Chapter 1	The purpose of the education
Chapter 2	Duration of education and scope
Chapter 3	Structure and content of the training and the content
Chapter 4	Instructions and restraint
Chapter 5	Management of the training
Chapter 6	Planning and implementation of the Noise
Chapter 7	Four-year organisation and so on.
Chapter 8	Special organization of pre-IB
Chapter 9	Single subject
Chapter 10	Self-students
Chapter 11	Internal Evaluation
Chapter 12	Education Descriptions and attestations for successful education
Chapter 13	Special training and other special pedagogical assistance
Chapter 14	Health training
Chapter 15	Crow
Chapter 16	Fraviations from the rules of the notice
Chapter 17	Entry into force and transitional rules
Appendix 1	Summary of the contents of the notice and list of appendices-htx, June 2013
Appendix 2	Study Area-htx, June 2013
Appendix 3	Bindings between student gestures-htx, June 2013
Appendix 4	Study preparatory write skills-htx, June 2013
Appendix 5	Studierest project-htx, June 2013
Appendix 6	Project Heap for single-trade-ins-htx, June 2013
Appendix 7	Biology B-htx, June 2013
Appendix 8	Biology C-htx, June 2013
Appendix 9	Danish A-htx, June 2013
Appendix 10	Design B-htx, June 2013
Appendix 11	English A-htx, June 2013
Appendix 12	English B-htx, June 2013
Appendix 13	Physics A-htx, June 2013
Appendix 14	Physics B-htx, June 2013
Appendix 15	Ideéhistory B-htx, June 2013
Appendix 16	InformationTechnology B-htx, June 2013
Appendix 17	Kemi A-htx, June 2013
Appendix 18	Kemi B-htx, June 2013
Appendix 19	Communications / IT A-htx, June 2013
Appendix 20	Communications / IT C-htx, June 2013
Annex 21	Math A-htx, June 2013
Appendix 22	Math B-htx, June 2013
Appendix 23	Sami class B-htx, June 2013
Appendix 24	Sami majors C-htx, June 2013
Appendix 25	Tekniksubject A-Construction and Energy-htx, June 2013
Appendix 26	Technical-A-Design and Production-htx, June 2013
Appendix 27	Techniques A-Process, Food and Health-htx, June 2013
Appendix 28	Technology A-htx, June 2013
Appendix 29	Technology B-htx, June 2013
Appendix 30	Technology history C-htx, June 2013

Completion of the training for higher technical qualifications

In accordance with section 12 (2), 3 and 5, section 14 (4). 2, section 17, paragraph. Three, section 18, paragraph. 2, section 20, section 27, § 28, section 36, paragraph 2, section 37, paragraph. Paragraph 40, paragraph 40. 3, section 41, paragraph. 3, section 42, paragraph. 2, section 45 (4). Article 46 (2) and section 46 (4). 3, in the law of training for higher commerce samen (hhx) and higher technical examination (htx), cf. Law Order no. 861 of 5. July 2010, as amended by law no. 613 of 12. June 2013, shall be determined :

Chapter 1

The purpose of the education

§ 1. Training for higher technical qualifications is a three-year youth education targeted at young people with an interest in knowledge, in depth, perspectives and abstraction. The training constitutes a whole and completes with a degree in accordance with national standards.

Paragraph 2. The aim of the training is to prepare students for higher education, including that they are dedicated to education, knowledge and skills through the combination of professional breadth and depth and through the interaction between trade unions.

Paragraph 3. In the field of education and pedagogic progression, the students must develop professional insight and study skills. They must gain confidence in the use of different forms of work and of the ability to function in a study environment, where the requirements for autonomy, cooperation and sans to seek knowledge are at the heart of the matter.

Paragraph 4. The training must have a training perspective, with the emphasis on the development of personal authority by the students. The students must therefore learn to behave reflecting and responsibly to their world : people, nature and society, and to their own development. The training must also develop the creative and innovative skills of students and their critical senses.

Paragraph 5. The training and education culture as a whole must prepare students for participation, responsibilities, rights and obligations in a society of freedom and the people's regime. The teaching and the whole daily life must therefore be based on spirit of freedom, equality and democracy. The students must achieve the conditions for active participation in a democratic society and understanding of the opportunities for individual and, together, to contribute to development and change, as well as understanding both the immediate and European and European level. global perspective.

§ 2. Htxeducation is carried out with the emphasis on business-related perspectives.

Paragraph 2. The academic competence of Htxeducation is being implemented in the field of technological and natural science areas in combination with general classes, by the way. The training must develop the ability of students for technical understanding and their understanding of theoretical knowledge as a tool for analysing reality-close relationships, including by combination of theory and practice in workshops and laboratories.

Chapter 2

Duration of education and scope

§ 3. Higher technical exams can be achieved as

1) a general higher technical examination after a three-year, possibly four-year, educational process, or

2) an individual higher technical examination, which shall be comped by evidence, participating certificates or competencies for the individual subjects, etc., cf. Chapter 9 and Number 4 of the meritance notice. 2, and section 22 (3). 3.

Paragraph 2. Higher technical exams are at Level 4 of the Danish Qualification framework for lifelong learning.

§ 4. In both the three-year training cycle and in the four-year cycle of four years, training is at least 2630 hours a 60 minute period.

Paragraph 2. For students who have been accepted merit, the school manager may organise individual courses of course with a time of training under 2630 hours.

Paragraph 3. The training shall consist of up to 14 subjects of C, B and A level in addition to the Student Area and the Student Programme to 14 subjects of C, B and A level, where one subject can be composite by a compulsory subject and a selection.

Paragraph 4. The training includes up to 26 blocks, where a block corresponds to a C-level class or an extension of a C to B level, respectively B-to A level respectively. Fag at B level is equal to two blocks, and subject A level subject equals three blocks.

Paragraph 5. The operator of the school may allow the flow of each student to include a further one or two blocs if they are used for lifting one or two classes from C to B level or from B to A-Level, or that the student who is eligible to receive a language ; B-or A-level as 2. Foreign language. The school manager may also allow the flow of each student to include a further one or two blocs if they are used to take additional C-level selections in which these subjects are included as a specific access requirement for one or higher education.

Paragraph 6. The head of the school may permit a student to have been given merit in training in accordance with the rules in the Merit notice and which is therefore exempted from parts of education may use the available time to complete further elective, may be part of the htx training, including raising the level of mandatory subjects.

§ 5. The training period will include the overall teacher-driven elevation, i.e. the time to which the students participate in different types of teacher-driven education and in other activities organised by the school for the purposes of education, including technical and methodological guidance, cf. § 36, paragraph. 1.

Paragraph 2. The preparation of the students ' preparation for teaching, written work, the official samples, training and business guidance, cf. § 36, paragraph. 2, quotes for pupils with special needs and voluntary teaching, cf. section 31, and quotes for students with special skills and the guidance provided, cf. Section 32 is not covered by the training period.

Chapter 3

Structure and content of the training and the content

Outline

§ 6. A higher technical degree is subject to high schools C, B and A level subject, where A is the highest level.

Paragraph 2. All students must have at least three classes at A level, at least three courses at B level and at least one C-level class. For students with more than three classes at the A-level, the minimum level of class at B level may be reduced by the number of A-level courses in addition to the minimum requirements.

§ 7. The profession of education is carried out in part in the framework of the study area, cf. § 67, paragraph. Two and three.

Paragraph 2. In the field of study, emphasis must be placed on strengthening the interaction between professionals, progression in education and skills, the pupils builder through the professional work, with a view to the purposes of education.

§ 8. The training shall be structured in a basic course of a 425-500 hours training period and a subsequent study of study in the remainder of the training period.

Paragraph 2. The manager of the school shares education time in each class between the base and the course of study courses and must normally ensure that students have a block to use for an Elect in 3. Years.

§ 9. The mandatory classes and levels of education are Danish A, technique A, English B, Physics B, Math B, technology B, biology C, communications / IT C, social studies C, and technology history C. however, paragraph 1 Second, there must be 1. This year, activities shall be carried out where students are given the opportunity for physical education, insight into the importance of such physical education and understanding in other matters of concern to their personal health.

Paragraph 2. However, in the case of education in technology history C, the Evin ' following education in the history of ideas is exempted from taking classes in technology history.

Foreign Language

§ 10. Foreign language beyond English can be performed as sequencing language or as Begin Language.

Paragraph 2. In the language of consequitating languages, languages in which the student has followed trial for elementary school for two or four years in 7. -10. class or have similar qualifications. Prosperate language is French consecuriverb or German consecutor languages.

Paragraph 3. In the French and German professionals, school leaders are leading the students off the start or the sequenders. The entry shall be made on the basis of the qualifications of each student in the profession.

Basic Flow

§ 11. The basic process consists of the professed Danish, English and Math, as well as the field of study, which includes specialised and thematically organised teaching in the fields of technological, social and scientific research, both individually and in a different way. In addition, in one or more themes, there must be a linguistic and communitical dimension, an IT dimension, and an innovation and entrepreneurship dimension.

Paragraph 2. The basic process must include repair training.

Paragraph 3. Fagene Danish, English and Mathematics in the background are assigned at least 40 hours of basic training.

Paragraph 4. The head of the school may decide that, from the start of the groundwork, education in a further one or more subjects than those referred to in paragraph 1 shall be subject to the first subparagraph. One mentioned.

§ 12. The students must, through the background, qualify their basis for the final determination of the study and the outcome of the process of completion as for the implementation of the study. The education therefore aims to ensure that the students achieve

1) specific professional insights and understanding of major disciplining areas that match the principal characteristics of the student body of the desired study ;

2) basic skills, understanding and general education in the main fields of the training ;

3) basic intake in high school forms of work and training to be able to switch work form and organizational activities according to the purpose of the activity.

Paragraph 2. The head of the school shall organise the work of the groundwork so that each student will be given the opportunity to profounate in individual issues appropriate to the pupils ' paid-up nature and to the pupils ' s requests for alternative courses of study, and to obtain basic technical knowledge and knowledge of the methods and perspectives in the fields of competence of the education sector.

Studies Motion Flow

§ 13. The study consists of compulsory subjects, continued training in the field of study, courses of study, the field of study, and a study of the study of the study in accordance with the rules of the study. Annex 5.

Paragraph 2. In subject to a C-level program at the end of 1. This year, in addition to the training period in the basic process, cf. Section 11 (1). 3, set aside at least 40 hours of training for the subject matter, including time for the study of the study, cf. § 65.

§ 14. Each study program must contain three courses of study in AAA, AAB, AAC, AAC, ABB, or ABC Level.

§ 15. Possible Student Student at A level is English, Physics, Chemistry, Communications / it, cf. however, paragraph 1 Two, mathematics and technology.

Paragraph 2. A study registration may not contain both the communication / it A and the information technology B.

§ 16. The possible courses of study at B level are from this publication of biology, design, idea history, information technology and social studies, as well as from the election campaign provocations innovation.

§ 17. The possible courses of study at C level are subject to secondary school education, or from the choice of the election trade union. However, this does not apply to subjects from other secondary schools, which are already part of the htx education, information technology C and computer data in C.

Bindings

§ 18. There are bindings between the Student Regiments, cf. Annex 3.

§ 19. The school leader chooses three. Student course, so that all the courses of study in a study of studies have good opportunities for professional interaction and the bindings, cf. Annex 3 is fulfilled for the major classes.

Paragraph 2. The Ministry of Children and Education may, on the application of each school ' s application, approve the procedure for the procedures of the studies with more subjects than is required under section 14.

Paragraph 3. For students who study the study course, education or school, for pupils returning from leave and for students who have been given merit, one of the two courses of study at the highest level (AAA-or AB-level) may be obtained following the school's leader's school. Decision deviate from the rest of the class, both in terms of subjects and levels. For the same reasons, it can be 3. Student course according to the decision of the school leader, deviate from the rest of the class, both in terms of subjects and levels.

Paragraph 4. The school's manager can allow the student to switch to another student's tuition in school.

Studiere-project

20. On the third. This year, the student is writing a student-student project, cf. Annex 5.

Joint Student Rules

§ 21. For students from two courses of study which have not been possible to create a single file, a joint study class may be established, where students from the two courses of study are interviewed in the mandatory subjects ; the study process and, in either at least, a study class at A-level or two courses of study at the same level, cf. however, paragraph 1 2-3.

Paragraph 2. A mixed study class may consist of students from three courses of study each containing mathematics A and at least two natural scientifics (biology, Physics or Chemistry), one of which is at A-level and at least B level.

Paragraph 3. The Ministry of Children and Education may, by application, be able to dispense with the rules on the establishment of joint courses of study.

§ 22. If the head of the school decides to compare two existing courses of study to one student basis, the merging shall be well alert to the pupils and teachers concerned in such time that an adequate provision is made for the appropriate time ; compliance between the professional content of the classes and the fulfillment of the professional objectives and to carry out a review of the training of classes in the class of the group.

Paragraph 2. The students from two courses of study being compared to one class are entitled to continue unfinished courses of study on the levels of the existing levels. Aggregation can only take place if the students from the two courses of study are interviewed in the required courses in the study process and in at least a study class at A-level or two courses of study at the same level.

Elections

-23. Each student must complete at least one field in education.

§ 24. Elections can be a class from the selection or class from the other high school education, cf. Annex to the notices concerning the training of the stx, hf and hhx, cf. however, section 25. The subjects described in the annexes to this notice may also be offered as an electoral profession.

Paragraph 2. The manager of the school must indicate at the same time that an optional service is offered, after which it is planned to be published if it is planned to be read in accordance with other high school notices other than this or the choice of eligibility of the choice.

Paragraph 3. A student can't choose the same profession and level more than once.

§ 25. Only one of the experts data in C, information technology C or B, communication / it A, or IT B or A may be considered to be a selection program.

SECTION 26. A student must follow or have followed the teaching of the nearest sub-level in a subject before the student can commence teaching at a higher level in the profession. However, the leader of the school may allow this requirement to be waisted if the student's real professional qualifications are deemed to be sufficient.

Aggregation of electoral duty

§ 27. If the head of the school decides to establish two existing elections to one team, the merging must be well alert to the students and teachers concerned in such a good time that there is an opportunity to provide a sufficient level of compliance between the teams. professional content and fulfillment of the professional objectives and to carry out a review of the training of the classes in which the group is to be joined.

Other training activities in the training period

§ 28. The sharing of training can be organised and organised as excursions etc.

Paragraph 2. All excursions must be approved by the school leader and must be included in the fulfilment of the professional objectives and be able to replace the training they replace.

§ 29. The leader of the school can decide that, as part of the lesson, joint events and theme days should be held, together with the possibility of internship.

Paragraph 2. Community events include more than one class or crew, and can be organized across the year.

Paragraph 3. Thematic days may be used for activities across the vines, classes and classes, and must be such as to be able to work professionally and pedagogical relevant at a high school level.

Paragraph 4. Practice is in a business, an institution or similar to one or more students. Practik can be part of a learning process in all classes or their interaction or in connection with the student routing project.

Paragraph 5. All joint events, thematic days and internships must be approved by the school leader and must be included in the achievement of the objectives of education.

-$30. Parts of training can take place in a foreign educational institution for pupils who have signed up to a special scheme where this is already planned.

Activities outside of education

§ 31. The school must establish special offers for pupils with special needs, cf. here at § 77. The tents may be directed at the test-related technical training.

Paragraph 2. The school can offer students in education, volunteering. The teaching that can be offered groups of pupils across the vines, classes and teams cannot include the subject of professional training.

Paragraph 3. Participation in voluntary training cannot be made a condition of the options for the choice of study, the choice of courses or other activities offered by school as part of the training.

§ 32. The school must establish special offers for pupils with special skills, cf. here at § 77.

Paragraph 2. The school can offer students at school education. Studiekredse can be offered groups of pupils across the class, classes and teams. Studiekredse cannot include the subject matter of professional training.

Paragraph 3. Participation in voluntary study can not be made a condition of the options for the choice of study, the selection or other activities offered by the school as part of the training.

§ 33. The school can offer students the opportunity to use the school facilities as their homework assignment or similar, in order to strengthen the study and the basis for ensuring that every student achieves a fair trade in the trade.

Lireplanes

§ 34. The objectives and content of the instruction appear in the respective readers, cf. Annexes 2 and 4 to 30, as well as in section 24 of that Annex.

Paragraph 2. In Appendix 7 to 30, the professional content of the act shall be determined. 2.2. Cerein and in the furs. 2.3. Supplementary material. The core matter includes the professional content that is mandatory for all students who have been given at that level. The additional substance is a freer framework within which professional content is chosen, which is deepening and outstretching the core material and extends the pupils ' professional horizons. Both nuclear and supplementary material are necessary in order to achieve the technical objectives. In the selection of nuclear and supplemental substances, the pupils must be involved.

Paragraph 3. In individual vocational training, cf. Chapter 9, it's a matter of point. 3.4. Interact with other subjects in the hailayers, no.

$35. The language of education is Danish, unless the instruction takes place at a foreign institution, cf. -$30. The Ministry of Children and Education may, in other cases, approve the language, German or French language, English, German or French.

Paragraph 2. The instruction shall be used by a joint grammatical terminology. The languages of the proverted text may be used in the teaching of all classes and in their interaction.

Paragraph 3. This training shall include training in study methodology.

Chapter 4

Instructions and restraint

§ 36. The leader of the school must ensure that professional and methodical guidance is given in the individual subjects and in the interaction between the professionals as part of the training period.

Paragraph 2. The training and vocational guidance provided by students in accordance with the announcement of the choice of higher education and professions and on guidance as part of maintaining students, courier and students in training shall be without for the training of education.

Paragraph 3. The students shall have a duty to participate in the instructions given in accordance with paragraph 1. 1-2.

Paragraph 4. The leader shall ensure that guidelines are drawn up for the work of maintaining the students in training, including the reduction of the absence and the procedures for reelection or absence, cf. § 17, in the law of education and training for higher trading samen (hhx) and higher technical degree (htx).

Chapter 5

Management of the training

Classes and teams

§ 37. The school establishes the framework for the creation of classes and teams.

Paragraph 2. The leader of the school makes a decision on the distribution of students in each class and on hold. In the context of the organisation of the groundwork, the school manager must take account of the principal characteristics of the students in relation to the desired study of the students.

Paragraph 3. In the distribution of students in classes of study courses, the school manager is required to take account of the students ' requests for courses of study and the selection of courses.

§ 38. The leader of the school can allow a student from another high school education that has selected a class in the htx training, is being recorded in an existing class or on an existing team.

The tender and the establishment of studies and studies

§ 39. The school shall decide on the procedures for the procedure and the selection of studies, including criteria for the establishment of study relocations and the selection of the studies. The students shall be made aware of the criteria laid down.

Paragraph 2. The leader of the school must group the supply of studies into the following main categories : communications technical, natural scientific and technological study courses. The manager shall determine the two major classes at the highest level of the study ' s studies to which a head of study is covered.

Paragraph 3. The number of different courses of study must be proportionated to the number of school pupils in the school's htx training. Each school shall, however, have at least two different courses of study, of which at least one must contain math A.

Paragraph 4. If a school provides the htx training for several different addresses, paragraph 1 shall apply to paragraph 1. 3 for each address.

§ 40. Each school must, as a class or a study class in a higher level than the compulsory subject of education, take classes in the following subjects :

1) biology,

2) English,

3) Physics,

4) Chemistry,

5) Math,

6) social studies and

7) technology.

Paragraph 2. The school must be in German C or French C as a sequendish language.

Stop. 3. The leader of the school shall ensure that the students are given the opportunity to bring together the training to meet the requirements of this notice.

Paragraph 4. If a school provides the htx training for several different addresses, paragraph 1 shall apply to paragraph 1. 1-2 for each address.

§ 41. For each of the courses of study provided by the school provider, the classes and levels forming part of the studies are indicated.

Paragraph 2. The school must on its website, meetings and brochures, etc., where it informs about the student registration supply, inform on the scope of the individual courses of study and to inform on the website about the possibilities for each student registration with possible selections. provides for direct access to higher education.

§ 42. The school must provide at least two of the following technical subjects : construction and energy, design and production or process, foodstuff and health.

Paragraph 2. The school sets out its technical studies, so that the themes used reflect the school's supply of other educational areas or reflect the school's vocational development areas.

§ 43. The leader of the school shall decide on the establishment of specific courses of study and may, in particular, decide on the establishment of a joint guidance class, cf. § 21. The leader's decision may involve the fact that not all student's wishes for the course of study are taken into account.

Paragraph 2. At the same time, there is at least one study registration that contains mathematics A at least, except that, in exceptional cases, this is not possible for economic reasons. If this student registration is not created, the school manager must otherwise ensure that the students are offered to the math A.

Paragraph 3. If a school provides the htx training for several different addresses, paragraph 1 shall apply to paragraph 1. 2 for each address.

§ 44. The leader of the school is deciding on the creation of a specific election. The leader's decision may involve the fact that not all student's requests for an elective profession are met. The leader must ensure that all students can meet the requirements of education.

§ 45. The range of procedures to be made by the school and the selection of studies shall be published by 1. In advance of the application for membership application. The enrollment shall be made on the school's website and at any possible orientation meeting of possible applicants for training. If some selections are offered only in connection with certain courses of study, this should be included in the home page.

Paragraph 2. The school's enrollment must include information about the study of the courses of study forming part of the study. § 41, paragraph. 1. In the case of studies with three courses of study, one or more of the studies may be subject to one or more alternative classes or, if there is more than one subject at this level, for one particular subject.

Paragraph 3. The school report must also inform you of which of the German consecutor language C or French consecutor language C or French consecuted languages C which is offered, cf. § 40, paragraph. 2.

Paragraph 4. The school's announcement must include information as to whether or not the faction is a specific access requirement for certain higher education.

§ 46. The Schools leader can until 1. November in the background process changes the level of the studies class at B and C level in the tents of the studies issued during the observation of the requirements of section 14, section 39-40 and section 43. If the school of one of the trade unions has issued one or more alternative subjects, cf. Section 45 (3). TWO, TWO. pkt., shall not later than 1. This is stated in November, which of the experts are included in the study.

Paragraph 2. At the same time, the leader must notify the levels of the tendering. In this context, the leader must inform us of whether the trade unions are involved as a specific access requirement for specific higher education.

Election of the student ' s choice of study and the selection of studies

§ 47. The leader of the school must give all students a real opportunity to wish to see a different study of courses at the end of the day before they had indicated in their prior hand by means of the desired study. The leader must inform students along the path of the existence of this real opportunity.

Paragraph 2. The leader shall distribute the students in the courses of study, so that the overall group's wishes are met as far as possible in the context of the given framework. No student has a claim to fulfill his wish for the study of the law.

Paragraph 3. The leader shall ensure that the composition of the students ' training courses meets the requirements of the training course.

§ 48. The leader of the school must in writing, including electronic means, obtain all the students ' final wishes on the subject of study. The leader may not do so at the earliest December of the groundwork.

Paragraph 2. The students must be able to choose between all the courses of study, school exhibitions made in relation to the student application for inclusion in education. The school can offer new courses of study, including study relocations with new levels.

Paragraph 3. The study process will start in 1. Years. The students must know at the latest eight school days before the start of the start of the study for the start of the study on which their wishes have been met.

§ 49. The leader of the school decides when students make a wish for an election for the next school year. However, the wish must be made by the 15. April, and they can only be allowed after the specific authorisation of the school to be amended after the 15. April, cf. § 52.

Paragraph 2. The students must be able to choose between at least all the electives that school offered, as the students sought admission to education. However, the leader of the school can decide that some of the selections in the field can only be selected on 2. or 3. Years.

Paragraph 3. Have some selections only been offered in connection with specific courses of law, only the students who have applied for these studies are entitled to be able to wish these selections.

$50. The leader of the school distributes the pupils of an election year, so that the overall group's wishes are met as far as possible in the context of the given framework. The leader shall ensure that the composition of the students ' training courses meets the requirements of the training courses.

§ 51. The school of the school may allow a student to follow the teaching of an elective profession that can be part of the htx training, in another institution.

