didactic principles

Education shall be organised thematically based on the students ' amazement and curiosity regarding the current societal problems and solutions. Students should be involved in the planning of education, including in the choice of issues and forms of work.

In the treatment of substance to take a holistic approach with respect for the individual disciplines in the subject. In education, there has to be exchanged between the inductive and deductive principle. Specific problems must be the starting point in the individual modes. In the course of working with deductive concepts, theories and methods, which are then used to investigate, document and disseminate a problem position. Deductive courses organised usually on the basis of a single discipline and contribute thus to highlight the similarities and differences in the method of individual disciplines and subject field.

There must be the total gradient through the crucial importance that each student will have opportunities on a professional basis to present their own views, arguments and assessments. Through the entire course must be a gradual tightening of the professional requirements for the content and consistency of the students ' reasoning and precision.

In social studies (B) teaching must be organised in such a way that it is versatile in the choice of approaches, theories and methods.

3.2. Working methods

In teaching should be varied and pupil actuating forms of working, so that pupils are given opportunities to examine, document, disseminate and discuss professional contexts.

In addition, happens through the overall progress of a development towards more independent study and preparatory work forms.

Extrovert activities are to be implemented in the form of guest teachers, corporate or institutional visits or empirical studies and should typically happen in the context of work on specific projects or embedded in education.

That included writing requirements of increasing difficulty to develop written communication, technical correctness, argumentation and precision. The written schedule so there is progression and consistency for writing performance in other subjects. In cooperation with other subjects of social studies (B) contributes with technical writing performance mediation on the subject's taxonomic levels and thus the use of concepts, theory, empirics, and method in an accurate and nuanced language.

As a tool for creating professional overview and structure and to articulate issues in connection with oral presentations are working systematically with synopses.

In addition, at least two projects be established, which shall be documented in writing. In the course of direction of study is at least one of the two projects prepared as an interdisciplinary project in interaction with one or more of the other subjects in the academic direction. In at least one of the projects must agree on an empirical study. The projects are part of the basis for the oral test and is included in the training description.

3.3. Information technology

Information technology tools to be used in education to support and complement the professional goals and the educational process.

It is used for: – simulation of economic contexts



– information retrieval



– dissemination and processing, including calculations and construction of diagrams



– knowledge sharing.

Instructions on electronic information channels and use of social sciences focused search strategies included in the individual modes, including assessment of information reliability. Use of electronic conferencing is integrated into teaching.

3.4. Interaction with other subjects

Civics (B) is subject to the general requirement for interaction between the subjects. Parts of nuclear substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction. Especially the interaction with the technological and the natural sciences and mathematics are weighted highly.

Civics (B) contribute to a coherent understanding of current societal issues. In practical training course provide profession among other methodological tools for less empirical studies.

Study of direction gradient

The subject is included in the study area, so that in a project in cooperation with technology profession.

4. Evaluation

4.1. Ongoing evaluation

Through forward-looking, individual tutoring, use of test and feedback on oral and written activities should the student along the way in the overall course imparted a clear understanding of the level and the development of the professional standpoint. The basis for evaluation is the professional goal. There must also be carried out activities that get the learner to reflect on professional development. In addition, at least once in each semester be an evaluation of each student's performance, active participation and engagement in education. In this connection, a joint evaluation of the teaching.

4.2. test form

There will be held an oral examination. The school's leader chooses for each hold one of the following two forms: Sample Test form a) held an oral examination on the basis of a specimen with a known theme and an unknown document material on a scale of 10-15 standard pages a 1300 letters, corresponding to ca. 1350 characters. Through the use of electronic media materials as part of voucher material is equal four to seven minutes of playback for one normal page. A test material's theme is known of examinees ', since it is identical to a gradient theme. Each specimen shall as far as possible contain diverse types of materials, including texts and statistical material.

Test materials should together cover all the professional goals. A sample material must not be used for the three exam units. Examinees may choose to prepare for the test in groups. An exam device is such a group or an examinee that are preparing individually.

Given ca. 24 hours preparation time, however not less than 24 hours, for the preparation of synopsis. On the basis of the submitted documents, relevant core substance and material found in the preparation time must the examinee prepare a problem formulation as an overarching issue and, by extension, run, examine and discuss social science issues.

The examination takes place individually with a eksaminationstid of about 30 minutes per examinee. The examination takes its starting point in the testees ' presentation of the synopsis (approximately 10 minutes) and is followed by detailed questions by the examiner and a professional dialogue between the examinee and examiner.

Sample form b) held an oral examination on the basis of a specimen with a known theme and an unknown document material on a scale of 8 to 12 standard pages a 1300 letters, corresponding to ca. 1350 characters. Through the use of electronic media materials as part of voucher material is equal four to seven minutes of playback for one normal page. A test material's theme is known of examinees ', since it is identical to a gradient theme. Test materials must be approved by the external examiner prior to the test. Each specimen shall as far as possible contain diverse types of materials, including texts and statistical material.

Test materials should together cover all the professional goals. A sample material must not be used for the three exam units. Examinees may choose to prepare for the test in groups. An exam device is such a group or an examinee that are preparing individually.

Sample material handed out about three hours before the first examinee of the group will be examined. In the preparation time shall prepare examinees ' a synopsis on the basis of the submitted documents and relevant core substance must draw up a problem formulation as an overarching issue and, by extension, run, examine and discuss social science issues.

The examination takes place individually with a eksaminationstid of about 30 minutes per examinee. The examination takes its starting point in the testees ' presentation of the synopsis (approximately 10 minutes), supplemented with main issues of the examiner and a professional dialogue between the examinee and examiner.

4.3. Assessment criteria

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

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



Annex 24 social studies C-htx, June 2013

1. Identity and purpose

1.1. Identity


Social studies dealing with Danish and international society and the interplay between technological development and societal development. The subject gives on a lifelike basis knowledge about and understanding of the complexity and dynamism of modern, globalised society by connecting the current societal development with the sociological, economic and political contexts and thus contributing to qualify their own positions and courses of action.