Paragraph 2. The leader of the school may, in exceptional cases, allow a student who wants an elective subject to be a specific access requirement for higher education, not created at school or not created at the desired level, or if the schema-ecrotic in this respect, a student may be admitted to a desired electoral team, following training in the profession of another student body. In such cases, the student must follow the plan laid down for the instruction in the profession.

§ 52. A student may, having received requests for an election, and after notification of the subject of the election subject, request the school's manager to change one or more selections. The leader may, in exceptional cases, permit them to do so if the total requirements for training are still to be met.

Paragraph 2. If there is an urgent need for this, it may occur after the selection of the optional process is started, but not later than one month after the start of the notification.

Paragraph 3. If the school manager allows a student to change the course of the test, and the shift means that the student has not been able to make a possible sample at a lower level, the leader may at the same time decide that the student does not need to take the test at this lower level. A student to take this test must take the test before or as soon as possible after the shift.

School year and holiday

§ 53. The school makes a decision on the beginning of the notification.

Paragraph 2. The school makes a decision on the number of days of school and the placement of vacation days and holidays.

Chapter 6

Planning and implementation of the Noise

§ 54. The education is planned and implemented so that the objectives of both the training as a whole and for the individual subjects and so on, cf. Annexes 2 and 4 to 30 are fulfilled.

§ 55. The teaching must be organised, taking into account the different abilities and conditions of the pupils.

§ 56. In the course of study, class classes are to be subviewed collectively in compulsory classes and study courses, cf. however, paragraph 1 2-3.

Paragraph 2. Parts of teaching in technical subjects can be organized across classes.

Paragraph 3. In a selection class, the teaching can be organized in teams across classes and class steps.

§ 57. When teaching in a class or process, where more subjects play together, the teaching of several teachers, the school manager must establish a division of responsibilities for the overall education, evaluation and tests.

§ 58. The head of the school conduits the baselings and for each of the courses of study one or more teacher team. In addition, the leader can put together trainers by other criteria. A teacher team may, as needed, work in a shorter or longer time.

Paragraph 2. The manager decides on the tasks attributed to the individual teacher team in relation to planning, execution, evaluation and development.

$59. The Manager of the school shall determine, after discussion with relevant teacher team, a general, concise and manageable plan (study plan) for teaching. The study plan must ensure coherence and continuity of education, and the study plan is the starting point for the teaching team's joint planning.

Paragraph 2. The Study Plan must establish a clear division of responsibilities between the teachers and ensure consistency between single-disciplinary and multi-disciplinary procedures.

§ 60. The Study Plan must include all classes of class and their interactions to ensure progression and variation in the use of various forms of work, including written work, virtual courses, project work and excursions.

§ 61. The study plan will be adjusted continuously and must be communicated to the school website, in accordance with the provisions of the law on transparency and openness in education and so on.

§ 62. The leader of the school shall ensure that there are clear objectives for the professional, general and personal skills of students, as a condition of professional excellence, study skills and personal development, cf. the purpose of training in Chapter 1.

Paragraph 2. In addition to the special features, the leader must ensure the pupils ' safety

1) the oral and written expression fertility and the ability to disseminate,

2) basic IT skills, including ensuring the ability of the pupils to master IT-based communication forums, and

3) awareness and ability to manage their own apprenticing processes and control of various forms of work.

Paragraph 3. The leader shall ensure that the written work of the agents ' s interaction and in the individual subjects, including the subject matter of hand-distributed time in writing, shall be subject to written work, cf. Section 76 (2). 2, forming part of a common plan for the written work for the realisation of both the specialised objectives and the objectives set out in paragraph 1. One and two.

Paragraph 4. The leader must ensure that the burden of the students is distributed evenly across the entire educational process.

§ 63. When the teaching starts in a new subject or at a new level, the pupils must have presented a plan for the teaching or to contribute to the preparation of such a process. For the later stages, students and teachers are planning to work together.

§ 64. The leader of the school must ensure that there is coordination of the teaching and written work. Coordination must make it possible to combine simultaneous learning flows to different levels in the same subject in accordance with the subject's objectives and content requirements.

Educational Time

§ 65. The following classes and courses have the following framework 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) Ideation B : 150 hours

6) Chemistry B : 190 hours.

7) Communications / IT A : 285 hours.

8) Math B : 285 hours.

9) Student management project : 30 hours.

10) Techniques A : 295 hours.

11) Technology B : 330 hours.

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

Paragraph 2. 75 hours for other C-level classes, 200 hours for class of B level, 125 hours to lift from C to B-level and 125 hours to lift from B-to A level.

Paragraph 3. The training time specified includes training time for the co-play of the fagents in the field of study, cf. Annex 2, as well as the training period used in section 69.

§ 66. The training time the individual subjects are assigned, cf. Section 65 must be divided between the individual subjects and the co-play of the agents so that the overall objective of the training is best safeaged. The school leader determines the distribution.

Paragraph 2. The field of study is at least 480 hours of training.

Paragraph 3. The training period for the implementation of the guidance project is not part of the training period for the field of study.

§ 67. The leader of the school decides after discussion with teachers how the apprentice of training periods in the areas and in the field of study, see it in accordance with the studies. Section 66 must be in the individual years, so that the overall objective of education is best safeaged.

Paragraph 2. The distribution of training times must be carried out in the case of 1. This year shall be at least 100 hours of workshop-and laboratory training.

Paragraph 3. The distribution of training must be carried out in such a way as to always end classes at A-level at the end of 3. Years.

Paragraph 4. The manager may decide that one or more Student classes at B and C level are ended prior to 3. Years.

Paragraph 5. The following technology B and Math B are terminated after 2. This year, so that the technology can be carried out in the extension of these subjects.

Paragraph 6. Student, for whom biology, communication / it and social studies are not included in the study process, should be able to complete the technical level of the technical skills at the end of 1. Years.

§ 68. The head of the school provides for discussion with each teaching team to set up the training path for different forms of work in order to support the various forms of work in the various forms of work.

Paragraph 2. Training time can be used for education which does not require, at the same time, a common presence of teacher and students (virtual education). In the background, it may not be more than 10%. of the training period and in the study of the study, not more than 25%. in every profession.

§ 69. The school leader can decide that up to seven p. for the overall training period of the pupils, internal tests, other internal evaluations, internal interactions, etc. or other cross-disciplinary training activities shall be used in accordance with the purpose of training.

Paragraph 2. The leader decides, taking into account the purposes of education, how the time allocated should be distributed among the individual subjects and the teaching procedures.

Written Work

§ 70. The leader of the school provides for the allocation of the deposed resources to make written essay and to evaluate the students ' written work. The leader may, as part of this, provide for the creation and maintenance of knowledge banks for tasks and task formulations and the development and use of collective (including IT-based) retrenches which may be used against groups of pupils.

Paragraph 2. Written work can have the form of texts, reports, it presentations, multimedia productions, etc.

§ 71. The written work must be used to ensure the quality of the education of each student in relation to the objectives of both the education and training as a whole as for the individual subjects.

Paragraph 2. There must be progression in the requirements of the students ' written work.

Paragraph 3. The written work must form part of the ongoing internal evaluation.

§ 72. Written work has to contribute to the competence of students, both within the field and in the fields of competence in the field of competence.

1) develop and document the skills and knowledge of students in the field of professional expertise,

2) Practise the students from communicating professional material in language appropriately in writing.

3) ensure that the students may carry out a self-employed work on issues ;

4) rehearse the students in performing a systematic written production, including a chance to demonstrate an overview of a professional substance,

5) contribute to the elevation of the students in special issues and

6) provide the basis for the student ' s opinion and the teacher's assessment of the position of the student.

Paragraph 2. The leader of the school gives priority to the use of writing work in both the individual and in the agents ' interaction and to ensure coordination and cooperation between professionals to achieve the objectives.

§ 73. The leader of the school decides on the tasks attributed to each teacher and a teacher team with regard to the student's written work.

Paragraph 2. The extent of the study of students ' s written work must be the same for all the courses of study, while, however, in the predominance of natural scientific studies, the student time must be in the top part of the Student Time range in section 76.

Paragraph 3. The leader may, however, satisfy pupils with special needs.

§ 74. The extent of the written work is being done in an era of student body. Student time is the expected period, an average student at the level concerned will need to complete a specific task.

Paragraph 2. Student time does not include internal tests.

§ 75. The head of the school provides for discussion with the teachers concerned about how the presentation of the student body is being set up for individual tasks. The leader of the school distributs the student time to writing work, cf. § § 76-80.

Paragraph 2. In advance, students are to be made aware of the student schedule of the individual task.

SECTION 76. An elefts period of 745 to 795 hours is set aside for the entire training cycle, cf. however, paragraph 1 2, for the written work of each student.

Paragraph 2. The manager of the school shall give the following hours :

1) at least 75 hours to Danish A,

2) at least 160 hours to mathematics A,

3) at least 125 hours to science and chemistry.

4) at least 110 hours for other A-level majors of written test or project test,

5) at least 100 hours to Math B and technology B,

6) at least 50 hours to English B and

7) at least 40 hours for the subject of a final written report of the standpoint (written oscesties).

Paragraph 3. If a student has tech A as an elective, the school manager is looking at another 40 hours for this class.

Paragraph 4. The leader of the school ensures progression in the development of the student preparation of students ' preparatory tasks, cf. Annex 4.

Paragraph 5. In order to ensure the overall target information for each subject, the school manager will have to decide whether a subject should be allocated more than the two-hour minimum period of time, to take account of the way in which the business is taken into other forms of writing.

Paragraph 6. The leader of the school can make demands of the students ' presence in the running of student time in writing.

§ 77. In each school, the student body must, in addition to the student body, cf. section 76 and section 80, set a pool of student time, which according to the decision of the school leader, shall be allocated to pupils with special needs, cf. Section 31 (1). 1, for students with particular talents, cf. Section 32 (1). 1, and to students, who need a stronger evaluation for examination training. In the context of such activities, the leadership of the school provides technical guidance to the extent necessary.

Paragraph 2. The pot is a PR thing. schoolyears of at least seven-hour periods of student time the number of students at school per year. 1. -October.

§ 78. The leader of the school will decide after discussion with the teachers involved how the remainder of the student body is being distributed. In addition to the tasks referred to in Annex 4, point. 2.2 shall be taken into account in the following areas in writing :

1) the field of study,

2) the reporting of experimental work,

3) internal measured projects,

4) cooperation in written products in several subjects,

5) writing work in the field of B level, which the students have indicated, to choose as an option at the A-level, and

6) Oh, by the way.

§ 79. At least 25%. the total amount of the time available for writing in writing, cf. section 76-78, independent of the study ' s study shall be linked to mathematical science classes and their interaction among themselves and with other subjects.

$80. A number of hours may be set for writing to work in writing other than in section 76 (4). 1, to

1) students who have more than three classes at the level of the A-level ;

2) students who are changing courses, study or training, and

3) students in similar situations.

§ 81. In the written work, the students are entitled to get feedback regularly on their standpoint, including a deepening evaluation of the strengths and weaknesses of the Task Convices.

Paragraph 2. The director of the school must be regularly informed about the strengths, weaknesses and professional level of the individual class, weaknesses and professional level of written work. The leader employing this knowledge, after discussion with the individual teacher team, to ensure progression and an appropriate distribution of the written work.

$82. In the evaluation of the students ' s written work, the A-level subject of the A level of processed time shall be subject to written work in writing, cf. Section 76 (2). 2, no. 1-4, and in other classes and in professional interaction, different types of evaluation shall be used, including :

1) the orientation of the individual responses of tasks and tests, including internal tests,

2) direction and comment of group-based or individual essay works, including internal audits,

3) commenting in partially finished written work in a process write,

4) conversations with students or student groups ; and

5) combinations of the above.

Paragraph 2. The leader of the school decides how the evaluation of the written work takes place in the individual classes and in professional collectures.

Chapter 7

Four-year organisation and so on.

§ 83. For students engaged in TEAM Denmark, and for students engaged in the Musical Baseline or similar course in art arts, training may be organized over four years.

Paragraph 2. The leader of the school can for students who follow a four-year organization, limit the opportunity of students to choose among the school's range of courses of study.

§ 84. The leader of the school can for students who follow a four-year organisation of the training, deviate the trade union in the background.

§ 85. A student who, in the course of study, follows a four-year organisation of training, must meet the general requirements of education. However, the head of the school may derogate from the composition of the student's study, the student is concerned ;

1) Mandatory subject at A level shall be terminated by the end of 3. or 4. Year,

2) the two courses of study at the highest level (AAA-or AB level) may differ from the rest of the class, both in terms of both classes and levels,

3) the third. Student courses may derogate from the rest of the class, and

4) Student courses at A-level can be terminated in 3. or 4. Years.

Paragraph 2. In addition, the Ministry of Children and Education may approve other deviations from the application from each school.

Paragraph 3. The school leader chooses three. Student course. All courses of study in a study of study must have good opportunities for interactions.

§ 86. Study, following a four-year organisation of the training, can choose between preparing a student-law project, cf. Annex 5, and a project task, cf. Annex 6.

§ 87. If the school manager approves a student's desire to no longer follow the four-year organisation of the training, but instead of the three-year organisation, the leader must ensure that the student's education is put together so that it meets the requirements for this purpose in this announcement.

Paragraph 2. The leader may allow the student ' s student body to be different from the rest of the class according to the rules in section 19 (1). 3.

Chapter 8

Special organization of pre-IB

§ 88. The head of the school shall be particularly organized and the first six months of the student ID of students engaged in pre-IB, so that the students will then have the opportunity to continue at least one of the school ' s studies in the training for the htx ; and in training to IB, cf. however, paragraph 1 Two and three.

Paragraph 2. The leader may limit the possibilities to the school ' s student records for students following the specific organisation of paragraph 1. 1 and, after the first year, choose to continue in the training for the htx. The leader has a duty to guide the students in this respect, before students have to inform the school of whether or not they will continue in training for the IB education and training for IB.

Paragraph 3. In the case of admission to the training for htx, eliver, which has failed to meet the requirements of the accession notice, can only be allowed to continue in training to IB and not in the training for the htx.

$89. The language of education in the specific organisation of the basic process and the first six months of the study process is English.

§ 90. The leader of the school cannot be at the special organization of 1. This year, the rules shall be derogated from the rules of this publication or the general examination of the internal evaluation or of the tests to be carried out by the students in or at the end of 1. Years.

Chapter 9

Single subject

Individual vocational training

§ 91. Individual vocational education and training shall be provided and organised in accordance with the rules on open education.

§ 92. Individual trade villains shall follow the teaching of the same terms as the other students, cf. However, § 91.

Paragraph 2. The teaching of each subject shall be completed by testing according to the rules of three-year organization, cf. however, paragraph 1 3.

Paragraph 3. A special organised test shall be carried out in the field of study, cf. This is the responsibility of the school manager to ensure that the couriers receive guidance to be able to take the test.

§ 93. The exchange rate for the individual courists is set aside for the written work of the courier. The manager of the school shall give the following hours :

1) at least 75 hours to Danish A,

2) at least 160 hours to mathematics A,

3) at least 125 hours for Physics and Chemistry A.

4) at least 110 hours for other A-level subjects of written test,

5) at least 50 hours to English B,

6) at least 100 hours to Math B and

7) at least 40 hours for the other subject, with a final written sign of the standpoints (written decades of written oscesties).

Paragraph 2. In addition to the one in paragraph 1. 1 fixed course time may be available for all subjects, including subjects of written test or subjects which, in the three-year process, have finals of the final written stand written up to 15 hours of courier time for written training ; in other subjects. Written work in the following areas must be taken into account :

1) the reporting of experimental work,

2) writing work in the course of the B-level subject to the level of the A-level ; and

3) in writing, working in other subjects, including cooperation in writing, which involves several subjects.

$94. Chapter 11 on internal evaluation shall not apply to individual vocational training, cf. however, paragraph 1 2.

Paragraph 2. The teachers offer twice the course for the Kurds an offer of an assessment of their position. During the last semester, before the end of the notification, the training course in subject matter at levels, ending with written testing, must be offered to draw up a written task of writing during the examination of a degree in qualifications.

§ 95. The manager of the school can allow a single-class shed from other high school education to be included in existing classes or on existing teams that are part of a three-year training cycle.

Bikeltges-higher technical exams

§ 96. A single technical degree, see it in accordance with the above technical degree. § 3, nr. 2, must comply with the same requirements to scope, levels and subject as specified in section 4 (3). 3-6, section 6 and section 9, and it must include characters in a study in the field of study, cf. § 92, paragraph. 3, and a test in a project task, cf. Annex 6, which replaces the Student ' s Guideline Project. However, if the courier has previously been tested in a student-student project, the courier may, however, choose to allow this to be included in his examination.

§ 97. Sample in the individual subjects shall be placed on the course of the examination sistermin of the examiner which comes immediately after the termination of the notification.

Paragraph 2. If tested later, the sample is submitted as self-students, unless it is submitted as a medical examination.

Chapter 10

Self-students

-98. The self-examination must be suspended for examination by rules of the general examination notice. In addition to this setting, the self-evisceration must demonstrate that any examination grounds may be present.

Paragraph 2. Self-students are testing according to the rules set out in the medical plan for the subject in question, including the specific rules for self-students laid down in some of the read-made landings.

§ 99. Self-students must be offered professional guidance, which can be given individually or in groups of self-students.

§ 100. Self-students who wish to draw up a project project, cf. Annex 6, which has not already drawn up a study project, shall draw up the project present at a time as the school manager determines.

§ 101. For self-students wishing to take samples for a general examination, the rules on the testing for single-skilled students shall apply, cf. Article 96, however, not in terms of training.

Chapter 11

Internal Evaluation

School evaluation strategy

§ 102. The school draws up an evaluation strategy. The leader of the school decides after discussion with teachers and students how the strategy is translated into an evaluation process that includes, in concrete, ongoing evaluation of the teaching and of the individual students, both based on the objectives set out for education as a means of training ; overall, and in accordance with the objectives and assessment criteria laid down for the trade and so forth, cf. the readers concerned. The process must be organised so that :

1) the students are informed of their professional opinion and the development process they are in and how the forward-looking future can improve,

2) each teacher is informed of the professional opinion of the class or team, and how students develop in the teacher and class other subjects and courses of class ;

3) be evaluated on a regular basis in order to assess the chosen methods and plan ahead, and

4) the school manager keeps informed of the results of the evaluations carried out.

Paragraph 2. The strategy needs to be put on the school website.

Paragraph 3. The manager determines the distribution of responsibilities between pupils, teachers, teacher team and management for the specific, continuous evaluation of teaching and of the student, the school leader determines when and where to use common evaluations subjects and methods at the school.

§ 103. The school decides how the evaluation strategy and the evaluation of specific vocational and educational fields are included in the school quality system.

Paragraph 2. The school decides in accordance with the law of transparency and openness, which parts of the evaluations carried out, cf. paragraph 1 publication.

Evaluation of the individual student

§ 104. All major projects must be evaluated separately and the results of the evaluation will be submitted to the school leader.

§ 105. The professional opinion of each student is evaluated using the standpoint sharps, internal test marks and any statements.

Paragraph 2. Standpunctuates express the degree of achievement of the objectives of professional knowledge, insight and method in the appropriate readout and in relation to the date of the nature of the character. Internal test scores express the degree of achievement of the objectives of professional knowledge, insight and methodology in relation to the assigned task.

§ 106. The students get

1) the standpoint characteristics as part of the ongoing evaluation,

2) the standpoint characteristics of the end of the school year in subject to a non-termination subject, and

3) the closing standpoint characteristics (vines) at the conclusion of the individual subjects.

§ 107. The Manager of the school sets the time points for the abandonment of the standpoint perks, cf. however, paragraph 1 2. The manager decides whether students must have a standpoint sharper at the highest level or the standpoint sharper at both levels if the pupils are at the same time following a two-tier subject.

Paragraph 2. At the end of each school year, the students are given a standpoint percepter in the individual subjects that are not terminated unless the leader has exempted the student for a degree which, following the assessment of the director, does not allow the student to evaluate the student. The character is part of the basis for determining whether the student is to be moved up to next year.

§ 108. In subjects that have written tests for higher technical qualifications and in the scientific classes at B and level B level, the pupils are given a grade of the written position and a character for the oral position. In all other classes, the school leader provides for the students to have one standpoint marksman.

-109. The students will have final phases of the phases (decades of the year) in all subjects when the business is concluded unless the leader of the school has exempted the pupil for a degree which, following the assessment of the director, does not allow the student to evaluate the student.

Paragraph 2. However, students are only getting final scatter characteristics (scarce) at the highest level if students at the same time result in a two-tier subject.

§ 110. In subject of written test to higher technical examination, and in the science class of B-level and mathematics at B level, the school leader ensures that the pupils get a final standpoint character (years) of the written position and one the final point characteristics of the oral question (vines) of the oral position.

Paragraph 2. In all other subjects, the learner gets one final standpoint marksman (armpacts).

§ 111. Final standpoint kits (annual cortias) must be introduced in the examination protocol before the plan for the oral examination shall be published. The individual pupil shall be informed within three days of the date of publication of its final standpoint percepts. The final standpoint characteristics shall be transferred to the student diploma by the rules of the general examination notice.

§ 112. During the period from the beginning of 1. This year, the end of the notification shall be the end of 3. The year shall be at least five samples, which are either written or oral samples for examination, cf. the general examination notice or of the head of the school shall have established internal written or oral tests, in order that the students receive training in various forms of examination.

§ 113. At the latest at the end of the groundwork, an internal oral test shall be conducted in the field of study, cf. Annex 2.

Chapter 12

Education Descriptions and attestations for successful education

§ 114. Each teacher team each teacher must at the end of the groundwork at the end of each year and at the end of the teaching of the individual subjects a teaching description for the specific subject.

Paragraph 2. The teaching descriptions drawn up at the end of classes in a subject shall form a background information for the oral tests.

Paragraph 3. The teacher team / teacher shall be used by the Ministry of Education for Children and Education, by the Ministry of Education, by the Ministry of Education and the Undertaking, in the format provided for by the Ministry. The Ministry may require the teaching descriptions submitted and may require this to be done in a specific electronic format. The viewing description must be available for school censors.

§ 115. For students who, on the basis of the shift of training, school or study or for other reasons, have not followed the same instruction as the other students of the team, the teacher team shall draw up a separate teaching description if necessary.

§ 116. A student who has participated in the teaching of a class or course without completing this can be issued at the request of the school leader in the course of the school's conduit for the course of education and results.

Paragraph 2. A student who has completed teaching in a class and has obtained a final stop-punctuation can at the request of the school leader for successful education, if there has not been a test in the profession, cf. Section 37 of the general diploma.

Paragraph 3. A student who moves school and therefore has been cut off from completing a class at B or A-level may, if the new school leader finds the grounds for this, on the certificate of finale transferred his last given standpoint percepts in the final act as a closing. stop punches at a lower level in the dish.

Paragraph 4. A student who has finished a class on B or A level with a character in a character during the bounds may, if the school manager, among other reasons on the basis of previously given standpoint cores, can be found on request, at the request of the certificate, in order to conclude that the business is concluded and may be considered to be a lower level.

Paragraph 5. This is a condition for the certification of the certificate in accordance with paragraph 1. 1 and 4 and Participant evidence of paragraph 1. 2 that the student has met the requirements of the school's study and ordinal rules for active participation in the teaching.

Chapter 13

Special training and other special pedagogical assistance

§ 117. In the case of special education or other special pedagogical assistance (SPS), a disability or other special pedagogical assistance (SPS) must be offered special teaching or other special educational assistance (SPS), which meets their needs.

Paragraph 2. Teaching or supporting the pupil shall be assigned according to the school's manager's practical assessment of the needs of the student against the background of experts ' opinions. The teaching or aid shall be launched after discussion with the student and student teachers or teacher team. If the student is subject to custody, then the implementation must be carried out in cooperation with the holder of the custody of the child.

§ 118. For students who do not have the opportunity to follow a common training course, the leader of the school can allow the three-year course to be stretched over four years. The training period is the same as that of an ordinary course of three years.

Chapter 14

Health training

§ 119. Evers, which are temporary due to illness for a longer period of time, do not have the general education to be offered the provision of medical training.

§ 120. In the absence of a disease expected to last for a longer period, the school leader shall be required as soon as and within two weeks (10 school days) after the student was last attended to the teaching, proper inquiries to the student. If the student is subject to custody, then the leader also needs to call on the holder of the custody of the authorities in the implementation of health education.

Paragraph 2. The leader shall arrange for the necessary training to be undertaken in agreement with the holder or the parent ' s proprietor and, where necessary, to the teachers or teacher teams of the student ;.

Paragraph 3. If the student is acting in a hospital or other institution, the head of the median agreement shall take care of the competent institution on the conduct of the sickness.

§ 121. The extent to which the student ' s health status may not exceed five weekly hours and normally cannot extend beyond eight weeks (40 school days) may normally not exceed five weekly hours. The training period performed replaces the training period during the period concerned during the period concerned.

§ 122. If a student frequently abbrevied due to illness has had short-term absences or is expected to have frequent, short-term absence, the student may receive additional training in connection with the student's participation in the general education.

Paragraph 2. The head of the school shall take a decision on education under paragraph 1. 1.

§ 123. For pupils who do not have the opportunity to follow the ordinary education, the leader of the school can allow the three-year course to be stretched over four years. It is a precondition for the fact that the student has no prospects of immediate recovery and that the student needs to be curtailed on a daily basis or periodi-by.

Paragraph 2. The training period is the same as that of an ordinary course of three years.

Paragraph 3. section 83-86 shall apply mutatis muth.

Paragraph 4. The student must document its illness and its needs, cf. paragraph 1, at a medical certificate.

Chapter 15

Crow

§ 124. A student can complain to the school manager of decisions made at school in accordance with this announcement.

Paragraph 2. If the student is subject to custody, complaints may also be lodged by the holder of the custody of the parental authority.

§ 125. If the leader of the school does not give the pupil in a complaint after section 124, the student or custody of the authority can complain to the Ministry of Children and Education, when the complaint relates to legal issues. The complaint must be delivered to the manager within two weeks of the operator giving the student his decision.

Paragraph 2. The head of the school is to draw up a statement in the case and give the complainant the opportunity to comment on the statement. The Leader shall give the complainant a week's deadline for this. The complainant shall deliver any comments to the manager who shall forward the case, including the opinion and the complainant, any comments, to the Ministry.

Paragraph 3. The Ministry shall be able to decide on the rejection of the complaint if the conditions set out in paragraph 1 are rejected. 1 shall not be satisfied if the decision of the leader, amending the decision, in favour of the complainant or the return of the decision to the management ' s renewal of the proceedings shall be not.

Chapter 16

Fraviations from the rules of the notice

§ 126. The Ministry of Children and Education may, in specific cases, grant permission to derogate from the rules of this Order if it is to promote experimental work and educational development work.

Paragraph 2. In addition, the Ministry of Children and Education may make exceptions for a single student, in which special circumstances apply.

Chapter 17

Entry into force and transitional rules

§ 127. The announcement shall enter into force on 1. August, 2013.

Paragraph 2. At the same time, notice No 740 of 23. June 2010 on the training for the higher technical degree (htx-proclaisation).

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Appendix 1

Summary of the contents of the notice and list of appendices-htx, June 2013

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Appendix 2

Study Area-htx, June 2013

1. Identity and purpose

1.1. Identity

The field of study is a professional level of cooperation based on the technological and science of science and the inclusion of the humanist and socieal fields. The field of study is involved in the interaction between theory and practical work, and experiments and workshop work are involved individually and in combination.

The areas of study in the field of study include specialities and superunion elements. The specific character is characterized by contributing to the achievement of the objectives of the field of study. The superficial union consists of interactions between the professional, a methodical element and an element of science and knowledge. The methodical element includes the study techniques and working methods of the first. The element of science and knowledge includes knowledge production and scientific methods in the fields of education, and the ideas and theories that lie behind them.

1.2. Objective

The field of study is designed to enable students to use the study and working methods of education, to develop the reflective and critical sense of the student body in the application of professional knowledge and professional methods, and to provide insight into pages of science, so they develop through the background process from being elementary students to be high school students, and so that they develop through the study process to become students in a higher education course.

The students must gain an insight into the importance of professional interaction in the work of solution of practical-theoretical, realising the issues of natural sciences, technological, humanistic and societal nature. The purpose of the Fagens is to enable students to realise that there is a composite of reality, and that solutions require that the professionals be involved, that methods and forms of work are incorporated in a whole, that professional and reflection is a matter of professional understanding and reflection. necessary, and that interning and working theory are the conditions of each other.

In addition, the aim is for students to gain an insight into the relationship between natural scientific conditions and the choice of manufacturing processes through work with theory and practice in workshops and laboratories. Innovation and entrepreneurship are included in one or more themes with the aim of developing the creative skills of students and giving them insight into the culture of entrepreneurship.

Language and communications are included in the field of study with the aim of the students developing their linguistic and communicative insight and experience, verbally and in writing, with a view to providing knowledge and disseminating results, opinions and evaluations.

Finally, the aim is for the students to develop their understanding of themselves as individuals and citizens in a democratic society and strengthen their ability to respond to their ability to act, reflecting and responsive to their world and their own development, including those of the Member States. the choice of higher education and practice of study.

2. Fact objectives and professional content

2.1 Fagable targets

The students must be able to :

Methods

-WHAT? choosing and applying professional relevant study methods and forms of work ;

-WHAT? select and apply the form of a written display of different text types,

-WHAT? search, assess and apply sources in the individual subjects and in interactions between the trade unions ;

-WHAT? document knowledge of different working and collaborative forms and plan and apply these appropriately in practical terms ;

-WHAT? document the knowledge and use of the various intermediate and presentation forms ;

-WHAT? consider professional and personal objectives and evaluate the quality of its own work.

Intercourse Interact

-WHAT? account for the correlation between technological development and the development of society in selected examples ;

-WHAT? demonstrating practical insight into innovative processes and methods for ideation generation

-WHAT? producing knowledge of practical-theoretical issues in the interaction between trade

-WHAT? combine the methods of the fagent and to create the coherence of professional knowledge within the field and in the specialised trade unions ;

-WHAT? develop communicative skills, in writing and orally, in particular by the dissemination of science and technology ;

-WHAT? select, process and disseminate key multidisciplinary topics in a written task response.

Science and knowledge-forms

-WHAT? account for thoughts and theories which are behind the recognition of technological, scientific and social sciences, in the field of science, science and human trade ;

-WHAT? account for the possibility of contributing to a specific problem resolution by various scientific methods ;

-WHAT? account for how knowledge is produced and obtained in various professional areas.

2.2. Kernestof

In addition to parts of the core in the courses involved in the field of study, the core matter is as follows :

Learning theory and apprenticement processes

-WHAT? learning methods

-WHAT? reading strategies, notation techniques

-WHAT? writing as a tool for learning and reflection ;

-WHAT? planning tools.

Work Forms

-WHAT? collective and individual working methods ;

-WHAT? project work.

Information Search

-WHAT? search strategies

-WHAT? rating methods

-WHAT? the use of sources.

Science and knowledge-forms

-WHAT? technology development as interactive development

-WHAT? scientific method in the field of science, humanities and social sciences ;

-WHAT? models and hypotheses,

-WHAT? qualitative and quantitative methods,

-WHAT? analysis and experiments,

-WHAT? arguments and reasoning analysis ;

-WHAT? scientific evidence.

Midling and dissemination theory

-WHAT? linguistic awareness

-WHAT? write process phases

-WHAT? oral, written and visual presentations ;

-WHAT? Communications analysis.

Evaluation Theory and Evaluation Tools

-WHAT? formative and summative evaluation

-WHAT? portfolio.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives of the nuclear material in the field of study alone. The special technical and supplementary material of the contributing specialist shall also be included in the relevant technical and supplementary material. Reference is made to the contributions of the contributing trade clans.

3. Organisation of the Organisation

The field of study is part of both the groundwork and the study process. Minimum 25%. in the case of the study in the area of study, must be in the basic process.

The field of study shall be organised in such a way as to contribute to the fulfilment of professional objectives, which are part of the contributing subject, and to the fulfilment of the professional objectives of the study.

The systematic work on the development of the skills ' written competences is organised so that, throughout the education process, there is a progressive and coherent approach.

The field of study is being built up around a number of minor themes and main themes that collectively represent the professions and the disciplined areas that are part of the study. In the smaller themes, the subject is subject to training and tasks, and in main themes are involved in projects. Each theme draws up the teachers ' team a proposal for the students describing the theme, the objectives of the field of study and the incoming subjects, which are the focus of the work on the portfolio, and how the process is to be evaluated.

3.1. Didatical principles

The teaching is organised so that different subjects are involved in a shorter thematic process and in projects, and then a progression in which more and more study methods and forms of study are being taken.

In the course of the groundwork, teaching must be based on a professional level corresponding to the elementary school elementary school, and the area of study is organised so that students are developing from primary school pupils to high school students. In the course of study, the student body of study is organised so that students are developing from high school students to be students at higher education.

The teaching is organised like a vector between theoretical, experimental and practical work, in which different subjects are involved in a interaction, both in a shorter thematic course and in projects.

The projects contain a progression of project-oriented projects above project work, with a given problem-setting project for problem-based projects with greater and greater lifts of lifts. An important part of the project's work is to experiment with content and method to promote the creativity and ability of students to abstract.

The education perspective is being taken into account by involving the school's world.

3.2. Work Forms

Different forms of work are applied. Project work is an integral part of the field of study, and there is a great deal of emphasis on working practices that are practising autonomy and oversight.

The practical and experimental work must form an essential part of the lesson.

Written work includes writing as a means of professional depreciation, writing as governance in a work process, transmission writing and reflection type.

In the context of the individual themes, organising and unbounding the teaching team a number of students are working. The workers must trade in trade unions from the professions which are included in the study area, cf. Act. 3.4.

The student collects her work from the study area's themes in a portfolio. The workers must document the degree to which the student has reached the technical objectives of the field of study, cf. Act. 2.1., which is in focus on the individual theme.

For the sample in the profession, the learner, according to guidelines from the faculty team, is a series of works from its portfolio in a sample folder. The extent and content of the sample shall be documented to the degree to which the student has reached the technical objectives of the field of study, cf. Act. 2.1. The Student Book of the Election includes a short introduction to the selected worker and the justification for the selection based on the vocational training objectives. The student may have drawn up the selected work individually or as part of a group job. Introductions and justifications for the selection shall draw up the student individually for the oral part of the test, cf. Act. 4.2.

The return date is normally within one week before the start of the examination period.

3.3. IT

The student must acquire skills in the use of IT, and it must be included in education in the field of study, where it promotes the pupil's apprentiship process. The student must obtain competence in the use of a conference system.

3.4. The interplay between the professional

The number of subjects involved in a interaction is very high in terms of the objectives of the study in the area.

All subjects, except in the course of the electoral field, are part of the area of study with a degree that reflects the weight of the profession in training and the capacity for the profession to contribute to the achievement of the study area ' s objectives.

The training shall be organised in order to contribute to the technical objectives of the field of study and for the courses of action taken in each course of the field.

-WHAT? In order to strengthen the students ' s written skills, the Danish form must be included in the course of other subjects with a written dimension in both the groundwork and the study of the study. Dansk must be part of the course of events with technology in both the groundwork and the study process.

-WHAT? The basic process must contain at least one main theme with a project in technology, where social studies and at least one scientifically scientifically subject are included. The theme is organised so that the incoming subjects contribute knowledge and methods to enable students to use in technology projects.

-WHAT? The study process must contain at least one main theme with a project in technology in which the science classes and mathematics are part. The theme is organised so that the incoming subjects contribute knowledge and methods to enable students to use in technology projects.

-WHAT? In addition, the study process must contain at least one main theme with a project in technical studies and where the focus is on the use of knowledge from the other classes of education, including, in particular, the study of study courses.

-WHAT? A theme about models of interaction between the science classes and mathematics must be included.

-WHAT? Over the course of 2. This year, a task shall be submitted in writing by a professional problem involving two of the participating subjects in the field of study, with the aim of qualifying for the work of the Student Student Project of 3. Years.

4. Evaluation

4.1. Ongoing Evaluation

After each course of the study, written and / or oral evaluations may be carried out, which may cover the professional, methodical and personal development of each student.

The current evaluation shall ensure that the pupils reflect their professional development in the context of the progression in the areas and in the field of study, as well as in relation to their development from primary school pupils to high school pupils and from high school students to Students. It shall stimulate the individual and common reflection on the yield of the teaching.

The current evaluation shall be carried out in relation to the objectives of the study area and the objectives of the specific trade objectives. The current evaluation shall be based on the portfolio of students, including both the working processes and products.

The background process is ending with an oral oral test, on the basis of the student's portfolio, where the elevency of student development from primary school to high school student is evaluated.

4.2. Test form

An oral test shall be held, which includes the examiner's test folder, cf. Act. 3.2, and associated verbal examination. Before the oral examination, the school of the school is sending the examiner's sample to censor, and censor orients in this.

Expermeator and censor shall be subject to the examination of examiners from examiners which are to deepen the examiner.

Expermeation time is approximately 30 minutes. Preparation time is not given.

The examination shall be based on the presentation and presentation of the examination folder, supplemented by an in-depth question from the examiner. The ex-wife must, through the chosen ones, work in the test folder, to document the fulfils of the technical objectives of the field of study.

4.3. Assessment criteria

The assessment is an assessment of the extent to which the performance of the examiner lives up to the vocational training objectives which they are specified in point. 2.1.

Empamine attention shall be given to the capacity of the examiner to :

-WHAT? justify the selection of the selected works in the sample folder and relate the workers to each other and to the technical objectives of the field of study ;

-WHAT? combine knowledge and methods from different subjects

-WHAT? use professional knowledge and methods in connection with innovative processes and concrete problems ;

-WHAT? choose and use mediate form, in writing, orally and visually ;

-WHAT? searching, assessing and using information

-WHAT? comply with formal requirements for documentation,

-WHAT? the choice and use of study methods, study techniques and forms of work.

One grade shall be given on the basis of a holistic assessment of the examination file and oral examination.

4.4. Individual trade and self-students

Individual training courses and self-students shall replace the sample as described in point. 4.2, test according to the following rules :

Mundable multidisciplinary tests on the basis of a task response.

Each coupage / self-students shall draw up a multi-disciplinary task response that is written within at least two of the studies mentioned in the field. 3.4. Preparation of the task response must take place within a defined period of time laid down by the school manager.

The leader of the school designates the school teachers at the school teachers for the individual coupage / self-students in the most important part of the task. The Kursisten / self-student selects in consultation with the road managers for the task.

The Kursisten formulates the problem formulation and boundaries which areas of expertise / topics should be included in the task which subsequently be approved by the road leaders.

The task will be sent within 14 days before the test for the censor.

The task response consists of :

-WHAT? a treatment of the selected professional areas in relation to the problem position,

-WHAT? a statement of methodical considerations related to the task response ;

-WHAT? a statement of how the individual subjects contribute to the presentation of the problem ;

-WHAT? a reasoned assessment of how the professionals combined promote a holistic understanding of the problem position.

Expermeation time is approximately 30 minutes. Preparation time is not given. The examination shall be based on the presentation and presentation of key issues in the task response with subsequent conversation.

The assessment criteria shall correspond to the assessment criteria in the furtive. 4.3, but first and last point on the omits.

One grade shall be given on the basis of a holistic assessment of the examination of the examination and the oral examination.

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Appendix 3

Bindings between student gestures-htx, June 2013

1. Studies that contain mathematics A

The study must also include :

1) at least one of the studies in physics or chemistry at A-level, or

2) at least one of the studies biology or information technology at B level ; or

3) Ideation B if the other two courses in the study are at the A-level.

2. Studies in studies containing physics A

The study must also include :

1) at least one of the chemistry or the mathematics of the A-level ; or

2) at least one of the studies biology or information technology at B level ; or

3) Ideation B if the other two courses in the study are at the A-level.

3. Studies containing Chemistry A

The study must also include :

1) at least one of the getrics in physics or math at A-level or

2) at least one of the studies biology or information technology at B level ; or

3) Ideation B if the other two courses in the study are at the A-level.

4. Studies containing technology A

The study must also contain at least one of the design, idea history, information technology, or social studies at the level of the B level.

5. Studies that contain communication / it A

The study must also include :

1) English at A-level or

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

6. Studies containing English A

The study must also include communication / it at A level.

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Appendix 4

Study preparatory write skills-htx, June 2013

1. Objectives

The students must be able to find and select relevant material, and process and in writing the central and multi-disciplinary issues.

Experts must be used in the use of professional knowledge, basic methods in the profession and relevant documentation, to provide a clear, coherent and nuanced written production based on the following study preparation :

-WHAT? reconsciousness

-WHAT? linguistically correctness

-WHAT? problem formulation

-WHAT? outline

-WHAT? arguments

-WHAT? the use of quotes, figures, illustrations, etc.

-WHAT? presentation

-WHAT? appropriate references, sheet and literary list.

The study preparations are to be used in the study for the study of the student program.

2. Implementation

2.1. The leader of the school ensures that, throughout the course of education, there is a sense of progression and coherence in the development of each student's study of study and study. The leader of the school decides on how the systematic work of achieving the goals is organised.

2.2. In the context of the construction of student preparation, the study of students is part of the study, cf. Annex 2, point. 3.4, so that :

-WHAT? progress has been carried out in both the groundwork and the study process in which Danish is involved in interactions with other subjects in a written dimension, with a particular focus on achieving the abovementioned objectives ;

-WHAT? each pupil in two. This year individually responsecs to a task in a professional problem position from two of the participating classes in the study area.

The leader of the school decides which other single and multi-disciplinary tasks have a particular focus on achievement of the above-mentioned objectives and how the other students ' other written work are part of the overall capacity to build.

2.3. The Manager of the school shall decide on all major written tasks for the selection of subjects or trade unions, the choice of professional and job creation and the formulation of the task / problem formulation. The leader can for it in furtive. 2.2. 2. The task referred to above shall set limits on the choices made by the students, in the event of a point of view of the student body. 2.1. The progression and coherence or other pedagogical consideration.

2.4. The school provides weather resources, etc. at the disposal of each student / group group.

3. Evaluation

3.1. In the evaluation of those in point. The tasks referred to in 2.2 shall include both an assessment of the technical qualities of the answer and the lack of and of the extent to which the student reigns the study of the studies in the field of writing in point. 1. The evaluation shall be used for the purpose of a continuous progression in the control of the students ' control of the writers ' skills. Evaluation shall be carried out with the application of the evaluation formulas in section 82.

3.2. The Manager of the school decides whether to give character for the individual task response. The leader of the school decides on how the evaluation of the individual written assignment forms part of the establishment of the standpoint percepts.

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Appendix 5

Studierest project-htx, June 2013

1. Objective

The purpose of the student body project is that students are working independently to prolong in and communicate a professional issue within a self-chosen field in relation to their study. By combining various professional approaches and disciplines, which reinforce the professional depth, the students must demonstrate that they are capable of independent, including and using relevant background material, and that they are capable of taking action ; conduct a critical assessment of a professional and methodical basis. In the work of the student body project, the students thus strengthen their study skills by means that, by means of written manufacture, they must demonstrate that they are able to view, process, dispense, condense and communicate a professional and complex type ; Problem position.

2. Objective

The target of the student body object is that students must be able to :

-WHAT? demonstrate the ability to express professional skills and to enter into new areas of professional competence ;

-WHAT? demonstrate the ability to select, apply and combine various professional approaches and methods and thus reinforce the technical level of expertise ;

-WHAT? control relevant technical objectives in the incoming subjects,

-WHAT? select, process and structure relevant material ;

-WHAT? demonstrate the ability of professional intermediaries,

-WHAT? to reply to a submitted task, including that there is a match between the task formulation and the task response.

-WHAT? control the mode of manufacture in a professional task response (e.g. quotation technique, notes, source and literature).

3. Project Frames

3.1. On the third. This year, each student is to prepare a student project.

3.2. The guidance project must be written in an area and a professional issue, so that one of the courses of study, the student has at A level, and a level of at least B-level is included in the response to the project. The leader of the school must ensure that the combination of subjects underpins the professional level of vocational training and the area.

3.3. However, the manager may, on the basis of a valid application from the student, approve the fact that the guidance project is written solely on the basis of one of the student ' s studies in the A of the student, or that a third subject is included in : The guidance project. Approval shall be based on the fulfilment of all the objectives laid down for the guidance project, including more professional approaches and methods, and that the objective of technical clarification may be implemented.

3.4. If there is a study completed before 3 of the student's student program project, a subject has been completed. year, the school manager must ensure that the student is offered professional and methodical guidance in the profession.

3.5. A class that is part of a student's guidance project is at the highest level, the student has or has had the profession.

3.6. The study of the study for the study project shall be completed within a single week (five school days) placed within a maximum period of six weeks in the period of 15. October to 1. March. The task formulation shall be provided at the start of the write-period. The first two days may be placed individually and / or separately from the consecutive week after the school leader's choice. In the days set aside for the preparation of the guidance project, no other education shall be given.

4. Guidance and Task formulation

4.1. The school leader designates the school teachers in the majors of the class, counselors of the student body, advice and intake of the student's choice, and further work on the project. The leader of the school organises the instructions in such a way that a clear separation between the teacher ' s role as a guide and judge must not, therefore, include an assessment of essential parts of the pupils ' s response. At the same time, the school manager shall be required to ensure that the student is able to receive guidance in all stages of the project drive forward to the delivery of the response.

4.2. The student elects in consultation with its (e) guidance counselor (s) and the professional problem of the guidance project for the student program. The area and professional issues must be defined in such a way as to define a task formulation to ensure that a task formulation is not to be reused to ensure that the reuse of sections from responses can be devised, which shall be so defined as to ensure that the application of paragraph from responses is not reused. previously have been delivered and corrected.

4.3. Elives that have selected the same area must have different task formulations. The task formulation cannot be directly based on the substance that has been entered into the teaching of each student. However, there is no obstacle to the preparation of the guidance project in the extension of the work carried out in the field or in the field of major or in the course of such an extension.

4.4. The task formulation shall be made out of the guidance counselor (s) of the student body (s). It shall accommodate specialise-specific and multidisciplinary professional requirements in the incoming subject, and there must be a requirement to deepen such essential points above the work of at least one of the trade unions. The task formulation shall :

-WHAT? be specific and delimited, and must specify in precise terms what is required of the student, including requirements for the scope of the task response, and it must include certain aspects or be accompanied by an annex which has not been discussed with the student under the instructions,

-WHAT? make it possible for the student to honors the objectives of the guidance project,

-WHAT? be designed in such a way that the student has the opportunity to respond adequately within the time limits for the study of the study,

-WHAT? have such a form that the student may not in advance prepare detailed parts of the final response ;

-WHAT? take account of the considerations that the student has been doing on the task before the post-office period.

4.5. For courses of study in which one or more foreign languages are included, a proportion of the sources used must be in the foreign languages.

4.6. The task response must be prepared in Danish. However, the leader of the school can accept that it is, in whole or in part, drawn up in English, German or French. In addition, if one or more foreign languages are included, the student may also be able to accept that the task response is fully or partially prepared in one of the languages in question.

4.7. The task response must contain a short summary in English.

5. Assessment criteria

5.1. One character shall be given based on a holistic assessment based on an assessment of the extent to which the examination of the examiner ' s task responses meets the objectives set out for the guidance project. If the task is written in only one subject, it is also included in the assessment, to which extent the reply demonstrates the control of the examinations of specific technical protracted.

5.2. If the response to the task is partially or partially drawn up in a foreign language, the requirements for the linguistic design are the same as if it were drawn up in Danish.

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Appendix 6

Project Heap for single-trade-ins-htx, June 2013

1. Objective

The purpose of the project is that the couriers work independently to prodiate in and disseminate a professional issue within a self-chosen area associated with the courses involved in the training course of the coupage. The Kursists must demonstrate the capacity for professional clarification and that they are able to independently select, include and use appropriate background material and to conduct a critical assessment on a professional and methodical basis. In the work on the project's project, the couriers thus strengthen their study skills by means that, through written manufacture, they must demonstrate that they are in a position to view, work, dispose, condense and communicate a professional and complex nature ; Problem position.