1.2. Purpose

Social studies (C) to promote pupils ' desire and ability to relate to and participate in the democratic debate and through the teaching contents and forms of work engage them in terms of importance for democracy and social development. In addition to teaching promote pupils ' autonomy to be able to take a position on social issues on a professionally qualified level. Teaching should provide knowledge and understanding of Danish and international society and the dynamics, including the technological developments which have an impact on the development of modern society. The students ' study of competence to be developed through the application of knowledge, concepts and methods from the social sciences disciplines on close issues from reality.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – apply and combine knowledge of Economics and politics to investigate current societal problems and solutions



– explain societal problems using concepts and general professional contexts



– examine the interplay between technological change and social change



– use knowledge about the political system in Denmark to investigate concrete political decisions



– demonstrate — using concrete examples – the framework, EU and global conditions for economic and political action



– formulate academically-based issues, seek out and critically evaluate information and using diverse types of materials to document professional contexts



– implement project work and less empirical studies



– apply the subject's terminology for in writing and orally to disseminate knowledge on the subject's taxonomic levels



– argue their own views on a technical basis, engage in professional dialogue and discuss a technical issue.

2.2. Core fabric

Nuclear substance are as follows:

Economy – the economic cycle, economic targets and economic instruments



– economic growth, prosperity and technological development.

Policy – basic attitudes, including political conservatism, liberalism and socialism



– Danish political decision-making in a European and global perspective, including democracy and the importance of the judicial system.

Society and technology – connections between technological and social development, including the importance of technological development for changes in social patterns and structures.

Method – social sciences information channels



– model, table and graph understanding



– quantitative and qualitative methods.

2.3. additional drug

Students will not be able to meet the academic goals alone by using the core substance. The additional fabric consists of examples from the current debate in the form of texts, statistics and clips from electronic media. The professional goals are met by the core concepts and contexts of the substance used in a study of the supplementary material. In addition, the included additional activities of the drug. extroverts

3. organisation

3.1. Didactic principles

Education shall be organised thematically based on the students ' amazement and curiosity regarding the current societal issues. In the treatment of substance to take a holistic approach with respect for the individual disciplines. In teaching the emphasis should be on the inductive principle where specific problems is the starting point, and the emphasis is on the individual student's possibilities on a professional basis to present their own arguments, views and reviews.

Organised teaching deduktivt, should there be a subsequent application of the academic fabric of reality close socio-professional issues.

In social studies C teaching must be organised in such a way that it is versatile in selecting approaches, concepts and methods.

3.2. Working methods

In teaching should be varied and pupil actuating forms of working, so that students will have good opportunities to identify, document, disseminate and discuss professional contexts and points of view. Outward-looking activities be integrated into the training course and implemented in the form of guest teachers, business and institutional visits or less empirical studies.

To be in the total course conducted at least one project work, where the interplay between technological progress and social development must be treated with the use of methods and concepts from the profession.

Writing requirements of increasing difficulty helps to develop understanding, deepening and disseminating professional contexts and as support for oral presentations. The written schedule so there is progression and consistency for writing performance in other subjects. In collaboration with other disciplines on writing performance contributes civics C with professional communication on the subject's taxonomic levels and thus the use of concepts, empirical data and method in an accurate and nuanced language.

3.3. Information technology

Information technology tools to be used in education to support and complement the professional goals and the educational process.

It is used for: – information retrieval



– processing and dissemination



– knowledge sharing.

Instructions on electronic social science information channels are included in the individual modes. Use of electronic conferencing is integrated into teaching.

3.4. Interaction with other subjects

Social studies (C) is subject to the general requirement for interaction between the subjects. Parts of nuclear substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction. The subject is included in the study area, so that in a project in cooperation with technology profession.

Social studies (C) contribute to a coherent understanding of current societal issues. In practical training course provide profession among other methodological tools for less empirical studies.

4. Evaluation

4.1. Ongoing evaluation

Through forward-looking and individual guidance, the use of testing and feedback on oral and written activities should the student along the way in the overall course imparted a clear understanding of the level and the development of the professional standpoint. The basis for the evaluation should be the professional goals. There must also be carried out activities that get the learner to reflect on professional development. In addition, at least once in each semester be an evaluation of each student's performance, active participation and engagement in education. In this connection, a joint evaluation of the teaching.

4.2. test form

An oral examination shall be held on the basis of a specimen with a known theme and an unknown document material with different types of materials on a scale of two to three normal pages (a) 1300 letters, corresponding to ca. 1350 characters. Through the use of electronic media materials as part of voucher material is equal four to seven minutes of playback for one normal page. Related to the theme made focused during questions that follow the taxonomic levels. A test material's theme is known of examinees ', since it is identical to a gradient theme. A sample material must not be used for the three examinations.

Examination time is approximately 24 minutes per examinee. Given ca. 48-minute preparation time. Examination forms itself as an academic conversation between examinee and examiner.

4.3. Assessment criteria

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

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



Annex 25 Teknikfag A – Construction and energy – htx, June 2013

1. Identity and purpose

1.1. Identity

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

The course helps to make the htx programme iife and contemporary relevance and is one of the subjects that are to constitute the training profile.

The subject deals with the design, materials, production processes, installations, deployments, supply, administration and organization. In the subject part and product manufacturing process flow at a level that reflects occupational professionalism within the selected teknikfags area. In engineering profession ensuring interaction with other disciplines, including study directional trades. Large parts of the engineering profession is implemented as a project-based teaching in the interplay between theory and practical work in workshops and laboratories. The profession ensures professional immersion, independent work, reflection and knowledge of project-based methods. Project courses involved, implies that education individual subjects is used in a context that combines different knowledge on relevant way.

1.2. Purpose


Engineering profession contributes to the overall purpose of education, htx by eleven strengthens its formal and real opportunities to implement higher education especially in the technical and natural sciences. Engineering profession develops the ability to relate analytical, reflective and innovative to technical designs and solutions in the outside world and to applied scientific knowledge. In the field of engineering academic areas is the aim that students get insight into planning, describe and implement independent projects and specific projects.

Furthermore, the aim is that students develop their abilities to search, processing and disseminating relevant information, to immerse themselves in a specific technical problem and to combine theory and practical work. Students should be able to incorporate and apply elements from other disciplines, including, in particular, study the directional trades, in projects that simultaneously supports the other subjects in the academic direction. Engineering profession must contribute to ensuring that pupils acquire knowledge and experience in project-based approaches, including independent work both individually and together with others.

Finally, the aim is that the students should be able to include historical, cultural, economic, productive and environmental aspects of the project work.

2. Professional objectives and technical content

Engineering profession is composed of key themes, which are mandatory for the selected teknikfag, of two election themes, as the school's leader selects among the election themes, as set out below, and of an immersive area that is selected within a subject's key themes of the individual technique or election themes, as the school's leader selects. A part of the final project is located in immersive area. Key themes and the elect election themes make up about 70 percent of the subject's duration. Immersive area represents approximately 30 per cent of the subject's duration. Engineering profession and the choice of themes contained in the subject, be entered on the student's diploma.

2.1. Professional goals

Students must be capable of the following:

Key themes (40%)



1) planning:



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



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



2) Design:



– work with the development of a project from idea to finished building design



– produce drawings using CAD



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



– evaluation of finished projects and propose any changes.



3) construction:



– construct and manufacture simple construction parts in full scale



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



– perform quality control on own constructions.



4) energy and the environment:



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



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

Election themes (30%)



5) building structures:



– account for parts of the architecture history



– carry out documented choice of dimensions on simple structures



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



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



6) electrical installations:



– clarify the rules and security aspects of the construction and use of installations in different environments



– explain installation principles for electrical installations



– compute and solve problems at the sizing of less husinstallationer



– perform all or parts of simple installations in full scale



– involve the historic and cultural development within the power supply.



7) plumbing fixtures:



– account for the development of waste-water handling



– explain installation principles of plumbing fixtures



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



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



8) Building Automation:



– give an account of developments in the field of automation of the dwelling



– explain the choice of the solution principles for automation in the home, including heating and ventilation control, security of home and people as well as the House's intelligent network



– account for buildings General energy relationship



– propose choice of methods as well as construct and perform an installation for the control and regulation of simple automatic tasks



– test and adjust the performed works.



9) energy plants:



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



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



– perform all or part of the proposed solution



– assess the quality of the proposed solution.



10) building components:



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



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



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



– assess the component quality.



11) surveying and civil engineering:



– clarify the principles for and carry out soil studies



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



-plan and carry out simple stocking works.



12) Architecture



– account for parts of the architecture history



– prepare presentation materials for dissemination (sketch model, concept model, presentation model, 3d model, drawing and diagrams, the visibility of a project and its qualities)



– perform spatial programming, taking into account the building's intentionality and the relationship with the user and the rest of the context, which is essential for the design of an architecture project



– design and manufacture design principles in concrete or abstract, phenomenological form (arkitektone)



– account for the energy, environmental and societal context in which design dogma and as a strategy for the project concept.

Immersive area (30%)



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

2.2. Core fabric

Nuclear substance are as follows:

Key themes 1) planning:



– the planning laws and rules



– planning processes in construction.



2) Design:



– notices and rules



– technical communication, including the design process



– materials, constructions, installations and civil engineering works



– the use of informatics tools by design



– quality control.



3) construction:



– construction of simple construction parts



-2D and 3D CAD



-safety at work



– quality control.



4) energy and the environment:



– different energy forms to a dwelling



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

Election themes 5) building structures:



– architectural history within single-family homes



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



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



6) electrical installations:



– energy availability through the ages



– rules for dimensioning basis and security by carrying out and use



– principles of electrical installation.



7) plumbing fixtures:



– the development of waste-water handling



-Plumbing and drainage applications, including resource consumption



– rules for dimensioning and execution.



8) Building Automation:



– developments in the field of automation of the dwelling



– principles of control and interaction between the different types of automation facilities, including command and control methods for automatic plants



– rules of construction and execution.



9) energy plants:



– different types of residential energy consumption



– energy optimisation



– test methods for the development of energy plants.



10) building components:



– developments in the field of building materials and components



– material properties



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



11) surveying and civil engineering:



– soil conditions and soil studies



– principles of marketing, leveling and land surveying



– principles for the planning and construction of simple works.



12) Architecture:



– architectural history with a focus on the types of housing and single-family homes



– project representation (models)




– programming as a continuous accumulation of intentions and content, functionally, spatially and artistic



– arkitektone, a material and constructive study that assumes the form. Contains conceptual references to a possible architecture work of art or architecture vision (abstract or concrete). Relate to space, on the sculpture's premises (subject and object and the place it is placed)



– parameters that can express opinions and the strategies that will be cornerstones in the programming of an architectural work.

2.3. additional drug

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

3. organisation

3.1. Didactic principles

Teaching represents a wide range of different learning strategies, including problem-based learning in the longer project that in engineering profession takes its starting point in a technical problem within the engineering integrity of the area. Placed in teaching importance to both academic disciplines such as project arbejdsformens methods (including the Group's role in idea generation, information retrieval and preparation of project description and timetable) is experienced as a whole. The theoretical work is done with ever order the practical, and the practical work is done with the involvement of the still theoretical. Key election themes and integrate increasingly and with increased progression in project courses involved, both in relation to professional disciplines as to the actual project work form.

3.2. Working methods

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

Finishing includes teaching a project that forms the starting point for project test in the subject. The project is carried out as group work, unless very specific professional or pedagogical considerations prevail. The project is carried out in a special project period separated from the common teaching of the subject. In the last week of the project period usually carried no other teaching. The project includes approximately 100 hours of training time within approximately eight weeks. In the project period be attached to group/student a project supervisor.

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

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

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

3.3. Information technology

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

3.4. Interaction with other subjects

Parts of nuclear substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

The project work in the subject carried out in interaction with one or more of the student's subjects in the academic direction and includes the fagrelevante goal in the study area. Student's graduation project involves knowledge from other disciplines in the training. The subject is covered by the General interaction in the study area as described in annex 2, including the involvement of study subjects in the project guidelines organised forms of work.

4. Evaluation

4.1. Ongoing evaluation

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

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

4.2. test form

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

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

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

4.3. Assessment criteria

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

General – ability to combine theory and practical work in a project



– involvement of relevant knowledge from other disciplines in the training



– perspective to relevant topics within the engineering profession.

The report's format and content – processing of project issues



– planning and assessment of project cycle



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



– specified requirements for the product



– a technical reasoned argumentation for the choice made.

Product/process flow – care and professionalism in the manufacture



– quality in relation to the stated requirements.

Oral examination – the oral presentation of the project



– explanation of the selected solutions



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



– reply of the main and additional questions.