2. Objective

The goal of the project is that the couriers must be able to :

-WHAT? demonstrate the ability to express professional skills and to enter into new areas of professional competence ;

-WHAT? demonstrate the ability to select and apply appropriate professional analysis and working methods, thereby enhancing the professional level of expertise ;

-WHAT? control relevant professional objectives in the in-depth,

-WHAT? select, process and structure relevant material ;

-WHAT? demonstrate the ability of professional intermediaries,

-WHAT? to reply to a submitted task, including that there is a match between the task formulation and the task response.

-WHAT? control the mode of manufacture in a professional task response (e.g. quotation technique, notes, source and literature).

3. Project Frames Frames

3.1. Every coupage draws up a projectopial gift. The projectome is written in one to three of the courses included in the training course of the coupage. At least one of the gestus must be at A level.

3.2. At the time of the preparation of the project, the courier shall either follow the teaching or the test of the course of the contract or the subject of the task.

3.3. The individual courier pivots within the framework of furtive. 3.1.-3.2. even the subject of which the project is being written.

3.4. The projection of the project task shall be completed within a week (five days of school) placed within a maximum period of six weeks. The Manager of the school decides the location of the write-period. The first two days may be placed individually and / or separated from the last three days after the school's leaders are positioned individually and / or separated from the last three days. In the days set aside for the preparation of the task, no other education shall be given.

4. Guidance and Task formulation

4.1. The school leader designates the school teachers at the school teachers for the individual couriers of the program that is part of the project's projections. Instructions are understood to mean good advice and wave to the course of the courier and to work on the project's projections. The leader of the school organises the instructions in such a way that a clear separation between the role of the teacher shall be ensured, and therefore the instructions must not include an assessment of essential parts of the response to the coupage. At the same time, the school manager shall be required to ensure that the training guide can receive guidance in all stages of the project transfer rather than the delivery of the response.

4.2. The Kursisten will select in agreement with its (s) guide (s) and professional problem position for the project task. The area and professional issues must be defined in such a way as to define a task formulation to ensure that a task formulation is not to be reused to ensure that the reuse of sections from responses can be devised, which shall be so defined as to ensure that the application of paragraph from responses is not reused. previously have been delivered and corrected.

4.3. Couriers that have selected the same area must have different task formulations. The task formulation cannot be directly based on the matter contained in the course of the individual courier's education. However, there is no obstacle to the preparation of the project in the extension of the work carried out in the field or in the field of major or in the context of the project.

4.4. The task formulation shall be drawn up by the guidance counselor (s) of the coupage. It must contain professional requirements in the field or in the major classes, and it may also accommodate more cross-disciplinary professional requirements in cases where more than one subject is included. There must be a requirement to deepen such essential points above the work of at least one of the trade unions. The task formulation shall :

-WHAT? be specific and delimited, and must specify in precise terms what is required of the courier, including requirements for the scope of the response, and it must include a number of aspects or be accompanied by an annex which has not been discussed with the Kursist ; under instructions

-WHAT? make it possible for the courier to honour the objectives of the project task

-WHAT? be designed in such a way that the courier has the opportunity to respond adequately within the timescale for the project ' s project ;

-WHAT? have such a form that the courier should not be prepared in advance to produce detailed parts of the final response ;

-WHAT? take account of the considerations which the courier has done before the post-office period.

4.5. For project tasks in which one or more foreign languages are included, part of the sources used must be in the foreign language.

4.6. The task response must be prepared in Danish. However, the leader of the school can accept that it is, in whole or in part, drawn up in English, German or French. In addition, if one or more foreign languages are included, the student may also be able to accept that the task response is fully or partially drawn up in one of the languages in question.

4.7. The task response must contain a short summary in English.

5. Assessment criteria

5.1. One character shall be given based on a holistic assessment based on an assessment of the extent to which the examination of the examiner ' s task responses meets the fixed objectives of the project ' s project.

5.2. If the response to the task is partially or partially drawn up in a foreign language, the requirements for the linguistic design are the same as if it were drawn up in Danish.

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Appendix 7

Biology B-htx, June 2013

1. Identity and purpose

1.1. Identity

Biology refers to the live and interplay between the living and its surrounding environment, including life processes at all levels from the molecular to the global. The cover covers the use of biological knowledge and biological processes in areas such as production, biotechnology, the environment, medicine and health. The knowledge and understanding of the knowledge are based on scientific working methods and on the basis of science and technical science.

Biology is an experimental subject in which field studies and laboratory work are an essential background to the understanding of biological contexts. In the analysis of biological issues and results, attention is paid to finding contexts and setting models.

In cooperation with the other subjects, biology contributes to the understanding of ourselves and nature around us, providing a professional basis for the formation of attitudes and ethically-based positions in relation to current social conditions with biological content.

1.2. Objective

The contribution of the Community to the educational purposes of education knows that the students gain knowledge and insight into biological core areas and have the basis for reflecting and responsive to themselves, their fellow human beings and nature.

The aim is for students to gain an understanding of the link between biological knowledge and its use in technological and commercial terms. The aim is also to ensure that the students achieve understanding of basic biological principles, including sustainable development. In this way, the pupils will be able to take on the basis of an innovative and critical approach to the use of biological knowledge and biotechnology and to participate in the social debate on issues of biological content and in order to act in a democratic context. both locally and globally.

Biology B contributes to the study of training by students having experience with relevant study technology, develops the ability to provade, and understanding of the interaction between theory and practice in the analysis and analysis of biological biological activity ; issues and the practical use of their biological knowledge.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? account for examples of the practical use of biological knowledge, biological processes and technologies in production, environmental protection and disease prevention and treatment ;

-WHAT? formulate and analyze biological issues with the use of biological technical terms and models ;

-WHAT? establish a hypothesis and carry out experiments for testing the hypothesis, including control tests,

-WHAT? plan, perform and carry out biological experiments and studies and carry out necessary safety measures for the use of biological material, apparatus and chemicals ;

-WHAT? collect and process results from qualitative and quantitative experiments and studies ;

-WHAT? analyse and explain results from experiments and studies taking account of sources of error, uncertainty and biological variation and, in this context, discuss differences between controlled experiments and studies in the field ;

-WHAT? document and presentation of experiments and results and discuss the strengths and weaknesses of different gene gitations ;

-WHAT? disseminate biological knowledge, both orally and in writing ;

-WHAT? collect, process and assess biological source material in relation to a given problem position ;

-WHAT? analyze and discuss societal and bio-ethical perspectives associated with problem areas with biological content.

2.2. Kernestof

The teaching shall include biological knowledge in the cell, individual and ecosystem level applicable to health and disease prevention and treatment, environmental protection and biological-based production. Natural scientific working methods are an essential and integral part of all the themes of the notification.

The core matter is :

-WHAT? the structure of the cell and selected cell bodies in general function, including differences in plant, animal, fungi and bacteriec;

-WHAT? the structure and operation of viruses,

-WHAT? the significance of the growth and growth factor of the micro-organism ;

-WHAT? the structure and operation of enzymes and elementary enzyme kinetics ;

-WHAT? an example of the use of a biotechnological method in production,

-WHAT? structure and operation of selected organsystems ;

-WHAT? an example of the use of biological knowledge in disease prevention and treatment ;

-WHAT? examples of biological regulatory mechanisms and their impact on the maintenance of a stable internal environment ;

-WHAT? the human reproductive system, including hormonal and sexually transmitted diseases,

-WHAT? The immunities and examples of human life

-WHAT? energy turnover in the cell, the individual and the ecosystem, including photosynthesis, respiration, fermentation and energy flows ;

-WHAT? examples of interaction between species,

-WHAT? samples of fabric of substance and the significance of human intervention in these,

-WHAT? an example of the use of biological knowledge with a view to protecting the environment ;

-WHAT? building up and examples of biology of carbohydrates, fats, proteins ;

-WHAT? structure and operation of nucleic acids, including protein synthesis ;

-WHAT? basic genetic concepts, including neptation patterns and mutations,

-WHAT? evolutiontheorori, including the meaning of heritage and the environment.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The substance and the additive together make up a whole. The supplementary matter includes health, the environment, production and biotechnology issues which are deepening and outlying the core. Current examples need to be involved, which illuve the importance of biology in local and global contexts. The students shall be involved in the selection of parts of the supplementary matter at which it is possible.

3. Organisation of the Organisation

3.1. Didatical principles

The education is thematically built. The Testamen are based on the immediate and current and selected, so that they are appropriate to display the importance of the use of biological theory and method. The tests shall be organised in such a way as to support the pupils ' understanding of the interconnections between the various elements of the core substance. Some of the themes are chosen so that they are suited to interact with other subjects.

Experimental work and theory are integrated into the class.

The training shall be organised with interaction between different forms of work that ensure progression from the teacher's power to enable the student to work independently with demarcated issues, both practical and theoretical. Emptasis is placed on the active and creative role of student body through dialogue, investigation, documentation and dissemination.

3.2. Work Forms

The training shall be organized with :

-WHAT? experitent work with the emphasis on the student as the investigating party ;

-WHAT? elevational forms of work,

-WHAT? the oral dissemination of lifts and discussion ;

-WHAT? training in the form of field work or study visits ;

-WHAT? in writing, in the form of any other reports and laboratory journals.

The experimental work is around. 20%. of the professional training period of the professional. Written duties include work on the various written genre of the profession and is an essential part of the learning process. The written work shall include, inter alia, the following :

-WHAT? experimental work and field work records ;

-WHAT? reports drawn up on the basis of journals

-WHAT? different types of task, including for the training of professional elements and interaction with other subjects ;

-WHAT? other products, such as presentations, posters and projectrappings.

The written work in biology B must allow students to prolong themselves in biological issues and to strengthen the dedication of biological knowledge and working methods. The written work shall be organised so that there is the progressive nature of the subject and the context of writing in other subjects in the development of the written competencies of the individual student.

3.3. IT

It is included in the training where it is appropriate for the fulfilment of the professional objectives and to support the study of the subject matter, for example, in the case of data collection, data processing in spreadsheets, information search, bioinformatics, in writing, conferences and presentations.

3.4. Collections with other subjects

Biology B is subject to the general requirements for interactions between the trade unions, essentially through its contribution to the study area as described in Annex 2. Part of the substance and the supplementary matter shall be chosen and treated in such a way that it contributes to the strengthening of the trade union ; interaction in the study. The cooperation with the other subjects in the study process, including technical and technical studies and mathematics are weighted.

When biology B is a Student course It is directly involved in interaction with technology or technica-class. If the profession is part of a study together with a different science class or mathematics, at least one sequence must be at least one sequence in which the relationship between biology and the subject matter is clarified for the pupils.

When biology B is a elective , in a technical / technological context, the knowledge and skills of students must be involved, so that the trade is exposed and outlooked in a technical / technological context.

4. Evaluation

4.1. The ongoing evaluation

Student dividends shall be evaluated periodically, so that a forward-looking guidance is based on the individual pupils in the work of attering the professional objectives and for the alignment of the teaching.

4.2. Test form

An oral test shall be held on the basis of a case or theme task drawn up by the examiner.

The task is based on cases, problem positions, articles, or similar cases that are related to one or more of the themes of the subcommittee.

The task contains an in-depth subtext as well as known and unknown attachments. Documentation from the class can be included.

The tasks must be able to form the basis for the analysis of biological findings, the statement of relevant professional background knowledge, the incorporation of the experimental and theoretical content of the knowledge and the perspectives for issues of problems ; technologically, societal, professional, health, environmental or bioethical species.

Expermeation time is approximately 30 minutes. The tasks shall be handed over by drawing on the day before the test and the preparation time is approximately 24 hours, however, not less than 24 hours.

Each task must be used at most two times on the same team. Appendice must be used several times after the examiner's choices.

The tasks without the appendices shall be known to the examiners prior to the test.

4.3. Assessment criteria

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

The emphasis is placed on the ability of the pupils to :

-WHAT? to analyse and address biological issues and contexts with the correct use of biological technical terms ;

-WHAT? analyze and discuss biological survey results

-WHAT? set the problem position of the task in relation to relevant biological theory,

-WHAT? perspectives professional knowledge for professional, health, environmental, societal, technological or bioethical conditions.

One grade shall be given based on a holistic evaluation of the verbal performance of the examiner's oral performance.

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Appendix 8

Biology C-htx, June 2013

1. Identity and purpose

1.1. Identity

Biology refers to the live and interplay between the living and its surrounding environment, including life processes at all levels from the molecular to the global. The cover covers the use of biological knowledge and biological processes in areas such as production, biotechnology, the environment, medicine and health. The knowledge and understanding of the knowledge are based on scientific working methods and on the basis of science and technical science.

Biology is an experimental subject in which field studies and laboratory work are an essential background to the understanding of biological contexts. In the analysis of biological issues and results, attention is paid to finding contexts and setting models.

In cooperation with the other subjects, biology contributes to the understanding of ourselves and nature around us, providing a professional basis for the formation of attitudes and ethically-based positions in relation to current social conditions with biological content.

1.2. Objective

The contribution of the Community to the educational purposes of education knows that the students gain knowledge and insight into biological core areas and have the basis for reflecting and responsive to themselves, their fellow human beings and nature.

The aim is for students to gain an understanding of the link between biological knowledge and its use in technological and commercial terms. The aim is also to ensure that the students achieve understanding of basic biological principles, including sustainable development. In this way, the pupils will be able to take on the basis of an innovative and critical approach to the use of biological knowledge and biotechnology and to participate in the social debate on issues of biological content and in order to act in a democratic context. both locally and globally.

Biology C contributes to the study of training by students having experience with appropriate study technology, develops the ability to technical understanding and understanding of the interaction between theory and practice in the analysis and analysis of biological biological activity ; issues and the practical use of their biological knowledge.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? provide examples of the practical use of biological knowledge and biological processes ;

-WHAT? demonstrate knowledge and formulate simple biological issues

-WHAT? establish simple hypotheses as a basis for biological experiments and explain the importance of auditing tests ;

-WHAT? carry out experiments and studies in laboratories, in workshops and in the field, taking into account the general laboratory safety ;

-WHAT? collect and process results from qualitative and quantitative experiments and studies under guidance,

-WHAT? analyzing and explaining results from experiments and studies taking into account errors and uncertainty ;

-WHAT? document and present experiments and results from experimentation ;

-WHAT? extract and explain biological theory from literature and use this in discussion of results from experimentation ;

-WHAT? provide examples of the practical use of biological knowledge and biological processes ;

-WHAT? give rise to examples of social and ethical issues involving the involvement of relevant biological knowledge.

2.2. Kernestof

This training shall include basic biological knowledge of cell, individual and ecosystem level, with the meaning of health, the environment and biological-based production. Natural scientific working methods are an essential and integral part of all the themes of the notification.

The core matter is :

-WHAT? cellers build, function and evolution, as well as selected cell bodies, overall function, including the overall difference of plant, animal, fungi and bacterieceller

-WHAT? an example of biotechnological production ;

-WHAT? the structure and operation of a selected body, in a health perspective ;

-WHAT? an example of the use of biological knowledge in disease prevention and treatment ;

-WHAT? basic energy restatements in cell, individual and ecosystem and examples of interaction between species

-WHAT? selected organic substances and their biological importance, including the building and functioning of the DNA,

-WHAT? The human reproductive system, including hormonal regulation and sexually transmitted diseases.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The substance and the additive together make up a whole. The supplementary matter includes health, the environment, production and biotechnology issues which are deepening and outlying the core. Current examples need to be involved, which illuve the importance of biology in local and global contexts. The students shall be involved in the selection of the supplementary matter at which it is possible.

3. Organisation of the Organisation

3.1. Didatical principles

The education is thematically built. The Testamen are based on the immediate and current and selected, so that they are appropriate to display the importance of the use of biological theory and method. The tests shall be organised in such a way as to support the pupils ' understanding of the interconnections between the various elements of the core substance. Some of the themes are chosen so that they are suited to interact with other subjects.

Experimental work and theory are integrated into the class.

The training shall be organised with interaction between different forms of work that ensure progression from the teacher's power to enable the student to work independently with demarcated issues, both practical and theoretical. Emptasis is placed on the active and creative role of student body through dialogue, investigation, documentation and dissemination.

3.2. Work Forms

The training shall be organized with :

-WHAT? experitent work with the emphasis on the student as the investigating party ;

-WHAT? elevational forms of work,

-WHAT? the oral dissemination of lifts and discussion ;

-WHAT? studies in the form of field studies or study visits ;

-WHAT? different forms of font.

The experimental work is around. 20%. of the professional training period of the professional.

Written duties include work on the various written genre of the profession and is an essential part of the learning process. Realibility shall include inter alia :

-WHAT? experimental work and field work records ;

-WHAT? reports drawn up on the basis of the records,

-WHAT? different types of task, including for the training of professional elements and interaction with other subjects ;

-WHAT? other products, such as presentations and posters.

Scripture in biology C must give students the opportunity to prolong themselves in biological issues and increase the dedication of biological knowledge and working methods.

If the profession has been granted student time, the written work shall be arranged in such a way as to progression in the writing and the context of writing in other subjects in the development of the written competencies of the individual student.

3.3. IT

It is included in the teaching where it is appropriate for the fulfilment of the professional objectives, such as in the case of data collection, data processing, information searches, written preparation, conferences and presentation.

3.4. Collections with other subjects

Biology C is covered by the general requirements for interactions between the trade unions, most significantly through its contribution to the study area as described in Annex 2. Part of the substance and the supplementary matter are chosen and treated in such a way that it contributes to the reinforcement of the trade union ; interaction in the study. Cooperation with the other studies in the study, in particular the technical and technical fields and mathematics are weighted very high.

4. Evaluation

4.1. Ongoing Evaluation

Student dividends shall be evaluated periodically, so that a forward-looking guidance is based on the individual pupils in the work of attering the professional objectives and for the alignment of the teaching.

4.2. Test form

An oral test shall be held on the basis of a task drawn up by the examiner. The task is based on one or more of the themes of the subcommittee. The task shall contain a heading and clarifying subquestions and known and unknown voucher material. Experimental work is a part of all the tasks.

Expermeation time is approximately 24 minutes. Preparation time is around. 24 minutes.

Each task must be used at most twice a per. Hold. Appendice must be used several times after the examiner's choices.

The tasks without the appendices shall be known to the examiners prior to the test.

4.3. Assessment criteria

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

The emphasis is placed on the ability of the pupils to :

-WHAT? account and analyse the results of the experimental work ;

-WHAT? put the experimental work in relation to the relevant theory,

-WHAT? account and explain biological issues and contexts ;

-WHAT? perspectives professional knowledge for professional, health, social or bioethical conditions.

One grade shall be given based on a holistic evaluation of the verbal performance of the examiner's oral performance.

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Appendix 9

Danish A-htx, June 2013

1. Identity and purpose

1.1. Identity

Dansk is a humanist. The core of the Fagets is language knowledge and awareness, which, in linguistic terms, is the skill and reflection of the artist. Danish includes the language and texture, including the literary area of the matter and the media dimension in both. The profession processes and develops, at the same time, competencies that are important to the work of the other subjects. Dansk is in dialogue with the professional, civic and technological disciplines of education and training, and encomps the role of the student as a citizen in a democratic society.

1.2. Objective

The work of Danish contributes to the general purpose of education by preparing the student for higher education. The students must strengthen their ability to use the expression of the Danish language capabilities to accurately and nuanced to express their knowledge and opinions in writing and orally. The aim is also through a thorough work of languages, texts and media to contribute to the identification of students and linguistic awareness-raising. The Fame must strengthen the ability of students and desire to read and write to critical and constructively to work with their own and other people's use of Danish and to reflect on content and shape in the texts that they meet in education and in their world in the world. By the way

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? disseminate knowledge and messages convincingly and accurately in oral form, take part in discussions with arguments made and to engage in dialogue and dialogue adapted to the situation,

-WHAT? listen actively and with attention, understanding and geflax

-WHAT? read quickly and securibly and choose read strategy in relation to read and text type

-WHAT? provide a professional knowledge and a coherent argument in a clear and correct writing language, and assess the form in which it is most appropriate to use in a given communications situation ;

-WHAT? use text analytic concepts to provide a nuanced analysis, interpretation, perspective and evaluation of Danish language (s) ;

-WHAT? analyzing, interpreting and perspectives digital media and media products and placing them in relation to their production and reception conditions

-WHAT? adopt a historical and technological perspective on different text types and works ;

-WHAT? give reasoned opinions of their own and other people's oral and written use of language and means and formulate alternatives ;

-WHAT? use IT for communication and information search and demonstrate awareness of opportunities and limitations.

2.2. Kernestof

The core material is placed in relation to the four cultural competences-listen, speak, read and write-and are made up of the linguistic fabric, the texture area and the media dimension in both of these areas.

The core material is as follows :

The linguistic matter area

-WHAT? Danish language and language variation

-WHAT? Danish language in relation to other languages, including English in the Danish language community, and the Nordic language community

-WHAT? linguistic skills and linguistic analysis techniques

-WHAT? technical and technological language forms.

The textual fabric area

-WHAT? different types of fixation literature and the case pros, including mixing forms,

-WHAT? At least one text of each of the following writers : Louis Holberg, Adam Oehlenschläger, N.F.S. Grundtvig, Steen St. Blicher, H.C. Andersen, Herman Bang, Henrik Pontoppidan, Johannes V. Jensen, Martin Andersen Nexø, Tom Kristensen, Karen Blixen, Martin A. Hansen, Peter Seeberg, Klaus Rifbjerg, and at least one public display.

-WHAT? Danish texts in historical and international perspective

-WHAT? Norwegian and Swedish texts in the original language ;

-WHAT? different techniques for analysis and interpretation of texts

-WHAT? texts and textual types which are relevant to technological formation and which are characteristic of the overall level of education.

Media dimension

-WHAT? the language and writing cultures in respect of digital culture ;

-WHAT? visual information, including fixed and live images ;

-WHAT? the development, form and content of the media ;

-WHAT? digital media and different techniques for analysis and interpretation of these

-WHAT? the impact of technological conditions for the content and form of the communication.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance is deepening and perspectives on the core with texts and studies that include specific periods, author and themes. The supplementary matter is very much in cooperation with the students.

3. Organisation of the Organisation

3.1. Didatical principles

The training must be based on a professional level corresponding to the elementary level of the elementary school. The training shall be organised in such a way as to take equal account of the preconditions and special interests of students and to the professional objectives to be attained during the period.

The training shall include the professional skills of a interaction within and across the linguistic matter, the textual fabric area and the media dimension. The linguistic work is included as an integral part of the text reading, as insight into the structure of the language, function and history is exploited as a basis for the nuanced and well-documented analysis, interpretation and perspective of texts.

3.2. Work Forms

The Danke is taking advantage of a number of different forms of work, which are adapted to identified differences in the conditions and learning strategies of the students, professional objectives and substance. In Danish A, the working forms of the class call for long-term independent project work are strained from the class interacting project work under guidance. The work formulas are used in a deliberately selected progression, which makes various demands for student and teacher roles.

Mundality and scrimour, process-oriented, analysis and production are integrated into the work of achieving the professional objectives. The aggressivity of the Progression of the Progression of the Progression of Progression between systematic orchestrated training, where individual skills are challenged and incorporated into, and larger integrated tasks that collect it in a product as documented.

The written work is planned, so that there is a degree of progression and coherence for writing in the other subjects. Portfolio shall be used in the work of the written products.

3.3. IT

It is used as a search tool for information about and studies on technical matters of professional expertise. The emphasis is placed on the development of creativity and systematics in the search, independence, critical sense and the source-critical approach. Copyright conditions, ethics in hand and requirements for documentation of sources are included in the instruction.

It is used for reporting and dissemination in writing, sound and visualization. The use of IT is part of a interaction with the media dimension in such a way that the professional analysis of the media area is linked to the equipment and programmes used by the pupils in the profession and in other subjects.

3.4. Collections with other subjects

The scope processes and develops competencies that are characteristic of technological formation. Parts of the Danish nuclear material and supplemental substances shall be selected and processed in such a way as to contribute to the strengthening of professional interaction in the study. The profession shall cooperate with the other professions in order to develop skills in writing and oral information, including transverse typing in and outside the field of study.