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



Annex 26 Teknikfag A – Design and production – htx, June 2013

1. Identity and purpose

1.1. Identity

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

The course helps to make the htx programme iife and contemporary relevance and is one of the subjects that are to constitute the training profile.


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

1.2. Purpose

Engineering profession contributes to the overall purpose of education, htx by eleven strengthens its formal and real opportunities to implement higher education especially in the technical and natural sciences. Engineering profession develops the ability to relate analytical, reflective and innovative to technical designs and solutions in the outside world and to applied scientific knowledge. In the field of engineering academic areas is the aim that students get insight into planning, describe and implement independent projects and specific projects.

Furthermore, the aim is that students develop their abilities to search, processing and disseminating relevant information, to immerse themselves in a specific technical problem and to combine theory and practical work. Students should be able to incorporate and apply elements from other disciplines, including, in particular, study the directional trades, in projects that simultaneously supports the other subjects in the academic direction. Engineering profession must contribute to ensuring that pupils acquire knowledge and experience in project-based approaches, including independent work both individually and in cooperation with others.

Finally, the aim is that the students should be able to include historical, cultural, economic, productive and environmental aspects of the project work.

2. Professional objectives and technical content

Engineering profession is composed of key themes, which are mandatory for the selected teknikfag, of two election themes, as the school's leader selects among the election themes, as set out below, and of an immersive area that is selected within a subject's key themes of the individual technique or election themes, as the school's leader selects. A part of the final project is located in immersive area. Key themes and the elect election themes make up about 70 percent of the subject's duration. Immersive area represents approximately 30 per cent of the subject's duration. Engineering profession and the choice of themes contained in the subject, be entered on the student's diploma.

2.1. Professional goals

Students must be capable of the following:

Key themes (40%)



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



– carry out development of ideas



– explain and prepare a product development plan



– draw up requirement specifications



– use of CAD to design



– account for quality activities in a company



– manufacture of prototype.



2) production and process monitoring:



– use and make appropriate selection of measuring instruments



– carry out relevant measurements



– perform analysis of measurement results.



3) Automation and control technology:



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



– in the completed election themed area make a simple programming, URf.eks. by CNC, PC or PLC or run a production planning in the form of product map



– recognize the interface technique, data communications and CIM.



4) Material technology:



– propose suitable materials/components for a given application, including take environmental considerations.

Election themes (30%)



5) Processes, machine:



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



– justify and choose machining form as well as concatenation method



– perform machining shapes and joining methods



– perform Assembly and montage of simple products.



6) Construction, machine:



-plan and carry out the sizing



– plan and execute element Assembly



-plan and carry out production preparation.



7) Materials, machine:



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



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



– explain the life cycle of a product.



8) Automation, machine:



– establish requirements and specifications for a simple automation process



– Select the automation components



– draw up relevant diagrams for process



– manufacture automation device.



9) Analog-and digital technique, el:



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



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



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



10) Programmable electronics, el:



– develop interface electronics and software for collecting measurement data



– construct systems for controlling, regulating or monitoring



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



– recognize techniques in wireless and data transmission by wire.



11) Appliance tech, el:



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



– propose, justify and execute kabinetudformning and make machine mounting



– propose protection components for passenger and component protection



– justify and propose solutions for overcoming the electrical noise.



12) Industrial electrical engineering, el:



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



– justify and apply engines in management technical setups



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



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



13) Machining, wood:



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



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



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



14) Construction, wood:



-plan and carry out the sizing



– plan and execute element Assembly



-plan and carry out production preparation.



15) Materials, wood:



– selection of tree species



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



– explain the life cycle of a product.



16) Automation, wood:



– establish requirements and specifications for a simple automation process



– Select the automation components



– draw up relevant diagrams for process



– possibly manufacture the automated product.



17) product development and engineering, textile:



– account for parts of the style story



– use and assess fashion drawings



– propose clothing, hosiery techniques and non-wowen techniques



– carry out model construction



– make easier cuts udviklingsopgaver



-calculate and perform graduations



– use and disseminate the sketches and models by using Freehand drawing, CAD or equivalent programs



– propose tools and machines in the textile area for a given application.



18) Machining technology, textile:



– prepare technical drawings manually and using CAD



– use clothing, hosiery techniques or non-wowen techniques that are used in the clothing and textile industry



– use of machines and tools in finer and coarser materials in relation to textiles.



19) materials science, textile:



– describe the textile area's materials, including their origin, physical and chemical structure and applications



– responsible for textile testing



– perform calculations of color processes



– account for a textile product life cycle.



20) Expression technology, textile:



– account for selected parts of cheers honor



– apply a chosen color system in the textile area



– propose, justify and apply the dyeing techniques



– use print, embroidery or appliqué techniques.

Immersive area (30%)



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

2.2. Core fabric

Nuclear substance are as follows:

Key themes 1) product development:




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



2) production and process monitoring:



– measurement and insight in measuring instruments.



3) Automation and control technology:



– operating systems and computer-based production processes.



4) Material technology:



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

Election themes 5) Processes, machine:



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



6) Construction, machine:



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



7) Materials, machine:



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



8) Automation, machine:



– automation systems.



9) Analog-and digital technique, el:



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



10) Programmable electronics, el:



– programmable electronics in interaction with the physical environment



– data transmission protocols.



11) Appliance tech, el:



– appliance design.



– principles of electrical isolation and personal protection



– electrical noise attenuation.



12) Industrial electrical engineering, el:



– electric motors and generator operation



– selected tranduceres operation



– three phase alternating current



– Electric technique applied in industry.



13) Machining, wood:



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



14) Construction, wood:



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



15) Materials, wood:



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



16) Automation, wood:



– automation systems within the timber industry.



17) product development and engineering, textile:



-style history



— Freehand drawing and computer-processing



– production and insight in compositions



– design and processing techniques in the textile area



– tools and machines in the textile area.



18) Machining technology, textile:



– textile industry elle working operations including technical documentation



– tools and machines in the textile area.



19) materials science, textile:



-insight in the textile area's materials and their physical and chemical properties and dyeing techniques.



20) Expression technology, textile:



– textile expressions and insights in decorative techniques



— farvelære, including its importance to the expression and the physical/chemical background.

2.3. additional drug

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

3. organisation

3.1. Didactic principles

Teaching represents a wide range of different learning strategies, including problem-based learning in the longer project that in engineering profession takes its starting point in a technical problem within the engineering integrity of the area. Placed in teaching importance to both academic disciplines such as project arbejdsformens methods (including the Group's role in idea generation, information retrieval and preparation of project description and timetable) is experienced as a whole. The theoretical work is done with ever order the practical, and the practical work is done with the involvement of the still theoretical. Key election themes and integrate increasingly and with increased progression in project courses involved, both in relation to professional disciplines as to the actual project work form.

3.2. Working methods

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

Finishing includes teaching a project that forms the starting point for project test in the subject. The project is carried out as group work, unless very specific professional or pedagogical considerations prevail. The project is carried out in a special project period separated from the common teaching of the subject. In the last week of the project period usually carried no other teaching. The project includes approximately 100 hours of training time within approximately eight weeks. In the project period be attached to group/student a project supervisor.

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

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

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

3.3. Information technology

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

3.4. Interaction with other subjects

Parts of nuclear substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

The project work in the subject carried out in interaction with one or more of the student's subjects in the academic direction and includes the fagrelevante goal in the study area. Students ' graduation project involves knowledge from other disciplines in the training. The subject is covered by the General interaction in the study area, as described in annex 2, including the involvement of study subjects in the project guidelines organised forms of work.

4. Evaluation

4.1. Ongoing evaluation

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

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

4.2. test form

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

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


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

4.3. Assessment criteria

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

General – ability to combine theory and practical work in a project



– involvement of relevant knowledge from other disciplines in the training



– perspective to relevant topics within the engineering profession.

The report's format and content – processing of project issues



– planning and assessment of project cycle



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



– specified requirements for the product



– a technical reasoned argumentation for the choice made.

Product/process flow – care and professionalism in the manufacture



– quality in relation to the stated requirements.

Oral examination – the oral presentation of the project



– presentation of the chosen solutions



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



– reply of the main and additional questions.

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



Annex 27 Teknikfag A – Process, food and health – htx, June 2013

1. Identity and purpose

1.1. Identity

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

The course helps to make the htx programme iife and contemporary relevance and is one of the subjects that are to constitute the training profile.

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

1.2. Purpose

Engineering profession contributes to the overall purpose of education, htx by eleven strengthens its formal and real opportunities to implement higher education especially in the technical and natural sciences. Engineering profession develops the ability to relate analytical, reflective and innovative to technical designs and solutions in the outside world and to applied scientific knowledge. In the field of engineering academic areas is the aim that students get insight into planning, describe and implement independent projects and specific projects.

Furthermore, the aim is that students develop their abilities to search, processing and disseminating relevant information, to immerse themselves in a specific technical problem and to combine theory and practical work. Students should be able to incorporate and apply elements from other disciplines, including, in particular, study the directional trades, in projects that simultaneously supports the other subjects in the academic direction. Engineering profession must contribute to ensuring that pupils acquire knowledge and experience in project-based approaches, including independent work both individually and in cooperation with others.

Finally, the aim is that the students should be able to include historical, cultural, economic, productive and environmental aspects of the project work.

2. Professional objectives and technical content

Engineering profession is composed of key themes, which are mandatory for the selected teknikfag, of two election themes, as the school's leader selects among the election themes, as set out below, and of an immersive area that is selected within a subject's key themes of the individual technique or election themes, as the school's leader selects. A part of the final project is located in immersive area. Key themes and the elect election themes make up about 70 percent of the subject's duration. Immersive area represents approximately 30 per cent of the subject's duration. Engineering profession and the choice of themes contained in the subject, be entered on the student's diploma.

2.1. Professional goals

Students must be capable of the following:

Key themes (30%)



1) analytical methods and quality assessment:



– choose, justify and apply the relevant methods of analysis



– quality assessing method of analysis and selected product.



2) Health and environment:



– identify factors that have an impact on human health and the environment



– account for selected health and environmental problems illuminated by examples and statistics



– propose method to lighting or solution of a health or environmental problem



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



3) Biotechnology:



– account for selected biotechnical methods



– apply and justify biotechnical methods



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

Election themes (40%)



4) Process Technology:



-describe and implement a managed and regulated chemical or biological process



– optimize the process out from selected control parameters based on product properties



– assess the process safety and environmental conditions.



5) Chemical production:



– plan and execute a chemical process, including optimizing the process on the basis of selected criteria



– assess the quality of the product



– assess ethical, health and environmental aspects of the process and product.



6) environmental engineering:



-describe and analyze the environmental impact



– establish an environmental technical solution



– test this or parts thereof and to assess the environmental consequences from an ethical and health perspective.



7) foods:



-plan and carry out production of food



– optimize the process on the basis of selected criteria



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



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



8) Applied biotechnology:



-plan and carry out biotechnical processes



– account for selected genetic engineering methods and their application



– assess the quality of the product and methods of application



– assess ethical, health and environmental aspects of biotechnological process and product.



9) Microbiology:



– account for microbial growth and regulation



– account for micro-organisms of importance for disease, health and production



– to plan, implement and optimize a microbiological process or production



– assess the process or production in relation to the method's usefulness.



10) lifestyle – health:



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



– propose changes in lifestyle with justification in health



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



– assess the progress and impact of the intervention.



11) Training, rehabilitation and assistive devices:



– Select and describe training or rehabilitation task



– give suggestions for appropriate training or rehabilitation programmes, possibly with the use of assistive devices



– try out training/rehabilitation programme, including, where appropriate, manufacture and customize tool



– assess and put into perspective the impact of the tested application or tool



12) diet and nutrition:



– describe a diet related problem



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



– implement the production or analysis in relation to the issue



– assess and put the compiled program.

Immersive area (30%)



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

2.2. Core fabric

Nuclear substance are as follows:

Key themes 1) analytical methods and quality assessment:



– physical, chemical and microbiological analysis methods



– relevant machine technique



– validation methods.



2) Health and environment:




– methods of analysis related to the environment, health or disease



– relevant Physiology, genetics, disease and environmental learning



– selected legislation in relation to specific projects.



3) Biotechnology:



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



– genetic engineering



– relevant legislation.

Election themes 4) Process Technology:



– control parameters



– control equipment



– process diagram



– collection and processing of data.