The profession is working with other subjects on relevant humanist issues, electronic communications and linguistic and aesthetics.

The FFs shall cooperate with English and, where appropriate, other relevant studies on common linguistic terminology and analysis concepts.

4. Evaluation

4.1. Ongoing Evaluation

The current evaluation shall have the starting point of the elevency of the student's ability and portfolio, which includes written products from the educational process and the student's own reflection of the responses in relation to expansioned criteria.

4.2. Test methods

A central written test and an oral test shall be held.

The written test

The sample lasts five hours and is an IT-based sample in which a centrally enrolled electronic material with associated task formulations is used. The order must be electronically.

The oral test

The test is about 30 minutes. Approbe some. 60 minutes of preparation time.

The Eksamine will receive an assignment with an unknown text material. The tasks may not be used more than two times on the same team. The tasks shall be sent to the censor and commended by this prior to the test of the test. The text material shall have a degree that is in relation to the preparation time and to the level of the acidity of the text. The examination shall be carried out on the basis of a proposal from the examiner and form a conversation between examiner and examiner. During the test, only notes from the preparation time must be used.

4.3. Assessment criteria

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

On assessment of the written test, the emphasis on the examination of the examiner's documented ability to work in complex situations clearly and comprehensively and to dispose, analyse, argues, and disseminate knowledge and experience.

One nature shall be given in the light of a holistic assessment of the written performance of the examiner.

On assessment of the oral test, Empyweight on the following :

-WHAT? the ability of the examiner to produce significant parts of the text, including the interaction between the form and the content of the text ;

-WHAT? the capacity of the examiner to put the text into a context that goes beyond the text itself ;

-WHAT? how engaging and, clearly, the examiner is to convey their message.

One character is given on the basis of a holistic evaluation of the verbal achievement of the examiner's oral performance.

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Appendix 10

Design B-htx, June 2013

1. Identity and purpose

1.1. Identity

Designs rendition is product design, communication design, and design of physical environment, which is seen and analysed as a interaction between form, function and communication in relation to technology, technology, aestics and innovation. The Fame has an historical and social dimension.

The Fame is based on projects integrating practical and theoretical dimensions. Design analysis is the element that establishes the link between the practical and theoretical side of the industry. With analyses at various stages of the practical design process, an understanding of professional design is qualified as a process and result, as does professional design analysis sharpen an awareness of the design process in practice.

1.2. Objective

The objective is that the students dedicate themselves to the implementation of an independent, structured design process, which contains identifying a design problem, research, outline, visualization, presentation and dissemination, and which contain innovative features ; elements. The students also dedicate themselves to design competencies that enable them to analyse and assess the design of the world using the method, conceptual formation and terminology of the trade.

The deliverables are given a method which they can transfer to the solution of other subjects in the secondary school education and in higher education through the structure of the trade in a problem-making work process.

The students are aware of the role of designs in a globalised world, in the context of international communication and by resolving locally-related issues.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

General

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

-WHAT? visual and orally, and reflect on a design process and design solutions, using the methods and terminology of the trade.

Design Process

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

-WHAT? applying different methods of concept generation and conceptual development

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

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

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

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

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

-WHAT? presenting a design project

-WHAT? move deliberately between practice and theory, the abstract and the concrete, between the whole and the details, as well as between the known and the unknown.

2.2. Kernestof

The core material is as follows :

Genchaperfield

-WHAT? product design, including industrial design ;

-WHAT? communications design ;

-WHAT? physical surroundings, including architecture.

Design theory

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

-WHAT? design history with a focus on design produced during the period from the modernization to the day.

Visualization Methods

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

-WHAT? model building

-WHAT? desktops and phototreatment.

ResearchMethods

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

-WHAT? sketching surveys

-WHAT? the form, product and process analysis ;

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

Design Parameters

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

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

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The choice of supplemental substances is dependent on professional interaction in the areas of study, by the way, the technical studies and the student's individual projects.

Supplementary material is :

-WHAT? At least three of the parameters referred to in design parameters (b) are included at a level corresponding to design parameters (a).

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

-WHAT? Other areas such as designs produced before the modernization, and the design that are outside the west design tradition, are included in the training as a result of professional interaction and the selected projects.

3. Organisation of the Organisation

3.1. Didatical principles

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

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

The Teacher works as a sparring partner and a guidance counselor in this process.

3.2. Work Forms

The instruction exchange between project periods and short course flows, creating tool conditions for conducting a design process.

The work of the student, the progression and self-evaluation is maintained in a portfolio.

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

The students work both individually and in groups. At group works, each student must complete an individual documentation in its workbook by its project in the project process.

External activities are included in the form of visits to drawing rooms, undertakings, exhibitions or equivalent.

3.3. IT

It is a fundamental working tool in the various stages of the design process : in the context of research, testing of ideas, visualization and dissemination.

3.4. Collections with other subjects

Design B is covered by the general requirements for interactions between the trade unions, most significantly through its contribution to the study area as described in Annex 2.

Cooperation with the other classes in the study process, including in particular the technical / technical studies, the science classes and mathematics, are weighted very high.

When design B is part of a Student registration in conjunction with a science of nature or mathematics, a common course shall be planned in which the technical / technological and societal angle is exposed.

When design B is a elective , in a technical / technological context, the knowledge and skills of students must be involved, so that the trade is exposed and outlooked in a technical / technological context.

Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study.

4. Evaluation

4.1. Ongoing Evaluation

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

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

4.2. Test methods

An oral test will be held. The head of the school chooses for the individual crew one of the following two forms :

Test form a)

Mundant test on the basis of a presentation task submitted by the examiner. The task is based on the portfolio of the examiner's portfolio, cf. Act. 3.2. The task is requested within a subject selected by the examiner and approved by the examiner. The topic must be chosen so that the examiner can include examples across the portfolio and across the disciplines product design, communication design, and design of a physical environment.

On an examination team, the same task must be applied not more than three times on the same team.

Expermeation time is approximately 30 minutes. Approbe some. 48 hours of preparation, but not less than 48 hours. During the preparation time, exams exams from the portfolio and prepare for a presentation on the basis of the proposed task shall be used.

The exam is based on the presentation of the examiner's final presentation. The exam is then shaping up as an in-depth conversation. The presentation of the ex-party represents up to half of the examination time.

Test form b)

Mundant test on the basis of a task which is based on the portfolio of the examiner's portfolio. The task is worded by examiner. The task is formulated in such a way that the examiner can include examples across the portfolios and across the disciplines product design, communication design, and design of a physical environment.

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

The task is replied to by examples from the portfolio of the examiner's portfolio, cf. Act. 3.2. The examples are partly produced by the examiner, some of the photographs or reproduction of examples produced by others. The visits are deepened in a subsequent conversation.

The entire portfolios can be included in the examination.

4.3. Assessment criteria

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

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

-WHAT? the structure of the presentation,

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

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

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Appendix 11

English A-htx, June 2013

1. Identity and purpose

1.1. Identity

English is a skill class, a culture class and a knowledge class that deals with the language of English and the globalised world. The workspace is the English language as a means of communication and as a means of understanding of cultural and social conditions and technical, technological and natural scientific conditions. The business includes the work of communication in practice with particular focus on technical, technological and science subjects, text analysis and text perspective and a general linguistic dimension.

1.2. Objective

In English A, the purpose of developing skills is to understand and use the English language and thus create the conditions for the student to participate actively in international and global contexts, both personally and professionally. The agency must convey current knowledge of the world's language and the globalised world. The body must also create the basis for the student to be able to communicate across cultural borders, both in general, technical, technological and scientific knowledge.

The various disciplines of the Union must contribute to the creation of linguistic knowledge and awareness as a prerequisite for continuing the dedication of the profession and for higher education in English or study to which competencies are required in English.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? understand the varied, authentic English, including formal and informal languages, speech and scripting, literary language and basic professional terminology in the field of technology and science ;

-WHAT? use a wide and varied vocabulary of technical, technological, natural scientific and general issues in combination with the safe control of the basic rules of the grammar ;

-WHAT? use a basic knowledge of the building and grammar of the English language, for linguistic analysis, text understanding and dissemination ;

-WHAT? use appropriate course for reading strategies for higher text quantities for the selection of substance,

-WHAT? apply appropriate text analysis methods and perspectives ;

-WHAT? use a basic knowledge of historical, cultural, societal and technological conditions in the language field or internationally for the perspective of current conditions ;

-WHAT? use relevant, including information technology, tools for oral and written presentation and documentation of technical, technological and natural scientific topics and for the acquisition and critical assessment of the language and language knowledge ; and international world

-WHAT? account for and participate in conversation in English on everyday, societal, literary, technological and natural scientific topics ;

-WHAT? summarised, translating and autonomously formulate texts of a general technological content and further the complexity of issues and issues, and could use varied, consignees adapted to communication.

2.2. Kernestof

The core material shall comprise :

-WHAT? texts and electronic-based material with ethical, historical and philosophical content in the field of technology and natural sciences

-WHAT? basic technical, technological and natural scientifically, terminology ;

-WHAT? significant English-language texts in the literary main genders ;

-WHAT? general and technological communications ;

-WHAT? central texts and electronic-based materials, which illustrate significant historical, cultural, societal and technological aspects of an English-speaking area

-WHAT? essential aspects of the grammar language of the English language.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall be chosen so that the substance involved in the development of the trade unions is included in the development of the trade. The additional matter typically includes the current English language, which is perspective and deepening the core material, and is not necessarily part of the subject matter. Work on the additional substance will often be characterised by a high degree of eleventurment.

3. Organisation of the Organisation

3.1. Didatical principles

The teaching must be based on the level of professional skill set by students in primary school and must be organised so that they gradually meet greater complexity in the field of choice and methodology and experience greater autonomy and responsibility in relation to their own professional development. We need to have a change between inductive and deductive forms of work.

Work on the various fabric of the profession must be integrated so that the pupils experience a clear correlation between expression, matter and communication. We need to work on listening, read and communication strategies, and the students ' own language production in writing and speaking must be a priority.

The language of the language is quite predominating English.

3.2. Work Forms

The teaching shall be organised in the form of subjects which form a diverse and varied material.

In English A as Student course make 8 to 10 items. In English A as elective I make three to five items.

The written work is planned so that there is a degree of progression and consistency in writing in the other subjects. The written work shall include screening, testing and testing of linguistic skills and the language negligence. It is used to document the skills of students, to disseminate and self-employment of issues, including essaywriting.

A discretionary subject shall be subject to the approval of the teacher, where students individually or in groups of up to four pupils are working on one or more texts with a technical, technological, scientifically scientifically literary or general subject in the field of : The core. A synopsis is drawn up, which shall be used as an examination basis at the final oral test.

3.3. IT & Electronic Media

The IT and electronic media are used with the overall aim of promoting the learning process and learning result of students.

The integration of electronic media in education gives the pupils the opportunity to experience the language of varied authentic and current contexts.

It must be used as one of several tools in the work of texts and in the work on the proficiency side of the language plaything. The practical application of IT must also strengthen the ability of students to seek, select and disseminate relevant technical material, and the students must gain knowledge of the importance of various electronic media for communication.

3.4. Collections with other subjects

The profession is covered by the general requirements for interactions between the trade unions, including through its contribution to the study area as described in Annex 2.

When the business is one Student course, the teaching must be organised as a coherent two-year-rich process according to the basic process where content and methodologies occur with progression. Cooperation with communications, technical, technological, technological and natural scientifically and in the context of themes and projects with an international dimension are weighted high. The share of the nuclear material and the additional substance shall be chosen and treated in such a way as to contribute to the reinforcement of professional interaction in the study.

When the business is one selection subject ; the teaching must be organised as a one-year superstructure to the compulsory English B. Cooperation with technical, technological, natural scientifically and communitive content are weights high.

4. Evaluation

4.1. Ongoing Evaluation

The technical viewpoint of the students shall be evaluated by means of an initial screening process followed up by tests. At the end of each topic or project progress, an evaluation shall be carried out so that the pupils achieve a clear understanding of the level and development of the professional position, so that the individual and common reflection on the yield of : the training shall be strengthened. The basis for evaluation must be the professional objectives.

4.2. Test methods

A central written test and an oral test shall be held.

The written test

The basis of the written test is a two-divided centrally placed task set. The duration of the test is five hours.

The entire task set is delivered at the start of the test. Partial 1 is answered without use of computer or professional assistance resources. When subtest 1 has been delivered to a supervisor by one hour, the student may start the computer. In the response to part test 2, all auxiliary means are permitted. Communicating with the outside world is not allowed. Furthermore, the use of the Internet is not allowed, cf.. however, section 15 (3). 2, in the general diploma.

The oral test

The head of the school chooses for the individual team one of the following two forms. In the case of both samples, the subjects which form the basis of the sample together must cover the technical objectives and the core material and that the same unknown sample may be used at most three times on the same team.

Test form a)

Mundable test on the basis of the synopsis of the examiner in the self-chosen subject and an unknown text material associated with one of the studies, the unknown text material must consist of one or more texts with a total of approximately 10% of the year. three to five normal sides depending on the value of the material. The text material is precoached with a short instruction in English. Expermeation time is approximately 30 minutes per. examiner duck. Approbe some. 30 minutes of preparation time.

The samination is two-tier.

The first part is made up of the examination by the examiner's presentation of his discretional subject, complemented by an in-depth question from the examiner.

The second part acts as a conversation between degrees and examiner on the unknown text material with the involvement of the studied subjects.

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

Test form b)

The Mundable test on the basis of an unknown text material associated with one of the studies studied subjects and an unknown unprocessed prosatecal.

The unfamiliar text material shall consist of one or more texts with a combined scope of approximately 5 000 (1). 12 to 15 normal pages depending on the level of the material. The unknown, unprocessed prosattest has a scope of approximately EUR 20 000. one normal page. The text material is precoached with a short instruction in English.

The examination is two-divided by a total examination time of approximately 5 000 (5). 30 minutes.

The first part deals with the examination of the examiner's presentation of the unknown text material with the involvement of the studied topic, complemented by an in-depth discussion between examiner and examiner. The text material shall be delivered the day before the test and approx. 24 hours of preparation, however, not less than 24 hours.

The second part relates to the reading and translation of selected parts of the unknown unprocessed prosatecal and, furthermore, commenting and explaining the words and grammar of vocabinal vocablees. For this part of the test, a preparation time of approximately 30 minutes.

The time of extermination is divided between the two parts, so that the first part amounts to approximately 20 000. Two-thirds and other parts. 1/3.

A standard side is too prosa 1300 letters, corresponding to approximately 30%. 1350 characters, and for lyrik/drama 30 lines.

In the case of the use of electronic media material, three to six minutes of playback is equivalent to one normal side.

4.3. Assessment criteria

Both the written and oral examination shall be assessed by the extent to which the achievement of the examiner shall meet the trade union objectives as defined in point. 2.1.

By the written test, the emphasis shall be placed on :

-WHAT? the textual understanding, overview and ability to select relevant information ;

-WHAT? understanding the communication situation and the ability to adapt text to recipient

-WHAT? ability to structure logically and cohesive, develop the subject and make appropriate perspectives

-WHAT? ability to use appropriate remedies, including IT ;

-WHAT? security in the herence of the English language, including language accuracy, language and vocabularity ;

-WHAT? the ability to present views and arguments coherently.

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

By the oral test, the emphasis shall be placed on :

-WHAT? the textual understanding, overview of the text material and the ability to select relevant information ;

-WHAT? ability to develop the subject, make appropriate perspectives and present a cohesive and well-structured, using it

-WHAT? the ability to enter into a conversation in English, present views, and to present views, and to make consistent views of the case ;

-WHAT? ability to explain and apply the relevant concepts and methods in relation to text (s) and subject and make appropriate linguistic and stilistic observations ;

-WHAT? security in the herb of the English language, including language accuracy, opinion, language and vocabularity.

One grade shall be given based on a holistic evaluation of the verbal performance of the examiner's oral performance.

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Appendix 12

English B-htx, June 2013

1. Identity and purpose

1.1. Identity

English is a skill class, a culture class and a knowledge class that deals with the language of English and the globalised world. The workspace is the English language as a means of communication and as a means of understanding of cultural and social conditions and technical, technological and natural scientific conditions. The business includes the work of communication in practice with particular focus on technical, technological and science subjects, text analysis and text perspective and a general linguistic dimension.

1.2. Objective

In English B, the purpose of developing skills is to understand and use the English language and thus create the conditions for the student to participate actively in international and global contexts, both personally and professionally. In addition, the body must provide the basis for the student to be able to communicate across cultural boundaries in both general and technical, technological and scientific links.

The various disciplines of the Union must contribute to the creation of linguistic knowledge and awareness as a prerequisite for continuing the dedication of the profession and for higher education in English or study to which competencies are required in English.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? understand authentic English, including formal and informal languages, language and writing, literary language and basic technological and natural scientifically ;

-WHAT? use a general and technical vocabable vocabinal for the control of the main rules of the grammar, including the use of syntactic basic structures ;

-WHAT? apply a basic vocabable vocabable technical, technological and natural scientific knowledge ;

-WHAT? use a basic knowledge of the building and grammar of the English language, for the language of the language, the textual understanding and the dissemination of the language ;

-WHAT? use appropriate study strategies for the selection of substance,

-WHAT? apply appropriate text analysis methods and perspectives ;

-WHAT? use a basic knowledge of historical, cultural, societal and technological conditions in the language area for the perspective of the current conditions ;

-WHAT? use relevant, including information technology tools for the presentation of technical, technological and natural scientific topics, and to the acquisition and critical assessment of new knowledge of the language and world world ;

-WHAT? account for and participate in conversation in English on everyday, societal, literary, technological and natural scientific topics ;

-WHAT? translate simple texts from Danish to English and from English to Danish and to summarse and formulate texts with alment of technology

2.2. Kernestof

The core material shall comprise :

-WHAT? texts and electronic-based material with ethical and historical content in technology and natural sciences

-WHAT? basic technical, technological and natural scientifically, terminology ;

-WHAT? significant English-language texts in the literary main genders ;

-WHAT? general and technology-related communications ;

-WHAT? central texts and electronic-based material, which together provide a portrait of Great Britain and the United States of America, including historic, cultural, societal and technological matters ;

-WHAT? a systematic English grammar combining theory, language sensitivity, language negligence and practical application.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall be chosen so that the substance involved in the development of the trade unions is included in the development of the trade. The additional matter typically includes the current English language, which is perspective and deepening the core material, and is not necessarily part of the subject matter. Work on the additional substance will often be characterised by a high degree of eleventurment.

3. Organisation of the Organisation

3.1. Didatical principles

The teaching must be based on the level of professional skill set by students in primary school and must be organised so that they gradually meet greater complexity in the field of choice and methodology and experience greater autonomy and responsibility in relation to their own professional development. We need to have a change between inductive and deductive forms of work.

Work on the various fabric of the profession must be integrated so that the pupils experience a clear correlation between expression, matter and communication. We need to work on listening, read and communication strategies, and the students ' own language production in writing and speaking must be a priority.

The language of the language is quite predominating English.

3.2. Work Forms

The training shall be organised in the form of six to eight subjects which include a diverse and varied material.

The written work is planned, so that there is a degree of progression and coherence for writing in the other subjects. The written work shall include screening, testing and testing of linguistic skills and the language negligence. It is used to document the skills of students, to disseminate and to self-employment of issues, including essaywriting.

A discretionary subject shall be subject to the approval of the teacher, where students individually or in groups of up to four pupils are working on one or more texts with a technical, technological, scientifically scientifically literary or general subject in the field of : The core. A synopsis is drawn up, which shall be used as an examination basis at the final oral test.

3.3. IT & Electronic Media

The IT and electronic media are used with the overall aim of promoting the learning process and learning result of students.

The integration of electronic media in education gives the pupils the opportunity to experience the language of varied authentic and current contexts.

It must be used as one of several tools in the work of texts and in the work on the proficiency side of the language plaything. The practical application of IT must also strengthen the ability of students to seek, select and disseminate relevant technical material, and the students must gain knowledge of the importance of various electronic media for communication.

3.4. Collections with other subjects

The profession is covered by the general requirements for interactions between the trade unions, including through its contribution to the study area as described in Annex 2, the parts of the substance and the supplementary matter are chosen and treated in such a way that it contributes to the strengthening of the trade union ; interaction in the study.

The cooperation with the subject of communications, technical, technological and natural scientifically, is weighted very high.

4. Evaluation

4.1. Ongoing Evaluation

The technical viewpoint of the students shall be evaluated by means of an initial screening process followed up by tests. At the end of each topic or project progress, an evaluation shall be carried out so that the pupils achieve a clear understanding of the level and development of the professional position, so that the individual and common reflection on the yield of : the training shall be strengthened. The basis for evaluation must be the professional objectives.

4.2. Test methods

A central written test and an oral test shall be held.

The written test

The basis of the written test is a two-divided centrally placed task set. The duration of the test is five hours.

The entire task set is delivered at the start of the test. Partial 1 is answered without use of computer or professional assistance resources. When subtest 1 has been delivered to a supervisor by one hour, the student may start the computer. In the response to part test 2, all auxiliary means are permitted. Communicating with the outside world is not allowed. Furthermore, the use of the Internet is not allowed, cf.. however, section 15 (3). 2, in the general diploma.

The oral test

Mundable test on the basis of the synopsis of the examiner in the self-chosen subject and an unknown text material with a link to one of the studies studied.

The unknown sample material shall consist of one or more texts with a combined scope of approximately 5 000. two to four normal sides depending on the value of the material. The text material is precoached with a short instruction in English. The issues covered as the basis for the test must also cover the technical objectives and the core material. The same unknown sample material may be used more than three times on the same team.

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

The samination is two-tier.

The first part is made up of the examination by the examiner's presentation of his discretional subject, complemented by an in-depth question from the examiner.

The second part acts as a conversation between degrees and examiner on the unknown text material with the involvement of the studied subjects.

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

A standard side is too prosa 1300 letters, corresponding to approximately 30%. 1350 characters, and for lyrik/drama 30 lines.

In the case of the use of electronic media material, three to six minutes of playback is equivalent to one normal side.

4.3. Assessment criteria

Both the written and oral examination shall be assessed by the extent to which the achievement of the examiner shall meet the trade union objectives as defined in point. 2.1.

By the written test, the emphasis shall be placed on :

-WHAT? the textual understanding, overview and ability to select relevant information ;

-WHAT? understanding the communication situation and the ability to adapt text to recipient

-WHAT? ability to structure, expand the subject and make appropriate perspectives

-WHAT? ability to use appropriate remedies, including IT ;

-WHAT? security in the herence of the English language, including language accuracy, language and vocabularity ;

-WHAT? the ability to present views and arguments coherently.

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

By the oral test, the emphasis shall be placed on :

-WHAT? understanding of the subject and text ;

-WHAT? ability to expand the subject, make appropriate perspectives and present a substance in the context of the use of it ;

-WHAT? the ability to engage in conversation in English, present views and argu;

-WHAT? ability to explain and apply the relevant concepts and methods in relation to text (s) and subject and make appropriate linguistic and stilistic observations ;

-WHAT? security in the herb of the English language, including language accuracy, opinion, language and vocabularity.

One grade shall be given based on a holistic evaluation of the verbal performance of the examiner's oral performance.

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Appendix 13

Physics A-htx, June 2013

1. Identity and purpose

1.1. Identity

The cover is human experimentation, through hypotheses, experiments, and observation to achieve a structured understanding of the world. The fact is that the family is very close and practical, and it involves experience of physical phenomena. The Fame is experimental and theoretically, and it places emphasis on models, concepts and methods. Work is being done on the language and concepts of physics. The contribution contributes to the description, understanding and discussion of societal and technological aspects and to scientific and technological training by providing prospects for the knowledge and technology history of science and technology. The Fame offers an understanding of the scientific method of working and its importance in the development of culture and world view.

1.2. Objective

This contribution contributes to the overall objective of education, that the pupils must be able to use natural scientifical concepts and methods for solving practical and theoretical issues.