5) Chemical production:



– unit operation



– process diagram



– selected analysis technique



– safety and the environment.



6) environmental engineering:



– environmental engineering



– environmental learning, including sustainability and ecotoxicology



– methods for assessment of environmental impact and efficacy of alternatives



– relevant legislation, including the green accounting



– cultural and environmental history.



7) foods:



– nutrition, including drug and energy production and excretion



– Microbiology



– production conditions, including production phases, hygiene, waste products and the environment



– relevant legislation.



8) Applied biotechnology:



– the biotechnological production



– cell biology



– cell biological tools and their functions



– Microbiology, including microbiological methods.



9) Microbiology:



– systematics and biology



– antibiotics



– microbiological working methods



– micro-organisms in food, industrial production and disease treatment.



10) lifestyle – health:



– data collection and analysis methods



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



– pathology.



11) Training, rehabilitation and assistive devices:



– the body's Anatomy and Physiology



– training methods, including muscle strength, muscle endurance, cardiovascular fitness, movement and coordination



– Pathology, including musculoskeletal disorders.



12) diet and nutrition:



– knowledge of the basic nutrition, diet plans and diet analysis



– Physiology



– nutritional counseling



– the relevant laws and regulations.

2.3. additional drug

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

3. organisation

3.1. Didactic principles

Teaching represents a wide range of different learning strategies, including problem-based learning in the longer project that in engineering profession takes its starting point in a technical problem within the engineering integrity of the area. Placed in teaching importance to both academic disciplines such as project arbejdsformens methods (including the Group's role in idea generation, information retrieval and preparation of project description and timetable) is experienced as a whole. The theoretical work is done with ever order the practical, and the practical work is done with the involvement of the still theoretical. Key election themes and integrate increasingly and with increased progression in project courses involved, both in relation to professional disciplines as to the actual project work form.

3.2. Working methods

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

Finishing includes teaching a project that forms the starting point for project test in the subject. The project is carried out as group work, unless very specific professional or pedagogical considerations prevail. The project is carried out in a special project period separated from the common teaching of the subject. In the last week of the project period usually carried no other teaching. The project includes approximately 100 hours of training time within approximately eight weeks. In the project period be attached to group/student a project supervisor.

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

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

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

3.3. Information technology

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

3.4. Interaction with other subjects

Parts of nuclear substance and additional drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

The project work in the subject carried out in interaction with one or more of the student's subjects in the academic direction and includes the fagrelevante goal in the study area. Student's graduation project involves knowledge from other disciplines in the training. The subject is covered by the General interaction in the study area as described in annex 2, including the involvement of study subjects in the project guidelines organised forms of work.

4. Evaluation

4.1. Ongoing evaluation

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

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

4.2. test form

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

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

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

4.3. Assessment criteria

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

General – ability to combine theory and practical work in a project



– involvement of relevant knowledge from other disciplines in the training



– perspective to relevant topics within the engineering profession.


The report's format and content – processing of project issues



– planning and assessment of project cycle



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



– specified requirements for the product



– a technical reasoned argumentation for the choice made.

Product/process flow – care and professionalism in the manufacture



– quality in relation to the stated requirements.

Oral examination – the oral presentation of the project



– explanation of the selected solutions



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



– reply of the main and additional questions.

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



Annex A – htx Technology, 28 June 2013

1. Identity and purpose

1.1. Identity

The subject technology includes the correlation between technological solutions and societal issues.

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

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

The course helps to make the htx programme iife and contemporary relevance and is one of the subjects that are to constitute the training profile.

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

1.2. Purpose

The subject contributes to the htx-training purposes by strengthening students ' assumptions of higher education, especially in the fields of engineering, technology, science, trade, innovation and entrepreneurship.

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

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

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

In addition, the aim is that students gain experience working with the link between scientific theory and practical training in workshops and laboratories and the basis for the choice of manufacturing processes.

Furthermore, the aim is that the students acquire knowledge of start-up, planning and marketing of a production and knowledge of the relationships between technology, business, society and internationalization.

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

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – analyze and document a societal issue and apply the method of systematic product development, where the interplay between design, production and marketing are integrated into the development of a product that contributes to the solution to the problem



– implement less empirical studies documenting an issue



– apply the scientific method to develop experimental series



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



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



– use professional tools and methods, work safety and health sound in the manufacture of products in the school's workshops and laboratories manufacture products of good quality, and assess and document the quality of the product



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



– explain the link between technology choice, production and competition strategy in a business and understand the interaction between the company and society at national and international level



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



— to account for the historical development of selected technologies



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



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



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

2.2. Core fabric

Nuclear substance are as follows:

Materials and machining processes – selected materials, their characteristics, structure and suitability in different contexts



– selected electronic components, their structure, operation and application



– unit operations, processes, machining and joining methods related to the selected materials and components



– safety and health in relation to work in workshops and laboratories.

Technological and environmental assessment – technologies such as technique, knowledge, organization and product



– technology development as linear and interactive development



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



– global, regional and local environmental effects for causes and effects



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



– quality-and environmental management: the company's assurance of uniform products, the company's Manager of resource consumption and environmental impact.

Product development, production and marketing methods for idea development



– integrated product development – with the phases of needs realization requirement study, product principle, product conception and design, production preparation and accomplishment – in collaboration with the company's marketing, design and production department



– manufacturing process – technique, knowledge and organization – and the importance of the production of changes in the individual elements



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



– development of products – the production, Assembly and distribution right



– Logistics, including forms of production, production planning and production layout



– cost calculations and the marketing of products



– the company's production conditions, the company's interaction with the community regionally, nationally and internationally.

Project a passing supervisor – problem identification



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



– qualitative and quantitative method for gathering information



– project planning



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

Documentation and presentation – technical drawing



– working drawings, diagrams, flow diagrams, assembly drawings and parts list



– building a technical report



– Visual Tools for the presentation of a project



– written and oral communication



– the use and citation of sources.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug elaborates and perspektiverer nuclear substance, and in connection with projects that involved new topic areas. Additional fabric will be fabric attached to the selected production and the selected product, URf.eks. legislation, directives, grant schemes, competitors, trends, NGOs (non-governmental organization), labor and natural resources as well as physical, social, economic and technological infrastructure. The supplementary drug must also allow for interaction with the other subjects in the study area and in the academic direction. The additional fabric and core substance must meet the academic goals together.

3. organisation

3.1. Didactic principles

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


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

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

3.2. Working methods

In technology (A) working in several students groups, and workshop and laboratory work are an essential part of the teaching. The teaching is organised with one or more issue-based project, which includes the analysis and documentation of selected issues, product development and the practical execution of the product. In addition, organised one or more project, which includes building a business with the development of a product, organisation and implementation of the production, including the manufacture of the product and marketing. In the projects uses eleven technical and scientific knowledge, making environmental considerations in the context of the development of the product and highlights the interplay between development process, product and society.

Throughout the process the student demonstrates his skills and knowledge by writing work. The written work is scheduled, so there is progression and consistency for writing work in the other subjects. A written opinion will be included as an integral and continuous process in daily teaching, so the learner experience of writing as a meaningful and necessary discipline. The written opinion should contribute to the dissemination of technical knowledge, work and documentation (drawings, tables, sketches, diagrams, etc.) into larger reports. The written work may where appropriate be replaced by an electronic presentation.

Finishing includes teaching a project that forms the starting point for project test in the subject. The project is carried out as group work, unless very specific professional or pedagogical considerations prevail. The teacher arranges and delimits a range of student work, which deals with the topics that are included in the core substance and additional substance, including the manufacture of product/execution of process flow. Through the course of its work, the group brings together/student ogudarbejder on the basis of selected works and after teacher's guidelines, a written report. The scope and content of the report should demonstrate to what extent the group/the student has reached the professional goals of the basic regulation. point 2.1. Delivery time for report and either product or documentation of the performed process flow is usually not later than one week prior to the exam period. Both are examination and assessment basis. Students, working in a group, have joint responsibility for the delivered, regardless of whether the school's leader chooses to implement the oral part of the sample, as a group or as individual sample test.

3.3. Information technology

It is used in technology projects, where appropriate and practicable, URf.eks. in the context of information retrieval, production planning and control, data acquisition, calculations, report writing, documentation, and presentation. In technology (A) teaches students to use it as a natural tool in the project work.

3.4. Interaction with other subjects

In technology (A) uses the pupils knowledge from other subjects of education in connection with projects.

Professional interaction with technology (A) promotes the professional immersion in other subjects, training and technology A is therefore particularly subject to the general requirement of interaction between the subjects.

Technology (A) included in the study area as described in annex 2, particularly in interactions with Danish, social studies and science subjects, where the subjects contributes with knowledge and methods, students can apply in connection with projects in technology (A).

Cooperation with the other subjects in the academic direction process, including, in particular, the natural sciences, are weighted highly. Parts of nuclear substance and additional drug is selected and processed, so it helps to strengthen the professional interaction in the academic direction.

When technology A is A Studio retningsfag, which in the course of direction of study planned a course together with mathematics, where models have a central place, and where the technical/technological and social point of view.

When technology A is an elective, students ' knowledge and skills from other disciplines involved, so mathematics illuminated and put in a technical/technological context.

4. Evaluation

4.1. Ongoing evaluation

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

4.2. test form

There is a project to try with the written report referred to in article 6. paragraph 3.2., product/process flow and associated oral examination, as after school's leader's choice is implemented as a group or as individual sample test. By group sample examination organised in such a way as to ensure that the basis of an individual assessment of each examinee, see. 4.3. When professional circumstances make it necessary, the school leader a exempts examinee from the group test.

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

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

The oral part of the examination consists of the Group's/the testees ' presentation and presentation of the project complemented with detailed questions from the examiner. The examination then shapes itself as an in-depth conversation with a starting point in the Group's/the testees ' project and the subject's goals. Group/the testees ' presentation and presentation of the project may include a maximum of half of the examination time.

4.3. Assessment criteria

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

Emphasis is placed on the following:

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



— documentation and processing of project issues



– a technical reasoned argumentation for requirements and selections



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



– involvement of relevant knowledge from other disciplines in the training



– planning and assessment of the project.

Product/process flow – care and professionalism in the manufacture and production



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

Oral examination – the oral presentation of the project



– presentation of the chosen solutions



– ability to combine theory and practical work in a project



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



– reply of the main and additional questions.

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



Annex B – htx Technology, 29 June 2013

1. Identity and purpose

1.1. Identity

The subject technology includes the correlation between technological solutions and societal issues.

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

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

The course helps to make the htx programme iife and contemporary relevance and is one of the subjects that are to constitute the training profile.

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

1.2. Purpose

The subject contributes to the htx-training purposes by strengthening students ' assumptions of higher education, especially in the fields of engineering, technology and science.


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

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

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

Furthermore, the aim is that students gain experience working with the link between scientific theory and practical training in workshops and laboratories and the basis for the choice of manufacturing processes.

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

2. Professional objectives and technical content

2.1. Professional goals

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



– implement less empirical studies documenting an issue



– apply the scientific method to develop experimental series



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



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



– use professional tools and methods, work safety and health sound in the manufacture of products in the school's workshops and laboratories manufacture products of good quality, and assess and document the quality of the product



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



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



— to account for the historical development of selected technologies



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



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



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

2.2. Core fabric

Nuclear substance are as follows:

Materials and machining processes – selected materials, their characteristics, structure and suitability in different contexts



– selected electronic components, their structure, operation and application



– unit operations, processes, machining and joining methods related to the selected materials and components



– safety and health in relation to work in workshops and laboratories.

Technological and environmental assessment – technologies such as technique, knowledge, organization and product



– technology development as linear and interactive development



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



– global, regional and local environmental effects for causes and effects



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

Product development – methods for idea development



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



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



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

Project a passing supervisor – problem identification



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



– qualitative and quantitative method for gathering information



– project planning



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

Documentation and presentation – technical drawing



– working drawings, diagrams, flow diagrams, assembly drawings and parts list



– building a technical report



– Visual Tools for the presentation of a project



– written and oral communication



– the use and citation of sources.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug elaborates and perspektiverer nuclear substance, and in connection with projects that involved new topic areas. Additional fabric will be fabric attached to the selected category and the selected product. The supplementary drug must also allow for interaction with the other subjects in the study area and in the academic direction. The additional fabric and core substance must meet the academic goals together.