The family provides a basis for the pupils to be able to work with the scientific working method, project work, experimental subjects, the theory, models and practical problems of physics, in workshops and laboratories. Through education in the profession, students are given a genuine academic competence at the highest high school level and the students will be able to combine theoretical knowledge with experiments and use model descriptions in the field of technology and technical fields. The Fame strengthens the interactions between the professionals in the study by involving the dedicated knowledge from other subjects in concrete projects and themes.

The body contributes to the understanding of natural scientifically based issues of general human, technological and social issues and to student competence in the field of science, technological and technical fields.

2. Fact objectives and professional content

2.1. Fagable targets

The students must :

-WHAT? identify, be able to apply and analyze physical dimensions, dimensions, and devices

-WHAT? be able to use the language and terminology of the trade and terminology orally and in writing and in writing and may be exchanged between daily and professional languages ;

-WHAT? have insight into the basic laws of physics and be able to use them for the experimental work and to the solution of theoretical, technological and technical problems ;

-WHAT? could account for physical phenomena and include sub-areas of the physics of a historical and technological perspective ;

-WHAT? be able to analyse and assess physical, technical and technological issues from the model concept and on the basis of the model, including use in the field of technical and technological fields ;

-WHAT? be able to analyze problem positions, set up solution models, plan, and conduct physical experiments incorporating measurements, calculations and assessments

-WHAT? be able to enter into new physical areas and demonstrate understanding of the natural scientific work method in a broader context, account for the fields of application of the work method and outlook in terms of insight into the physics through work with its own areas of interest.

2.2. Kernestof

The core matter is :

-WHAT? movement in one and two dimensions, including movement at a slippery slope, slope and smooth circular movement

-WHAT? the concept of power and the laws of Newton, including the ensuing forces, gravitational law, pressure, rotation and friction ;

-WHAT? the laws and concepts for the description of the rotation of the rigid bodies, including the impulse, power torque, inertia and Steiner statement ;

-WHAT? the energy concept, the work and associated potential energy, kinetic energy, rotation energy, turnover between energy and work and energy conservation ;

-WHAT? the temperature concept, heat, internal energy, state, phase overhead, the ideals and the work of the gas ;

-WHAT? the first and second headline of the thermodynamics, thermodynamic circles, including efficiency and power ;

-WHAT? concepts and laws for the description and calculation of regular circuits, including electromotoric power and internal resistance ;

-WHAT? electrical and magnetic forces and fields, including in particular electrical fields in capacitors and magnetic fields, around managers and coils ;

-WHAT? induction and alternating current with particular reference to energy supply ;

-WHAT? concepts and laws for the description of waves, including the superposition, wrestling and interference, with particular reference to optical phenomena and applications.

2.3. Supplemental fabric

The student will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall be of a degree equal to approximately 5 000. 25%. of the training period and shall include at least one valrogate.

The student must in the supplementary matter outlook its insight into the physical and the work of its own areas of interest. In the supplementary matter, current technological topics are involved in the discussion of these quantitative and qualitative and qualitative terms and in a social perspective.

3. Organisation of the Organisation

3.1. Didatical principles

When the business is one Student course, the instruction must be based on a professional level corresponding to the level of pupils from elementary school.

When the business is one elective the starting point is taken in a professional level similar to physics B.

The education must be carried out with the main emphasis on inductive, holistic education. The student must have the opportunity to draw conclusions and to put its knowledge into a broader context and relate to the technical and technological application of the theories, concepts and methods of physics.

Education must be based on the experience of the student's experience and to include topics from the technology of everyday life. The teaching is mainly carried out in thematic process and in projectorganised teaching, where the curiosity, openness and investigative attitude of pupils are to be supported. There must be a progression in the professional, analytical and learning skills of pupils, through the overall course of action.

3.2. Work Forms

The teaching must design as a interaction between theory and experiment. The emphasis is placed on the student's self-employed experimental work, which is incorporated into the whole education process. The student has been supported from the start, so that increasing autonomy in the formulation, investigation and dissemination of physical issues is gradually being achieved. The training shall be organised with the involvement of various models, descriptions and forms of work that are suitable for the solution of different types of questions.

The practical work in laboratories and workshops shall be at least 1/6 of the training time of the professional.

Essential elements of the additional substance shall be introduced through the work of the student with a management and an independent project. The consort and the self-employed project must be selected in the area of separate areas.

The self-employed project is based on a physical, technical or technological issue. The issue is chosen by the student himself and illus through experimental work and associated theory. The self-employed project is being disseminated via a written report.

The work on the management organisation is organised so that the pupil of the pupil divers in a limited area in this area.

Written duties include work on the various written genre of the profession and is part of the learning process. The written work shall include, inter alia, the following :

-WHAT? Experimented Work Records

-WHAT? reports drawn up on the basis of journals

-WHAT? different types of task, including for the training of professional elements, interplay with other subjects and in writing ;

-WHAT? other products, such as presentations, posters and projections.

The written work shall be organised so that there is the progressive nature of the subject and the context of writing in other subjects in the development of the written competencies of the individual student.

3.3. IT

In the business, it must form part of data collection and processing of results, simulation and visualization, so that the student tests different models and has a background to interpret test results.

IT tools are used in the presentation of studies and results, and the information search is ongoing in the business, in particular in the context of projects and management services.

3.4. Collections with other subjects

The profession is subject to the general requirements for interactions between the trade unions, including through its contribution to the study area as described in Annex 2, the cooperation with the other classes in the study process, including in particular the other technical / technical studies, and the other studies ; A high level of science and mathematics is also a high priority.

When the Physics A is part of one Student registration , a joint process must be planned where models have a central place and where the technical / technological and societal angle is exposed. Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study.

When Physics A is elective , in a technical / technological context, the knowledge and skills of students must be involved, so that the trade is exposed and outlooked in a technical / technological context.

4. Evaluation

4.1. Ongoing Evaluation

Student dividends shall be evaluated periodically, so that a forward-looking guidance is based on the individual pupils in the work of attering the professional objectives and for the alignment of the teaching. The student must have a feedback on the professional level of written and oral performances. The assessment shall be determined in relation to the expected skills development of the student body.

4.2. Test methods

A central written test and an oral test shall be held.

The written test

Written test on the basis of a centrally provided IT-based task set. The task set is made up of tasks with the basis of the core material in the furtive. 2.2.

The duration of the test is five hours.

The oral test

An oral test shall be carried out with approximately 5 30 minutes of preparation time and approximately 30 minutes of examination time on the basis of the independent examination of the examiner's independent project, cf. Act. 3.2, and a question with a corresponding annex, assigned by drawing. The individual questions are based on a core matter or in the management network and shall cover the core and the walkway grid wide. The questions without annexes must be known to the examination prior to the test. Each question must be used more than two times on the same team. The questions associated with supporting documents and a list of the self-employed projects shall be submitted to the censor in advance of the test.

The examination is based on the examination by the examiner's presentation of its independent project. The presentation will be supplemented by one or more questions from the examiner. The other extermine does then for the towed question and perspective the topic using the annex. The examination shall then form an in-depth discussion between the examination and examiner examination, where relevant matters in the field of the entire professional and supplementary substance can be involved.

4.3. Assessment criteria

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

By the written test, the emphasis shall be placed on :

-WHAT? the ability of the examiner to analyse physical issues, make use of an appropriate model and account for the methods used ;

-WHAT? the ability of the examiner to assess the use of the theoriers and models in the technical and technological area ;

-WHAT? the professional knowledge of examiners in the field of nuclear material,

-WHAT? that the examination of the examiner is clearly shown in the response. Symbol and Formula Writing, Intermedies and Unity Species must be included in the response

-WHAT? the ability of the examiner to use natural scientific thinking, process models, interpreters test results, evaluate and analyse an experimental course, and to assess the technological conditions.

By the oral test, the emphasis shall be placed on :

-WHAT? the understanding of physical concepts and principles, the ability to dispose of the examination and understanding of the experimental work, including physical laws and their application, and the model concept ;

-WHAT? the ability of the examiner to work based on the scientific working method and to plan and conduct experiments ;

-WHAT? the ability of the examiner to give an insight into the insight into the physics of his independent project and the extracted question with associated attachments ;

-WHAT? the ability of the examiner to use natural scientific thinking, process models, interpreters test results, evaluate and analyse an experimental course, and to assess the technological conditions.

In both the written and oral examination, one grade shall be given in the form of a holistic evaluation of the performance of the examiner.

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Appendix 14

Physics B-htx, June 2013

1. Identity and purpose

1.1. Identity

The cover is human experimentation, through hypotheses, experiments, and observation to achieve a structured understanding of the world. The fact is that the body is very close and practical, and it involves experience of physical phenomena. The Fame is experimental and theoretically, including models, concepts and methods. Work is being done on the language and concepts of physics. The Fame contributes to the description, understanding, and discussion of technological and social conditions and to scientific and technological training by providing prospects for the knowledge and technology history of science and technology. The Fame offers an understanding of the scientific method of working and its importance in the development of culture and world view.

1.2. Objective

This contribution contributes to the overall objective of education, that the pupils must be able to use natural scientifical concepts and methods for solving practical and theoretical issues.

The family provides a basis for the pupils to be able to work with the scientific working method, project work, experimental subjects, the theory, models and practical problems of physics, in workshops and laboratories.

The Fame puts students in a position to combine theoretical knowledge with experiments and use model descriptions in the field of technology and technical fields. The Fame strengthens the interactions between the professionals in the study by involving the dedicated knowledge from other subjects in concrete projects and themes.

The body contributes to the understanding of natural scientifically based issues of general human, technological and social issues and to student competence in the field of science, technological and technical fields.

2. Fact objectives and professional content

2.1. Fagable targets

The student shall :

-WHAT? knowing and could use physical sizes and devices

-WHAT? be able to use the language and terminology of the trade, orally and in writing, in writing and in writing and in the exchange of languages between professional and professional languages ;

-WHAT? be able to use the basic laws of physics in connection with experimental work and to the solution of simple theoretical problems ;

-WHAT? could account for physical phenomena and demonstrate knowledge of the physics of a historical and technological perspective ;

-WHAT? account for the physical, technical and technological issues and for the application of physical concepts and models in real-life conditions, including uses in industry or the school ' s working day ;

-WHAT? plan and conduct simple physical experiments and analyze simple physical issues, design solutions and perform a greater experimental work in which forms the measurements, result treatments and ratings ;

-WHAT? account for the use of the natural scientific methods of work.

2.2. Kernestof

The core matter is :

-WHAT? simple movements of one and two dimensions

-WHAT? the concept of power and the laws of Newton, including gravitational, pressure, up-operation and friction ;

-WHAT? the concept of energy, mechanical work, kinetic energy, potential energy in homogeneous gravitational fields, turnover between energy and work, and energy conservation ;

-WHAT? the temperature concept, heat, internal energy, state, phase overhead, the ideal gas and the work of the gas and the thermodynamics first main statement ;

-WHAT? concepts and laws for the description and calculation of simple regular circuits, including electromotoric power and internal resistance ;

-WHAT? manufacture of exchange current for the purpose of energy supply ;

-WHAT? concepts and laws for the description of optical refractive phenomena.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall be of a degree equal to approximately 5 000. 20%. of the training period and must contribute to the prospects and development of areas from the core and the individual areas of interest of the pupils.

In the supplementary matter, current technological topics are involved in the discussion of these quantitative and qualitative and qualitative terms and in a social perspective.

3. Organisation of the Organisation

3.1. Didatical principles

The training must be based on a professional level corresponding to the elevens ' level of primary school and must be carried out with the main emphasis on inductive, holistic education. The student has to put his knowledge into a larger context.

The teaching must be organised on the basis of the student's experience world and with the inclusion of subjects from everyday technology, and must preferably be carried out in thematic stages and in projectorganised teaching. The curiosity, openness and investigative attitude must be supported.

The teaching must show the consistency between the theories of physics and everyday life's practical questions. The degree of autonomy is increasing, and there is work on the progression of the substance in relation to the abstraction level.

3.2. Work Forms

The teaching is based on the day-to-day and experience of students and experience with physical phenomena and must be organised as a interaction between theory and experiment. The emphasis is placed on the student's self-employed experimental work, which must be integrated into the whole education process.

The practical work in laboratories and workshops shall be at least 1/5 of the training time of the professional.

The student has been supported from the outset in such a way that, as a result, increasing autonomy in the formulation, investigation and dissemination of physical issues is gradually being achieved.

This training shall be based on different models, descriptions and forms of work that are suitable for solutions to different types of questions.

The student gathers information from an experimental work and compares studies from the reality and the results of these results, both orally and in writing.

A substantial part of the additional substance is introduced through the work of the student with an independent project which is based on a physical, technical or technological issue. The issue is chosen by the student himself and illus through experimental work and associated theory. The self-employed project is being disseminated through a written project report.

Written duties include work on the various written genre of the profession and is part of the learning process. The written work shall include, inter alia, the following :

-WHAT? Experimented Work Records

-WHAT? reports drawn up on the basis of journals

-WHAT? different types of task, including for the training of professional elements, interplay with other subjects ;

-WHAT? other products, such as presentations, posters and projections.

The written work shall be organised so that there is the progressive nature of the subject and the context of writing in other subjects in the development of the written competencies of the individual student.

3.3. IT

In the business, it must form part of data collection and processing of results, simulation and visualization, so that the student tests different models and has a background to interpret test results.

The IT tools shall be used for the presentation of studies and results. The information search is ongoing in the business, especially in connection with project and theme courses.

3.4. Collections with other subjects

The profession is subject to the general requirements for interactions between the trade unions, including through its contribution to the study area as described in Annex 2, the cooperation with the other subjects in the study process, including in particular the technical / technological fields ; Natural science and mathematics are also weighted very high. Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study.

4. Evaluation

4.1. Ongoing Evaluation

Student dividends shall be evaluated periodically, so that a forward-looking guidance is based on the individual pupils in the work of attering the professional objectives and for the alignment of the teaching. The student must have a feedback on the professional level of written and oral performances. The assessment shall be determined in relation to the expected skills development of the student body.

4.2. Test form

An oral examination shall be held on the basis of the independent project of the examiner, cf. Act. 3.2, and experimental work carried out as part of the preparation for the test.

Expermeation time is approximately 30 minutes. Approbe some. 24 hours of preparation time, however, not less than 24 hours during which the examinations in groups of up to three carry out one or more self-selected experiments that illustrate the issue within a theme assigned to the group for drawing. Each theme shall contain a specific physical problem, and the themes together must cover the nuclear material and the additional substance. The Ekmydes don't know the themes in advance. The total duration of the experiment shall not exceed six hours. A list of the independent projects and the themes of experiments shall be sent to the censor prior to the test of the test.

The examination shall be based on the examination of its independent project, supplemented by one or more questions from the examiner. The other exposures shall then perform the experiments during the preparation time and justify the selection of these in relation to the assigned theme. The examination shall then form an in-depth discussion between the examination and examiner examination, where relevant matters in the field of the entire professional and supplementary substance can be involved.

4.3. Assessment criteria

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

Particular attention shall be paid to :

-WHAT? the ability of the examiner to exercise natural scientific thinking, to plan and implement simple science experiments and to explain the theory of the experimental course of events ;

-WHAT? the ability of the examiner to work on the scientific workings of the natural scientific method and to account for the physical, technical and technological problem positions ;

-WHAT? the ability of the examiner to outlook knowledge in physics from the independent project and the experiments carried out during the preparation time ;

-WHAT? the understanding of physical concepts and principles and understanding of the experimental work, including physical laws and their application.

One grade shall be given based on a holistic evaluation of the verbal performance of the examiner's oral performance.

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Appendix 15

Ideéhistory B-htx, June 2013

1. Identity and purpose

1.1. Identity

Idea history deals with the development of the human way of dealing with the world as it is expressed in ideas and ideas in philosophy, science, politics, economics, religion, aesthetics and technology. Fame sees the ideals of an historical, social and cultural context and as a starting point to reflect on, perspectives and take a position on issues, thoughts and theories in the period of time. Idea history connects ideas and ideas of different kinds, goes into dialogue with the other subjects and raises issues and perspectives issues across professional boundaries and knowledge.

1.2. Objective

Through education in Ideation History B, students must promote their understanding of how human conceptions of nature, technology, society and individual have evolved, their historical awareness of the ideals ' development and conflict and their capacity for to use an ideical historical point of view of a current theoretical or practical issue.

Work on ideation historical texts and questions must strengthen the ability of students to reflect on ideas, performances and values, the meetings in education and in their world, and to argue and argue on the basis of knowledge and insight. The teaching must contribute to the overall aim of education, preparing the student for higher education.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? show knowledge of the development of key ideas, technological and life conditions in different epoets and cultures ;

-WHAT? account for crucial historical conflicts in different periods

-WHAT? analyse and understand key reasons and contexts of the development of the ideals and technologies ;

-WHAT? make comparisons of different positions concerning certain specific ideas and technology-historical central questions ;

-WHAT? analyse the interaction between ideals, technologies and other life-randall development ;

-WHAT? analyse concrete historical and technologiteoretical issues

-WHAT? demonstrate an overview of the developments of the ideals within each of the areas of the nuclear material,

-WHAT? discuss and perspectives current issues in technology, science, politics, art and ethics, with an ide-historical background.

2.2. Kernestof

The core material is the development and conflicts of the ideals in the following periods :

-WHAT? oldtime,

-WHAT? Middle ages and renaissance

-WHAT? the nature of the natural scientifi;

-WHAT? the information hours and the industrial revolution ;

-WHAT? 19. Century and industrial society over the period of interwar.

-WHAT? Modern society.

During the processing of the core, the following approaches are used :

1) Recognition, knowledge-maker and technology

-WHAT? the training and development of the concept of science and technology, the supporting institutions and the interaction between the different sciences and technology forms ;

-WHAT? basic ideas of the nature of the recognition,

-WHAT? recognition test and scientific characterisation of technologies.

2) Aesthetic, art and design.

-WHAT? the development of the ideals of the fair in nature, technology and art.

-WHAT? the development of different arts and design, with corresponding institutions and by various understandings of the aesthetic.

3) Finance, politics and economics

-WHAT? the development and interaction of the political and economic performance of technologies ;

-WHAT? different forms and aspects of political control ;

-WHAT? political ideologies and conflicts

-WHAT? technical rationality and economic principles ;

4) Ethics and existence

-WHAT? the development of ethical conceptions and perceptions of human existence ;

-WHAT? The significance of ethics and the importance of the philosophy of modern life understanding

-WHAT? ethical and existential aspects of the development and implementation of technology ;

5) Faith and rationality

-WHAT? the upcoming and development of religions, mytheses, life scisings and other metaphysical systems and convictions ;

-WHAT? opposites, tensions and interactions between faith and knowledge

-WHAT? secular and religious influxes in modern society.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. In addition to the core matter, supplementary matter is included. The core perspective is being put into perspective by putting the idea story in relation to other professional issues-historical, societal, psychological, logical, etc. -or by examining the relationship between the individual areas of the nuclear feat.

The additional substance is deepening the core, with texts and studies that include specific periods, thinkers and themes.

3. Organisation of the Organisation

3.1. Didatical principles

The emphasis is given to a interaction between the analysis of historical cases and superb-creating and teorizing. The starting point will often be a deepening of a concrete historical incident, conflict or development, and its social, political, cultural or technological significance. In addition, a problem-oriented approach complemented by historical analysis is added to the problem-oriented approach.

3.2. Work Forms

The teaching is organised as a series of examples and projects in which the historical periods are involved individually or across. Written tasks will be written on the basis of different historical periods. The students work individually or in groups on the written work which has the form of written products or electronic presentations.

A final task is drawn up, which is presented by the school, which is due to the oral test. The task can be drawn up in groups of up to three pupils. The task must be able to form part of the baser of the scarlet and should, if appropriate, be the basis of the oral test.

3.3. IT

It is used as a search tool. The emphasis is placed on the development of creativity and methodologies in the search and compliance of the copyright rules. It is also used in reporting and dissemination of ideas historical topics in writing, sound and visualization.

3.4. Collections with other subjects

In cooperation with the other classes of education, the profession of a historical dimension, both in terms of science and technology, contributes to a historical dimension, both in terms of human nature. The emphasis is placed on the development of the ideals ' history as the key to cooperation with other subjects. The profession offers an opportunity both to elevate the elevency of the student's historical consciousness in general and in specific areas of expertise.

Parts of the subject matter of trade and supplemental substances shall be chosen and treated in such a way as to contribute to the reinforcement of professional interaction in the study.

4. Evaluation

4.1. Ongoing Evaluation

Attention should be given to a thorough evaluation of the written tasks, so that the student has the opportunity to qualify for his professional opinion. Similarly, the oral communication, including the equality of electronic presentations, is evaluated.

4.2. Test form

An oral test shall be held on the basis of the final task of the examiner, which has been submitted locally, cf. Act. 3.2. The tasks shall be sent to the censor in advance of the test.

Expermeation time is approximately 30 minutes. Preparation time is around. 30 minutes.

In the case of the test, the examiner shall bring its final task. The teaching material, other written tasks and other material must be brought into the joint. For the preparation time, the examiner will be presented for one or more questions related to its final task. In the case of examination, only the final task and notes from the preparation time must be brought to the conclusion of the preparation.

The examination shall be based on the presentation and presentation of the examiner, supplemented by the examiner questions. The Committee shall then act as an in-depth conversation between examination and examiner degrees, starting with the subject ' s objectives.

4.3. Assessment criteria

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

The assessment shall be attached to the capacity of the examiner to :

-WHAT? to explain and argue in favour of the ideation historical problem, working method and results ;

-WHAT? to be able to take a perspective on the subject matter, including the possibility of applying different professional approaches to the subject matter ;

-WHAT? to be able to enter into a dialogue with the examiner on the detailed issues.

One grade shall be given based on a holistic evaluation of the verbal performance of the examiner's oral performance.

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Appendix 16

InformationTechnology B-htx, June 2013

1. Identity and purpose

1.1. Identity

Information technology is at the heart of modern society with its revolutionary point in technologies for searching, using, working and dissemination of data and information. The trade talks about the interaction between information technology and the development of technology and the use of information technology in education, professions and society. The Fame offers theoretical insight into and practical skills in the use of these technologies.

1.2. Objective

The profession contributes to the technology-almenteering and study of education by giving the students an orientation tool in the globalised world and an IT preparedness in professional and cross-disciplinary relations.

The profession increases the ability of students to deal with the needs of individuals, training, transferability and society, and abuse of information through theoretical insights and practical work on information technology.

The profession contributes to the understanding of information technology in the other fields and creates a qualitative technology-general basis for the choice of higher education.

The Fame contains practical, experimental and innovative elements that make the students able to handle IT as a technology while still evolving.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? account for the basic features of IT components (hardware and software) and the interaction between them ;

-WHAT? account for the interaction between IT components and user

-WHAT? account for the interaction between IT components and the physical surroundings ;

-WHAT? describe composite systems built by virtual levels

-WHAT? analyzing and describing safety needs and risk factors using a given IT system

-WHAT? select and use IT components as a tool to resolve a problem related to elevens, training, businesses and society

-WHAT? use it as an interactive media for documentation and communication

-WHAT? account for innovative IT systems composite with own IT solutions

-WHAT? implement prototypes on IT systems, including able to install, configure and customize appropriate IT components.

2.2. Kernestof

The core matter is :

-WHAT? IT components and their interaction with each other and with the physical environment ;

-WHAT? IT components and their impact on human activity

-WHAT? IT components-representation and data processing

-WHAT? modeling and composite systems built by virtual levels

-WHAT? IT security and protection

-WHAT? IT tools in connection with dissemination, knowledge search, calculation, documentation, communication, and modeling

-WHAT? IT innovation.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall have an extent equal to 20%. the total training period and must be selected in such a way as to :

-WHAT? with the achievement of the professional objectives,

-WHAT? supports the use of IT in interdisciplinary contexts,

-WHAT? deepening and perspectives the core material relative to the study

-WHAT? show the current trends within the profession.

3. Organisation of the Organisation

3.1. Didatical principles

The teaching of the profession shall promote the curiosity and apprentitiest of students through a creative and experimental approach to the subject areas of the trade. There is a need to exchange between superculations, experiments, drills and projects where both processes and products are focused. Work on various forms of documentation such as logbook, website, CD ROM, multimedia and video. The form of education shall be differentiated in such a way as to make all students develop in the course of education.