3. organisation

3.1. Didactic principles

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

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

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

3.2. Working methods

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

Throughout the process the student demonstrates his skills and knowledge by writing work. The written work is scheduled, so there is progression and consistency for writing work in the other subjects.

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

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

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

The project is carried out in a special project period separated from the common teaching of the subject. Project period contains approximately 45 hours of training time that settled within about six weeks, and in the last week of the project period usually carried no other teaching.

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

3.3. Information technology

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

3.4. Interaction with other subjects


In technology (B) uses the pupils knowledge from other subjects of education in connection with projects. Professional interaction with technology (B) promotes the professional immersion in other subjects, education and technology B is therefore particularly subject to the general requirement of interaction between the subjects.

Technology (B) included in the study area as described in annex 2, particularly in interactions with Danish, social studies and science subjects, where the subjects contributes with knowledge and methods, students can apply in connection with projects in technology (B).

Cooperation with the other subjects in the academic direction process, including, in particular, the natural sciences, are weighted highly. Parts of nuclear substance and additional drug is selected and processed, so it helps to strengthen the professional interaction in the academic direction.

In the course of direction planned a course of study in mathematics, where models have a central place, and where the technical/technological and social point of view.

4. Evaluation

4.1. Ongoing evaluation

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

4.2. test form

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

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

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

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

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

4.3. Assessment criteria

The assessment is an assessment of the extent to which the testees ' performance meets the professional objective, as specified in paragraph 2.1.

Emphasis is placed on the following:

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



— documentation and processing of project issues



– a technical reasoned argumentation for requirements and selections



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



– involvement of relevant knowledge from other disciplines in the training



– planning and assessment of the project.

Product/process flow – care and professionalism in the manufacture



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

Oral examination – the oral presentation of the project



– presentation of the chosen solutions



– ability to combine theory and practical work in a project



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



– reply of the main and additional questions.

The assessment is individual, and one character is given on the basis of an overall assessment of the Group's/the testees ' performance covering the written report, the work product/process flow and the oral examination.



Annex 30 Technology history C-htx, June 2013

1. Identity and purpose

1.1. Identity

The subject's right in that field is the technology's development and impact on people, society and nature from antiquity to the present day. The subject interacts with technology and social studies. In addition, part philosophical perspectives on technology development. The subject contributes to the htx-learning technological profile, with special emphasis on the historical dimension, and provides eleven elements of a technological formation through an understanding of the interplay between technology and society, and how technological knowledge is constructed through time.

1.2. Purpose

The aim is that students gain insight into the historical development of technology, including special features of technology forms and their interaction with the surrounding society in different historical periods. Furthermore, the aim is that students gain a background in order to understand and analyze the social, economic, environmental, ethical and value issues, such as the interplay between technological and societal development gives rise to.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – demonstrate knowledge of important elements of the technological development from different historical epochs and cultures



– explain crucial differences on technology and technology concepts in different periods and cultures



– analyze and understand the main reasons for the development of specific technologies



– comparisons of different cultures and countries ' designs of and applications of technology, including assessing the pros and cons of a given technology



– analyze concrete technology historical issues.

2.2. Core fabric

Nuclear substance includes technology development in the following periods and cultures: – ancient times



– medieval, Renaissance and the scientific breakthrough period



– the industrial revolution



– industrial society



– the modern society.

During the processing of nuclear substance used the following approaches:

The philosophical – epistemological characterisations of technologies and the ethical and value aspects of the development and implementation of technology.

The social sciences – the interplay between technology and other cultural forms, URf.eks. art, religion, economics and social planning, and the development of technological networks.

The technical – technology internal and scientific comparative study of technology forms, technologies causal interactions with its surroundings.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The additional fabric is selected in order to be able to put into perspective the technology story, put it in relation to other professional issues and make use of its methods and results to clarify and shed light on other areas. The supplementary drug perspektiverer and deepens with this core fabric and contribute to interaction with other disciplines. The supplementary drug helps to expand and clarify the different perspectives on technology examples in the historical periods and helps to flesh out the historical contexts in which the subject leading to.

3. organisation

3.1. Didactic principles

In education, the emphasis is on the interaction between a based approach and overview-building courses and theory formation. The starting point will often be an immersion in a period characteristic technology and its interaction with production, scientific, economic, mental historical and social conditions. In the problematiseringen of the subject's topic areas used both a factual and a counterfactual historical, analytical approach.

3.2. Working methods

The teaching is organized as a series of examples and projects, where the historical periods involved, individually or across. Provision of written assignments on the basis of different historical periods. Students work individually or in groups on the written work, which is in the form of written products or electronic presentations.

Drawing up a final assignment, provided by the school, and as the basis for the oral test. The task can be made in groups of up to three students. The task must be able to be part of the Foundation of årskarakteren in elective and shall, where appropriate, could be used as a basis for the oral test.

3.3. Information technology

It is used as a search tool. The emphasis is on the development of creativity and methodology in the search and comply with the copyright rules. It shall also be used in reporting and disseminating technology historical topics in written, audio and visualization.

3.4. Interaction with other subjects

In cooperation with technology helps the profession with an historical dimension on both contemporary and past technology. The social sciences concepts for technology development will have also added an extra dimension. The key to cooperation with other subjects is thus an opportunity to heighten students ' historical consciousness.

Parts of the subject's core drug and supplemental drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

4. Evaluation

4.1. Ongoing evaluation


The emphasis is on a thorough evaluation of the written assignments, so that the pupil has the opportunity to qualify his professional position. Also evaluated the oral communication, including oral opinion in connection with electronic presentations.

4.2. test form

An oral examination shall be held on the basis of the testees ' final assignment which is made locally, see. item 3.2. A list of task the wording of eksaminandernes final tasks sent to the examiner prior to the test. The final task is prior to sample not directed and narrated by the teacher/examiner.

Examination time is approximately 24 minutes. No preparation time.

The examination takes its starting point in the testees ' presentation and the presentation of his final assignment, supplemented with one or more already prepared questions from the examiner. The examination then shapes itself as an in-depth conversation between examinee and examiner on the basis of the subject's goals.

4.3. Assessment criteria

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

In the assessment, emphasis is placed on the testees ' ability to: – to explain and argue the technology historical issue, working method and results



– to be able to put into perspective within the topic area, including being able to apply different disciplinary approaches.

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

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