The students must have an influence in the selection of project tasks. The results of project tasks must be included as part of the teaching, through presentation and presentation in the class.

3.2. Work Forms

This training shall be based on the skills acquired in the communication / it C and through the use of IT in the other fields of education and in interdisciplinary contexts.

The technical objectives of the study shall be achieved through a interaction between courier-based, tematised and projectorating training. Thematic training shall be organised in cooperation with the other classes in the study.

The projectorating training must ensure that the student is going to work with the methods and tools of interdisciplinary and technological interconnections.

The projector palate instruction shall include a progression as regards :

-WHAT? professional width

-WHAT? professional depth,

-WHAT? independence.

The work form must, to a possible extent, be based on experiments and experimentation where IT components are developed, installed, tested and tested.

Tasks must be provided on tasks that are rehearsing the individual business objectives and project tasks, including a final project, which provides training to see the professional elements of a technical and interdisciplinary context.

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

The final project shall be drawn up within the framework of project proposals submitted by the school. The Committee shall draw up a project description approved by the school leader when the description is sufficiently professional and level-wise.

The project has a degree of equivalent to 30 hours of training. The project consists of a product and a report. The report shall describe the development of the finished product. The report shall have a maximum of 20 pages.

The return date must normally be within one week before the beginning of the examination period.

3.3. IT

As the subject area is the area of information technology, education can only be carried out with the extract of IT tools for experimentation, testing and preparing documentation.

The Internet is used as a search tool for information, guides, examples, threads, and library modules, with compliance with copyright rules and documentation requirements.

3.4. Collections with other subjects

The profession is covered by the general requirements for interactions between the trade unions, including through its contribution to the study area as described in Annex 2.

Cooperation with the other studies in the study process, including in particular the technical / technical studies, and the natural scientific subjects are also weighted.

When information technology B is included in a Student registration , a joint process must be planned where models have a central place and where the technical / technological and societal angle is exposed. Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study.

When information technology B is a elective the knowledge and skills of other subjects shall be forfeit, so that information technology is illustriated and taken in a technical / technological context.

4. Evaluation

4.1. Ongoing Evaluation

The student must have ongoing feedback about their professional level in relation to the specified targets. The evaluation will be based on the students ' daily work performance. This is done on the basis of :

-WHAT? Project Tasks

-WHAT? practice tasks and log books

-WHAT? Project Tasks Defections

-WHAT? oral presentation.

4.2. Test form

A project test shall be conducted with written report, product and associated verbal examination.

Before the oral part of the sample, the school sends a copy of the report to the censor. The examiner and censor shall be discussed before the oral part of the test the subject of examination of the examiner. The project report shall be read before the test, but not corrected and commented on by the teacher.

Expermeation time is approximately 30 minutes. Preparation time is not provided.

The oral part of the test consists of the presentation and presentation of the project complemented by the examiner ' s examination. On the basis of the project, the oral part also contains an in-depth discussion that can include topics in the whole of the subject matter of the whole of the subject matter of the trade and supplemental substances. The presentation and presentation of the project may not exceed half of the examination time.

4.3. Assessment criteria

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

Weight shall be given to :

-WHAT? the analysis and description of the project ' s problems ;

-WHAT? problem solving and choice of solutions including innovative value

-WHAT? the quality of the practical product,

-WHAT? the presentation and defence of the project ;

-WHAT? the document's documentation and communication value ;

-WHAT? the response to the detailed and supplementary questions.

One grade shall be given on the basis of a holistic assessment of the performance of the examiner's performance, the product and the oral sample.

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Appendix 17

Kemi A-htx, June 2013

1. Identity and purpose

1.1. Identity

The chemical cover describes how all the substances are built by atoms and how these substances can be decomposed or generated by chemical reactions. The cover refers to the properties of chemical substances, chemical reactions and the conditions that need to be present for a response to a possible response. In theory and practical, with issues related to key areas such as technology, medicine, health, environment and material development, including analytical methods for controlling and production control. The profession is an experimental subject, where chemical knowledge is developed in a interaction between experiments, models and theories. The profession has a close relationship with the other science and technical subjects, and is at the heart of technological training.

1.2. Objective

This is a contribution to the main purpose of education and training for the students to gain insight into key chemical concepts and their use. The students acquired the experience of the working methods of science and thinking, including how theory and practice play together in solving specific problems. In addition, elevers will gain the basis for understanding chemical-related issues in the fields of biology, technology and technology.

The students are dedicated to insight into the use and importance of chemistry in the production, world and technology, and they are strengthened in the understanding of how the use of certain substances affects people and the environment. The skills of the students in the field of higher education in the field of technology and science are developed through work on the profession.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? account for chemical phenomena at micro, macro and symbol level ;

-WHAT? use chemical models and chemical systematics to describe chemical phenomena ;

-WHAT? conducting calculations on chemical issues,

-WHAT? demonstrate understanding of the relationship between the various parts of the trade union ;

-WHAT? organising and conducting chemical experiments, and in connection with the establishment and testing of hypotheses ;

-WHAT? consorting with and account of the sound use of chemicals,

-WHAT? assemble, review and evaluate experimental data and document experimental work ;

-WHAT? linking theory and experimentation

-WHAT? gather, address critical and use information on chemical issues ;

-WHAT? disseminate chemical knowledge in writing and verbal in both the language and the parlour of the language ;

-WHAT? use professional knowledge to identify, account and discuss chemical issues from technology, production, everyday and current debates.

2.2. Kernestof

The core matter is :

-WHAT? the structure and characteristics of the substances in relation to binding types, state shapes, solubility and isomeri ;

-WHAT? chemical language, including formula, nomenclature, reaction form ;

-WHAT? nuclear models

-WHAT? chemical calculations, including gases, substance-scale calculation, chemical equilibrium, pH calculation in acid and Basse solutions, mixtures of acids and baser in aqueous solution, buffer solutions and mountain space chart ;

-WHAT? the characteristics and use of the inorganic substances,

-WHAT? organic matter classes, including hydrocarbons, alcohols, amines, oxocompounds, carboxylic acids, esters, and their properties and applications ;

-WHAT? the selected response types, including rim, redox and acid, basereations, addition, substitution, elimination, condensation and hydrolysis ;

-WHAT? biochemistry, including proteins, fats, carbohydrates and enzymes,

-WHAT? chemical equilibrium, including the calculation of the offset in homogeneous and heterogeneous equilibrium ;

-WHAT? the reaction track, including the meaning of temperature, concentration and catalytic analysis ;

-WHAT? Thermodynamic state functions : enthalpi, entropy and Gibbs-energy in relation to the flow of chemical reactions ;

-WHAT? quantitative and qualitative analysis, including spectrophotometry, chromatographic methods and potentiometric titration,

-WHAT? chemical synthesis,

-WHAT? chemicals and security ;

-WHAT? the use of chemistry in everyday life and in the field of technology, production and technology.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The substance and the additive together make up a whole. The additional substance is deepening and perspectives in perspective, and new subject areas may be included. The supplementary matter is selected, so that there is scope for work on issues from daily life, world and technology.

The students shall be involved in the selection of additional matter at which it is possible.

3. Organisation of the Organisation

3.1. Didatical principles

Training shall be organised in such a way as to ensure that the students achieve a wide understanding of chemistry and the importance of chemistry in everyday life and around the world. There is a great deal of interest in the issues of everyday life, technology and society. The teaching of the teaching is in such a way that there is a balance between basic chemical knowledge and the application of this in various contexts.

At the beginning of the process, a practical approach is taken, which can be a concrete examination in the laboratory or a phenomenon from the life of the students. A interaction between the specific and abstract elements of the trade must be created, so that the students gain insight and understanding at both levels.

During the process of teaching, there must be progression from experiments to experiment, from the concrete to the abstract and from a few to more degree of free degrees of pupils. The training shall be organised in such a way as to be put in an active learning role.

3.2. Work Forms

Variated forms of work must be selected. Project work is included as a natural part of education, specializable, or interplay with other subjects. The assimiation of basic chemical knowledge and skills is an integral part of the individual themes and projects. Some themes involve very much practical work in laboratories and workshops while others are more theoretical in nature. In the course of the educational process, an experimental course of action is organised where the student plans and implementing simple natural scientific experiments.

The practical work in laboratories and workshops is at least 16%. of the professional training period of the professional.

The oral dimension must be taken into account through discussion and the dissemination of chemical issues.

Added activities, including cooperation with external parties, are included in the instruction, as an element in the effort to view education and do it present for the pupils and to a degree that is relevant for the individual themes.

In the case of individual themes, the pupils must prepare a training course. The course work is a short, final presentation of the theme, where the overview and the technical depth are demonstrated. The course workers can contain journals, reports, plantations, electronic presentations, articles, etc., and the students will draw up some of these in groups and others individually.

Written in Chemistry A involves work on the various written genre of the profession and is an essential part of the learning process. The written work shall include, inter alia, the following :

-WHAT? Experimented Work Records

-WHAT? reports drawn up on the basis of journals

-WHAT? different types of task, including for the training of professional and other subjects and studies in writing ;

-WHAT? other products, such as course work, presentations, posters and projectrappings.

Written work in Chemistry A must give students the opportunity to prolong themselves in chemical issues and increase the dedication of chemical knowledge and working methods. The work on the solution of written tasks must clarify the requirements of the pupils ' control of the professional objectives of the written test in chemistry.

The written work shall be organised so that there is the progressive nature of the subject and the context of writing in other subjects in the development of the written competencies of the individual student.

3.3. IT

It is used in connection with experimental work, so that students learn to use equipment and programs for data collection and data processing. It must also be used in the context of visualization and modeling of chemical compounds and reactions. In addition, it must be used for information search and for the presentation of studies and projects.

3.4. Collections with other subjects

Chemistry A is covered by the general requirements for interactions between the professionals, including through its contribution to the study area as described in Annex 2.

Cooperation with the other studies in the study process, including in particular the technical / technological professions and the scientific studies, is also weighted very high.

Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study.

When Chemistry A is part of a Student registration in conjunction with a different science class and / or math, a common path must be planned in which the connection between chemistry and the subject (s) must be provided.

Once Chemistry A is elective , in a technical or technological context, the knowledge and skills of students must be involved, so that the trade is exposed and outclashed.

4. Evaluation

4.1. Ongoing Evaluation

The yield of the performance of the teaching shall be evaluated periodically so that a forward-looking guidance is based on the individual pupils in the work to achieve the professional objectives and for the alignment of the teaching.

4.2. Test methods

A central written test and an oral test shall be held.

The written test

The duration of the written test shall be five and a half hours and consists of two parts. At the beginning of the test, a voucher material which is normally available in groups of up to four can be used in preparation for the test. After half an hour, a centralised task set that consists of tasks that are made up of the core material is provided in a furtive. 2.2. The task set must be answered individually by the examiners.

The oral test

The head of the school chooses for the individual team one of the following two forms. In the case of both samples, the tasks shall be made by an examiner and shall cover the subdisplay description wide. Each task is used up to a maximum of two times on the same team and any Annex may be used several times after the examiner's choices.

Test form a)

Mundant test on the basis of a task which covers both theoretical matter and experimental work in the same area. The task is based on a training course of work, cf. Act. 3.2. There must be an annex. The tasks without the appendices shall be known to the examiners prior to the test.

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

The examinations must be included in the examination.

Test form b)

Experimental oral test on the basis of a task which comprises a well-known experiment and a theoretical subtask within the same area. The tasks as a whole must be known to the examinations prior to the test.

Expermeation time is approximately 120 minutes for three exams. The first approximately 15 minutes is the elevency time of the elevency without access to the lab. The test is experimental, where up to three examiners at a time, works individually with the experiment in about. 105 minutes.

Expermeator and censor conversations with examinations on the experimental and theoretical aspects of the task.

4.3. Assessment criteria

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

By the written test, the emphasis shall be placed on the following :

-WHAT? the examiner is able to use its chemical knowledge on new issues

-WHAT? the response is accompanied by the explanatory text, the reaction forms, calculations, figures and chemical formulae to the extent to which the examination of the examination is clearly stated ;

-WHAT? The examiner is capable of having qualified, qualified to withdraw the voucher material in the response.

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

By the oral test, the emphasis on the capacity of the examiner shall be that :

-WHAT? explain the principles of experimentation, including theoretical considerations, planning, results working and interpretation of results.

-WHAT? account for chemical phenomena at micro, macro and symbol level ;

-WHAT? express itself clearly, accurately and understandably, using the terminology of the profession ;

-WHAT? demonstrate understanding of contexts between the various parts of the trade ;

-WHAT? relate to chemical issues in technology, around the world and the daily lives.

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

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Appendix 18

Kemi B-htx, June 2013

1. Identity and purpose

1.1. Identity

The chemical cover describes how all the substances are built by atoms and how these substances can be decomposed or generated by chemical reactions. The cover refers to the properties of chemical substances, chemical reactions and the conditions that need to be present for a response to a possible response. In theory and practical, with issues related to key areas such as technology, medicine, health, environment and material development, including analytical methods for controlling and production control. The profession is an experimental subject, where chemical knowledge is developed in a interaction between experiments, models and theories. The profession has a close relationship with the other science and technical subjects, and is at the heart of technological training.

1.2. Objective

This is a contribution to the main purpose of education and training for the students to gain insight into key chemical concepts and their use. The students acquired the experience of the working methods of science and thinking, including how theory and practice play together in solving specific problems. In addition, elevers will gain the basis for understanding chemical-related issues in the fields of biology, technology and technology.

The students are dedicated to insight into the use and importance of chemistry in the production, world and technology, and they are strengthened in the understanding of how the use of certain substances affects people and the environment. The skills of the students in the field of higher education in the field of technology and science are developed through work on the profession.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? account for chemical phenomena at micro, macro and symbol level ;

-WHAT? use chemical models and chemical systematics to describe chemical phenomena ;

-WHAT? carrying out simple chemical calculations,

-WHAT? organising and conducting simple chemical experiments and in connection with the establishment and testing of hypotheses ;

-WHAT? consorting with and account of the sound use of chemicals,

-WHAT? assemble, review and evaluate experimental data and document experimental work ;

-WHAT? linking theory and experimentation

-WHAT? collecting, selecting and using information on chemical matters ;

-WHAT? disseminate chemical knowledge in writing and verbal in both the language and the parlour of the language ;

-WHAT? use professional knowledge to identify, account and discuss simple chemical issues from technology, production, everyday and current debate.

2.2. Kernestof

The core matter is :

-WHAT? the structure and characteristics of the substances in relation to binding types, state shapes, solubility and isomeri ;

-WHAT? chemical language, including formula, nomenclature, reaction form ;

-WHAT? simple chemical calculations, including substance-scale calculation and pH calculation,

-WHAT? the characteristics and use of the inorganic substances,

-WHAT? a wide range of organic matter classes and the characteristics and uses of these substances, including hydrocarbons, alcohols, carboxylic acid and esters,

-WHAT? selected response types, including redox and acid basereads ;

-WHAT? chemical balance,

-WHAT? the reaction rate of qualitative base, including the meaning of temperature, concentration and catalytic analysis ;

-WHAT? quantitative and qualitative analysis ;

-WHAT? chemical synthesis,

-WHAT? chemicals and security ;

-WHAT? the use of chemistry in everyday life and in the field of technology, production and technology.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The substance and the additive together make up a whole. The additional substance is deepening and perspectives in perspective, and new subject areas may be included. The supplementary matter is selected, so that there is scope for work on issues from daily life, world and technology.

The students shall be involved in the selection of additional matter at which it is possible.

3. Organisation of the Organisation

3.1. Didatical principles

Training shall be organised in such a way as to ensure that the students achieve a wide understanding of chemistry and the importance of chemistry in everyday life and around the world. There is a great deal of interest in the issues of everyday life, technology and society. The teaching of the teaching is in such a way that there is a balance between basic chemical knowledge and the application of this in various contexts.

At the beginning of the process, a practical approach is taken, which can be a concrete examination in the laboratory or a phenomenon from the life of the students. A interaction between the specific and abstract elements of the trade must be created, so that the students gain insight and understanding at both levels.

During the process of teaching, there must be progression from experiments to experiment, from the concrete to the abstract and from a few to more degree of free degrees of pupils. The training shall be organised in such a way as to be put in an active learning role.

3.2. Work Forms

Variated forms of work must be selected. Project work is included as a natural part of education, specializable, or interplay with other subjects. The assimiation of basic chemical knowledge and skills is an integral part of the individual themes and projects. Some themes involve very much practical work in laboratories and workshops while others are more theoretical in nature. In the course of the educational process, an experimental course of action is organised where the student plans and implementing simple natural scientific experiments.

The practical work in laboratories and workshops is at least 20%. of the professional training period of the professional.

The oral dimension must be taken into account through discussion and the dissemination of chemical issues.

Added activities, including cooperation with external parties, are included in the instruction, as an element in the effort to view education and do it present for the pupils and to a degree that is relevant for the individual themes.

In the case of individual themes, the pupils must prepare a training course. The course work is a short, final presentation of the theme, where the overview and the technical depth are demonstrated. The course workers can contain journals, reports, plantations, electronic presentations, articles, etc., and the students will draw up some of these in groups and others individually.

Written in Chemistry B includes work on the various written genre of the profession and is an essential part of the learning process. The written work shall include, inter alia, the following :

-WHAT? Experimented Work Records

-WHAT? reports drawn up on the basis of journals

-WHAT? different types of task, including for the training of professional elements and interaction with other subjects ;

-WHAT? other products, such as course work, presentations, posters and projectrappings.

Written work in Chemistry B must allow pupils to prolong themselves in chemical problems and increase the dedication of chemical knowledge and working methods.

The written work shall be organised so that there is the progressive nature of the subject and the context of writing in other subjects in the development of the written competencies of the individual student.

3.3. IT

It is used in connection with experimental work, so that students learn to use equipment and programs for data collection and data processing. It must also be used in the context of visualization and modeling of chemical compounds and reactions. In addition, it must be used for information search and for the presentation of studies and projects.

3.4. Collections with other subjects

Chemistry B is covered by the general requirements for interactions between professionals, including through its contribution to the study area as described in Annex 2.Cooperation with the other classes in the study process, including in particular the technical / technological professions and the studies ; in the case of natural science, the addition of nuclear material and supplemental substances shall also be chosen and treated in such a way as to contribute to the reinforcement of professional interaction in the study.

4. Evaluation

4.1. Ongoing Evaluation

The yield of the performance of the teaching shall be evaluated periodically so that a forward-looking guidance is based on the individual pupils in the work to achieve the professional objectives and for the alignment of the teaching.

4.2. Test methods

An oral test will be held. The head of the school chooses for the individual team one of the following two forms. In the case of both samples, the tasks are made by an examiner and must cover the subdisplay description wide, each task must be applied twice to the same team, and any attachments may be used more than once after the examiner's examinations ; Choice.

Test form a)

Mundant test on the basis of a task which covers both theoretical matter and experimental work in the same area. The task is based on a training course of work, cf. Act. 3.2. There must be an annex. The tasks without the appendices shall be known to the examiners prior to the test.

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

The examinations must be included in the examination.

Test form b)

Experimental oral test on the basis of a task which comprises a well-known experiment and a theoretical subtask within the same area. The tasks as a whole must be known to the examinations prior to the test.

Expermeation time is approximately 120 minutes for three exams. The first approximately 15 minutes is the elevency time of the elevency without access to the lab. The test is experimental, where up to three examiners at a time, works individually with the experiment in about. 105 minutes.

Expermeator and censor conversations with examinations on the experimental and theoretical aspects of the task.

4.3. Assessment criteria

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

Empamine attention shall be given to the capacity of the examiner to :

-WHAT? explain the principles of experimentation, including theoretical considerations, planning, results working and interpretation of results.

-WHAT? account for chemical phenomena at micro, macro-level and symbol-level ;

-WHAT? express itself clearly, accurately and understandably, using the terminology of the profession ;

-WHAT? relate to chemical issues in technology, around the world and the daily lives.

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

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Appendix 19

Communications / IT A-htx, June 2013

1. Identity and purpose

1.1. Identity

The field of the field is the design, technological and communicative aspects of IT-based communications. The Fame is concerned with digital information and communication technology, including interaction and communication problems. The cover relates to communication by means of various forms of communication, such as sound, image, text and speech, and combinations thereof for global media products.

The cooperation between the producer and the user is centrally and provides the starting point for planning and implementation of communication tasks.

Communication / it unites theoretical, analytical and use-oriented elements in the practical work of communication tasks, and is forging an IT-based, communications competence in interaction with all training areas.

1.2. Objective

Communication / it A contributes to the general purpose of education, by reinforcing the general and specific competences of students with a view to implementing higher education. The objective is that the students will be able to work systematically and reflect on the solution of communication tasks, including selecting and using techniques and tools for the design of communication products.

The aim is also to ensure that students are experienced in planning and implementing communication tasks involving an IT-based media production, with the involvement of technological, societal and cultural aspects. In addition, the objective is for students to gain 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 communication.

Finally, the aim is for students to develop their skills to seek, process and disseminate relevant information, to prolong themselves in a specific specialist problem and to combine working theory and practical work.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

Probe

-WHAT? apply different methods and models for analysis and assessment of the needs and message of a communication task ;

-WHAT? analyse market conditions and political, cultural and societal context, the communication product is part of

-WHAT? use systematic search strategies for information searches and assess information critical in relation to the application ;

-WHAT? account for the legal and ethical aspects of practical communication and demonstrate awareness of issues related to copyright and personal information ;

-WHAT? carry out examinations, including target group analysis and the conditions of dispatch, and draw up a plan for the implementation of the communication.

Production

-WHAT? plan and manage the practical execution of communication based on the feasication study, including the management of resources and quality management ;

-WHAT? develop communication strategies with an emphasis on message, express means and media ;

-WHAT? select the media for communicating and implement the practical organization of the selected media

-WHAT? implement the production of communications products, including the use of relevant IT tools ;

Evaluation

-WHAT? use selected methods for the assessment of their own communications products and make proposals for the optimisation of product and process ;

-WHAT? be able to generalise experience in order to improve their own practice ;

-WHAT? disseminate and document both production and technical and communication considerations in the work process.

2.2. Kernestof

The core material is as follows :

Design

-WHAT? graphical form and colour of colour, both paper and digital communication, and its significance for the implementation of a practical communication, including the various principles and theories of designs and function ;

-WHAT? images and their form of language in relation to live images, as well as fixed images,

-WHAT? ease of use and functionality

-WHAT? storyboards and flowcharts in relation to design and planning of communication products.

Probe

-WHAT? target group analysis, including the culture, media consumption and situation of the target groups ;

-WHAT? the purpose of various consignor to start a communication ;

-WHAT? information searching, research and source criticism, including ethics, copyright and other relevant legislation.

Production

-WHAT? the manufacture and processing of information from various sources, such as text, living as well as fixed images, sound, animations and o.l. -for use in communications by means of print and digital media

-WHAT? communications models, including various interactions and principles in relation to the communication ;

-WHAT? different distribution systems, their construction, technical components and opportunities.

Expression shapes

-WHAT? various journalistic and narrative models in the manufacture of communications products.

Methods

-WHAT? quantitative and qualitative analytical methods,

-WHAT? practical methods for system development and project management.

IT

-WHAT? IT tools for the processing of fixed and living images, text, sound and animation in connection with the production of communications products

-WHAT? IT tools for the production and programming of interactive systems.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall be of a degree equal to approximately 5 000. 20%. in the case of the overall training period and must be selected in such a way as to support the notion that IT-based communications can be used in interaction with other subjects, and perspectives the profession in relation to the use of communication products by society.

3. Organisation of the Organisation

3.1. Didatical principles

This training shall be based on the basis of the individual and varying conditions of the pupils and with increasing progression in the degree and complexity of both the theoretical and the practical aspects of the communication solutions of the purity.

The teaching must appeal to the students ' own initiative and exploration, and to strengthen their competence to dedicate themselves to knowledge within IT-based communications.

The students shall be involved in the planning of teaching, including the choice of issues and forms of work. The teaching is strongly differentiated with a mixture of theory, experiments, practical work, targeted tasks and problem-based projects.

In communication / it A, the overall course of action is essential to the fact that each student is given the opportunity to work on a technical basis to work with varied communication tasks, including making its own views, arguments and evaluations. In the overall course of the procedure, the technical requirements for the products, documentation and content and consistency of the pupils ' arguments and precision should be tight-down.

3.2. Work Forms

The training shall be organized with variation between overage-creating courses, subject training, experiments, drills and projects. The deliverable shall draw up, in each case of the course, the subject or experiment of the content of the resolved problem, the results obtained and proposals for improvement. Projects are carried out in the profession where the individual elements are assembled in a communications solution with associated product and documentation. The projects must focus on both the process and the product.

Work is being done with portfolio as a tool for supporting documentation of the teaching process and the professional development of the individual student.

The Internet, manuals and original Literature are used in the information search that is carried out with due respect for copyright rules and documentation requirements.

Work is done in writing and oral information and written work, including simple and multidisciplinary reports, posters and minutes are included. The written work may be available on paper and / or in electronic form.

For the sample in the dish, the student learner a sample case of selected works from its portfolio. The extent and content of the sample shall be documented in which the student has reached the trade union objectives in accordance with the provisions of the profession. Act. 2.1 Each student's sample includes a list of the work carried out and a brief summary of these. The student selects and edits the workers after appointment with the teacher. The delivery date of the sample folder is not later than one week before the plan for the oral examination shall be published.

The work of the elephant must be able to form the basis for the final point percepts of the final paragraph.

3.3. IT

The operation is carried out with the extended use of IT tools for the manufacture, testing and documentation of communication products.

Work is being done in a practical way, in theory, with different IT tools for the production and distribution of variant communication products in both printed and digital form.

In the case of the production and distribution of communication products, work is being done with theoretical and practical aspects of a varied supply of hardware and software.

The hardware and software used are of such a standard that it allows increasing complexity in the IT-based communication products.

3.4. Collections with other subjects

Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study. At least one project must be made in interaction with the compulsory nature science class or math in the study.

4. Evaluation

4.1. Ongoing Evaluation

The students will be resolves in the teaching period a number of communication tasks that result in a product with supporting documentation. The student collects products and documentation in his personal portfolio, which is used in connection with the student body evaluation and on evaluation talks with the teacher. At the end of each process, the performance of the students will be evaluated. The evaluation shall be carried out by project presentation and through detailed discussions on how to improve the performance of the performance in the future. The evaluation must provide an individual assessment of the level and development of the professional position in relation to the expected development and the professional objectives.

4.2. Test form

An oral test shall be held on the basis of the examiner's test folder, cf. Act. 3.2, and associated verbal examination. Before the oral part of the test, the school of the school is sending the examiner's inventory to a censor. The school also gives censor access to the examiner's test case. The examiner and censor shall be examined before the oral part of the examination folder of the examiner and shall be subject to the examination of the examiner ' s examination of the examiner ' s examination of the examiner ' s examination of the examiner ' s examination.

Expermeation time is approximately 30 minutes. On the oral part of the sample, no preparation time is given.

The examination shall be based on the presentation and presentation of the examination of its test folder. The examination shall then form an in-depth discussion between examiner and examiner, which may include topics in the whole of the subject matter of the entire professional and supplementary substance.

4.3. Assessment criteria

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

The attention shall be given to the following weight :

-WHAT? the documentary and communication value of the sample ;

-WHAT? planning, implementation and assessment of the communication tasks ;

-WHAT? the use of relevant working methods in the context of the selected communication solutions ;

-WHAT? the statement of the selected solutions including the inclusion of theories and methods of IT-based communications ;

-WHAT? presentation of the sample folder and statement of selected communication tasks ;

-WHAT? perspective delivery for relevant topics within the

-WHAT? the response to the detailed and supplementary questions.

One grade shall be given out of a holistic evaluation of the examination and oral performance of the examination.

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Appendix 20

Communications / IT C-htx, June 2013

1. Identity and purpose

1.1. Identity

The field of the field is the design, technological and communicative aspects of IT-based communications. The Fame is concerned with digital information and communication technology, including interaction and communication problems. The cover relates to communication by means of various forms of communication, such as sound, image, text, and speech and combinations thereof for global media products.

The cooperation between the producer and the user is centrally and provides the starting point for planning and implementation of communication tasks.

Communication / it unites theoretical, analytical and use-oriented elements in the practical work of communication tasks, and brings an IT-based communication skills competence in the field of interactions with all the fields of education.

1.2. Objective

Communication / IT C contributes to the general purpose of education, by strengthening the general and specific IT competences of students with a view to conducting a high school education. The objective is that the students will be able to work with communication tasks in relation to the other subjects, including selecting and using techniques and tools for the design of communication products.

The aim is also to ensure that the pupils manage to plan and implement project procedures involving an IT-based media production with the inclusion of technological, societal and cultural aspects. In addition, the aim is for students to have 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 communication.

Finally, the aim is for students to develop their skills to seek, process and disseminate relevant information, to prolong themselves in a specific specialist problem and to combine working theory and practical work.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? demonstrate knowledge of communication design, including communication theory,

-WHAT? selecting media and IT tools for simple communication tasks

-WHAT? plan and implement the production of simple communication products ;

-WHAT? present and disseminate data and information using information technology tools ;

-WHAT? working with systematic search strategies for gathering information and examining and evaluating information critical ;

-WHAT? demonstrating knowledge of IT, including its components, use, terminology, user-friendliness and functionality ;

-WHAT? make ready for common ground rules for the use of IT, including copyright, plagias and etiquette for IT-based communication.

2.2. Kernestof

The core material is as follows :

Design

-WHAT? colours in printed and screen-based media

-WHAT? Scriptures and styles

-WHAT? images and illustrations

-WHAT? graphical layouts in printed and screen-based media

-WHAT? ease of use.

Information Search

-WHAT? information searching, research and source criticism, including ethics, copyright and other relevant legislation.

Production

-WHAT? manufacture, processing and assembly / montage of materials for use on paper and digital media using the IT based tools.

Expression shapes

-WHAT? journalistic and other working of text for paper and digital media.

Information Technology

-WHAT? information technology systems and associated software ;

-WHAT? information technology tools for the processing and dissemination of data ;

-WHAT? information technology methods, including IT security.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall have an amount equal to 15%. the overall training period and must be selected in such a way as to support the other classes of training and perspectives in relation to the use of IT-based communication products by society.

3. Organisation of the Organisation

3.1. Didatical principles

The training shall be organised to take account of the individual preconditions of the students from primary school and as private IT users. The education form shall be strongly differentiated with a mixture of theory, targeted tasks and projects resulting in a product with supporting documentation.

The teaching must appeal to the students ' own initiative and exploration and to support their ability to dedicate themselves to knowledge in the field of information technology.

It uses teaching forms to ensure the elevency of the student's development from primary school student to high school student.

3.2. Work Forms

The teaching is circumxies and applications-oriented with interaction between theory and practical work. The training shall be organised in such a way that different forms of work are applied where the working theory and the IT-based tools are the focal point of use. The emphasis is placed on the self-employed work in the production of communications products.

Work is being done with portfolio as a tool for supporting documentation of the teaching process and the professional development of the individual student.

The students are working both on the written and practical dimension of the profession, as well as the oral dissemination in central parts of the substance. Evidence shall be drawn up in connection with completion of the individual process and a less written report in connection with the final task in the profession. The final task consists of a communication product with associated report, documenting the theoretical and practical considerations of the elevency of the design of the product. The work of the elephant in the final task must be able to form the basis of the final point percepts in the profession.

The written work may be available on paper as well as in electronic form.

3.3. IT

The operation is carried out with the extract of IT tools for the manufacture, testing and preparation of the documentation of communication products.

Work is being done in a practical way, in theory, with various IT tools for the production and distribution of communications products. The information technology tools are of a standard that will enable communication solutions to be worked out.

3.4. Collections with other subjects

Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way as to contribute to the reinforcement of professional interaction in the basic process and in the course of study.

4. Evaluation

4.1. Ongoing Evaluation

The deliverable shall be the subject of several communication tasks resulting in a product with supporting documentation of the theoretical and practical considerations in the design of the product. The student collects products and documentation in his personal portfolio, which is used in connection with the student body evaluation and on evaluation talks with the teacher. In connection with the completion of each theme or project period, the performance and performance of the students shall be evaluated. The evaluation will be carried out in part by project presentation, partly through detailed discussions on how the performance can be developed in the future. Evaluation provides an individual assessment of the level and development of the professional position in relation to the expected development and the professional objectives.

4.2. Test form

An oral test shall be held on the basis of the final task of the examiner, which has been submitted locally, cf. Act. 3.2. A list of the task formulations of final tasks of the final tasks of the examiners shall be sent to the censor in advance of the test. The final task must not before the test be commented on to the learner of the teacher / examiner.

Expermeation time is approximately 24 minutes. Preparation time is not given. The examination shall be based on the presentation and presentation of his final task, supplemented by one or more previously prepared questions from the examiner. The examination shall then form an in-depth discussion between examiner and examiner, which may include relevant issues in the whole of the subject matter of the entire professional and supplementary substance.

4.3. Assessment criteria

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

Weight shall be given to :

-WHAT? the inclusion of theoretical and methodical considerations in the presentation of the final task ;

-WHAT? the consistency between theoretical and methodical considerations and the practical operation ;

-WHAT? the ability to demonstrate the overview of the profession,

-WHAT? the response to the detailed and supplementary questions to the task.

One grade shall be given based on a holistic evaluation of the verbal performance of the examiner's oral performance.

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Annex 21

Math A-htx, June 2013

1. Identity and purpose

1.1. Identity

In the case of theoretical mathematics, both theoretical and single-disciplinary applications are made up of theoretical and technical fields.

Mathematics is characterization by its axiomatic structure and the use of deduction. At the same time, the investigative side of the profession provides the possibility for the development of creativity.

Mathematics is of great importance in a democratic society, where knowledge of mathematical methods is a prerequisite for understanding and participation in policy-making processes. The practical dimension of the Union is of great importance and is that mathematical theories and models describe, analyse and evaluate technical / technological, nature science and social issues and relationships.

1.2. Objective

On the basis of mathematical and practical issues, the learner skills provide a formal and a genuine study of academic skills at the highest secondary level.

The Fame is instrumental in developing the student's personal skills, such as analytical sense, logical thinking and precise language, the student has to go through the training of a mathematical mathematics theory that meets it in the higher algebra. in the course of cooperation with the other professions, the student must experience that mathematics is a powerful tool to describe, analyse and solve problems in many professional areas-first and foremost in the technical / technological and technical fields, scientific studies ; the work on mathematical matter leads to the fact that the student achieves mathematical mathematics, Competencies that enable the individual to understand, analyze, assess and make decisions in complex systems in both the community and the professions-as a study of the institutions.

2. Fact objectives and professional content

2.1. Fagable targets

The students must :

-WHAT? gain familiarity with mathematical reasoning and reasoning and to perform mathematical reasoning itself

-WHAT? may exchange between a mathematical conceptual concept of representations,

-WHAT? to formulate and resolve mathematical problems both in theory and in terms of their use ;

-WHAT? be able to analyse practical issues in the field of technology, technology and science, formulate a mathematical model for the problem, resolve the problem, and document and interpret the solution in practical terms, including making the model for any of the model ; restrictions and validity

-WHAT? be able to use appropriate mathematical remedies, including CAS tools and mathematics, to visualizations and studies that support the conceptual development and to documentation. In addition, it may use it for the calculation and examination of terms which are directly extended to the point in point. 2.2.

-WHAT? may formulate and switch between the mathematical symbol language and the daily written language or language.

2.2. Kernestof

The core matter is :

-WHAT? the hierarchy, reduction, factor isation, rules on account with potent, origins and numerical value, equation solution both analytical, graphical, and using it

-WHAT? basic classic geometry and trigonometry, proportionate calculations in equal triangles, the calculations in legal and indiscriminate triangles, the determination of the area of plane figures, and the volume and surface area of spatious characters ;

-WHAT? analytical plan geometry, including the use of analytical calculation methods ;

-WHAT? geometrical and analytical vector account in plan and space, including the determination of projections, distances and angles ; lines, plans, bullets and the tangent level of the ball

-WHAT? the function of the function ; characteristics of the functions of the following types : polynomies, exposure and logarithmefunctions, power functions and trigonometric functions, as well as composite of these ;

-WHAT? the determination of a regulation, including the use of regression, the use of functions in the setting up of models, and for the solution of technical, technological or natural scientific problems ;

-WHAT? the concepts of limit value, continuity and differential, and the definition and interpretation of differential quota, the differential quota ratio, with monotonous conditions, extremes and optimization ;

-WHAT? the determination of the ableded function of the types of operation described above, accounting rules for the differentiation of the sum, difference and product of two functions, multiplied by constant and composition of two functions ;

-WHAT? determination of regulators for the types of operation specified above, specific and non-specific integrations, area and volume calculations ; rules for the integration of the sum and the difference of two functions, as well as for function multiplied by constant ;

-WHAT? the basic description of the vector functions in the plan as an extension of the function concept, including the definition of a vector, tangent, speed-speed, and acceleration vector, speed,

-WHAT? basic differential equations ; retraction of the solution for insertion, line items and solution curve, differentiating differential from a language description.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall be of a degree equal to approximately 5 000. 20%. the total training time of the profession and must be selected in such a way as to :

-WHAT? involves mathematical theory that constitutes a progression relative to the core matter ;

-WHAT? provides for deprecating

-WHAT? develop the pupils ' understanding that mathematics may be used in multi-disciplinary matters. This can be achieved through the selection of areas that help to meet goals in other subjects and where interdisciplinary cooperation with these subjects would naturally be natural, for example, technical / technological and natural science ;

-WHAT? perspectives from the core and deepening the professional objectives of the industry ;

-WHAT? provides insight into other mathematics of mathematics

-WHAT? provides opportunity for elevenment.

3. Organisation of the Organisation

3.1. Didatical principles

The work on mathematics is as a interaction between theory and applications which are based on technical / technological and natural scientific issues.

In the use of both deductive and inductive education principles, the student employs the theory used for solving a given problem. The peculious nature of the mathematics is evidence based on axiomes, and that is therefore a major aspect of teaching that the student is making acquaintarianism with mathematical deduction. At the same time, it is important that the student through mathematical activity experiences that an experimental approach to the profession strengthens understanding of the theoretical fabric.

In order to strengthen the focal point and mathematical conceptual concepts of pupils, the training and maintenance of the pupils ' basic skills must be underdeveloped in the training of the basic skills of the pupils in sufficient detail.

By the degree of autonomy being increased, and by working with parts of the substance at a high level of abstraction, the student increases both his general and his professional study competence.

The student must also see mathematics as a profession which can be used to solve problems in other subjects. This is a thought for practical problems from technology, technicalism and more theoretical issues from the science professions. In the case of inductive working methods and solvent tools obtained from mathematics, the learner must work on analysing, setting up solutions and evaluating the results achieved in both the mathematics and the other subjects.

3.2. Work Forms

It is working with mathematical theory and evidence, as well as with practical issues where mathematics are used as a tool for analysing and mathematicizing. The education is both the subject of the issue and the project-oriented, and the student will work in a shifting way independently and in groups. The project publishers and the work on these are organised with progression in the requirements for the solution of the task.

The training shall be organised so that the student may orally present central parts of the substance with the emphasis on the overview, the ability to generalisation and understanding of the evidence.

The student is also working on the written dimension of the profession, where the focus is increasingly on mathematicisation, documentation and a natural use of various remedies.

Written Work

The purpose of the written work is to :

-WHAT? ensure an independent working of mathematical issues and thus contribute to the elevation of the pupils in the substance ;

-WHAT? training in writing, including the correct mathematical language and symbol use ;

-WHAT? give the student the opportunity to document its mathematical skills

-WHAT? provide the basis for the teacher ' s assessment of the position of the student and the student's assessment of its own position ;

-WHAT? oversee the system and provide an overview.

The tasks can be formulated as tests, group tasks, or individual tasks.

The formulation must take into account the fact that the task responses can be delivered on several occasions, with a focus on various aspects.

In addition, the student shall draw up evidence of a number of projects that together cover the main areas of the nuclear material and the additive. The projects are larger open tasks where the student must take a position on parts of the task's prerequisites and, where appropriate, content.

The purpose of strengthening the student competence of students is being submitted during the course of periods in which the students are working independently with a mathematical area under guidance.

Ending an end of 10 hours of training, distributed in two days to a preparation period for the samples in which the pupils work independently with a centralised preparation material under guidance.

3.3. IT

The student is working with CAS tools and other mathematics, so that the student can become familiar with syntax and terminology in and application of at least one mathematical programme.

In the course of training, the IT tools can be used to make a growing extent :

-WHAT? modeling

-WHAT? visualizations

-WHAT? geometric studies,

-WHAT? recurring calculations

-WHAT? complex symbolic manipulations and calculations ;

-WHAT? numeric calculations

-WHAT? the documentation and dissemination of results.

3.4. Collections with other subjects

The profession is covered by the general requirements for interactions between the trade unions, including through its contribution to the study area, cf. Annex 2.

Cooperation with the other studies in the study process, including in particular the technical / technical studies and the natural scientific studies.

When the math A is part of a Student registration , a joint process must be planned where models have a central place and where the technical / technological and societal angle is exposed. Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study.

When the math A is elective the student knowledge and skills of other subjects shall be forfeit, so that mathematics are exposed and outlooked in a technical / technological context.

4. Evaluation

4.1. Ongoing Evaluation

The student must have a feedback on the professional level of written and oral performances. The assessment shall be determined in relation to the expected skills development of the student body.

The evaluation can be based on :

-WHAT? essay tests and tests,

-WHAT? written tasks,

-WHAT? project reports

-WHAT? the oral presentation,

-WHAT? active participation in education.

The yield of the students from the teaching must be regularly evaluated. This provides, on the one hand, the basis for a forward-looking guidance of the individual pupil in the work of achieving the technical objectives and the possibility for adjusting the teaching.

4.2. Test methods

A central written test and an oral test shall be held.

In both of the samples, the preparation material shall be provided at the start of the preparatory period, cf. Act. 3.2.

The written test

Written test on the basis of preparation material and a task set, which is delivered at the beginning of the test. The task set is made up of tasks with the basis of the core material in the furtive. 2.2, as well as in the preparation material.

The duration of the test is five hours.

The oral test

The Mundable test on the basis of the projects from the teaching, cf. Act. 3.2.

Expermeation time is approximately 30 minutes. Approbe some. 30 minutes of preparation time.

The Eksamine gets an uncharable task in drawing. Each task consists of two to three subquestions, one of which is based on one of the projects from the teaching. The other sub-questions may be a matter of substance that is not necessarily used in the extracted project.

Tasks may not be used more than two times on the same team. Any attachments may be used more than once after the examiner's choices. Part questions must be included in the preparation material.

The contributions to the projects shall be forwarded together with the oral questions to the censor in advance of the test.

4.3. Assessment criteria

The assessment shall attach importance to the extent to which the examiner has obtained the professional objectives as specified in point. 2.1.

On it. written, test attach particular importance to the capacity of the examiner to :

-WHAT? use mathematical theories and methods for the solution and documentation ;

-WHAT? formulate and process mathematical models and the assessment of results ;

-WHAT? use appropriate remedies, including IT ;

-WHAT? exchange between a mathematical conceptual conceptual representation

-WHAT? formulate and change safely between the mathematical symbol language and the daily written language.

One character is given out of a holistic assessment.

On it. oral test, attach particular importance to the fact that the examiner :

-WHAT? display confidence in mathematical reasoning and reasoning and independent mathematical reasoning ;

-WHAT? can account for the setting up and treatment of mathematical models ;

-WHAT? may exchange between a mathematical conceptual conceptual representation,

-WHAT? may formulate and change safely between the mathematical symbol language and the daily language ;

-WHAT? display an overview and ability to generalize.

One character is given out of a holistic assessment.

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Appendix 22

Math B-htx, June 2013

1. Identity and purpose

1.1. Identity

In the case of theoretical mathematics, both theoretical and single-disciplinary applications are made up of theoretical and technical fields.

Mathematics is characterization by its axiomatic structure and the use of deduction. At the same time, the investigative nature of the profession provides the possibility for the development of creativity.

Mathematics is of great importance in a democratic society, where knowledge of mathematical methods is a prerequisite for understanding and participation in policy-making processes. The practical dimension of the Union is of great importance and is that mathematical theories and models describe, analyse and evaluate technical / technological, nature science and social issues and relationships.

1.2. Objective

From the point of view of practical and mathematical issues, the student must acquire both a formal and a genuine study of study. The Fame is instrumental in developing the student's personal skills, including structure and logical thinking.

The student has to go through the education and make acquaintance with science-famous mathematics.

During the course of interaction with the other professions, the student must experience that mathematics is a powerful tool for describing, analysing and solving problems in many professional fields-first and foremost in the technical / technological and natural scientifics. class.

The work on mathematics must lead to the fact that the student achieves mathematical skills that enables the individual to understand, assess and take decisions on a day-to-day basis, business and student context.

2. Fact objectives and professional content

2.1. Fagable targets

The students must :

-WHAT? obtaining knowledge of mathematical reasoning and reasoning, could perform simple mathematical reasoning and carry out simple evidence

-WHAT? may exchange between a mathematical conceptual concept of representations,

-WHAT? to formulate and resolve mathematical problems both in theory and in terms of their use ;

-WHAT? be able to analyse concrete, practical issues in the field of technology and science, formulate a simple mathematical model for the problem, resolve the problem, and document and interpret the solution in practical terms, including making the model for the model ; any restrictions and validity of the validity ;

-WHAT? be able to use appropriate mathematical remedies, including CAS tools and mathematics, to visualizations and studies that support the conceptual development and to documentation. In addition, it could use it for calculations and studies of terms that are in the direct extension of the item in point. 2.2.

-WHAT? may formulate and switch between the mathematical symbol language and the daily written language or language.

2.2. Kernestof

The core matter is :

-WHAT? the hierarchy, reduction, reduction of rules for the calculation of power and roots, equation, both analytic, graphical and using it ;

-WHAT? basic classic geometry and trigonometry : proportionate calculations in the threesomes, the calculations in the triangles and random triangles, the determination of the area of flat figures and the volume and surface area of spatious characters ;

-WHAT? analytical plan geometry, including the use of simple analytical calculation methods ;

-WHAT? geometrical and analytical vector calculation in the plan, including the determination of projections, distances and angles ;

-WHAT? the function of the function ; characteristic characteristics of the functions of the following types : polynomies and potent functions, as well as simple composites of these ;

-WHAT? the determination of a regulation, including the use of regression and the use of functions in the setting up of simple models and for the resolution of specific technological or natural scientific problems ;

-WHAT? the concepts of continuity and differentiation and the definition and interpretation of differential quotation ; the differential ratio of the differential ratio of monotonous conditions, extremes and optimization ;

-WHAT? determination of the ableded function for the above types of operation and the calculation of the differentiation of the sum, differential and function multiplied by constant ;

-WHAT? the determination of the tribal function of the above types of operation and the use of integral calculation to area calculations, accounting rules for the integration of the sum and the difference of two functions, as well as function multiplied by constant.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall be of a degree equal to approximately 5 000. 20%. the total training period and must be selected in such a way as to :

-WHAT? include mathematical theory and applications that constitute a progression relative to the core substance, either in the form of an extension of the functional concept of the student through the work with other types of operation other than specified in the core material, through the deepening of the using mathematical reasoning or in the inclusion of other mathematical areas ;

-WHAT? provides for deprecating

-WHAT? develop the pupils ' understanding that mathematics may be used in multi-disciplinary matters. This can be achieved through the selection of areas that help to develop goals in other subjects, and where interdisciplinary cooperation with these subjects will be natural, such as technology and natural trade.

-WHAT? supports the student ' s study ' s study

-WHAT? perspectives from the core and deepening the professional objectives of the industry ;

-WHAT? provides opportunity for elevenment.

3. Organisation of the Organisation

3.1. Didatical principles

The work on mathematics is as a interaction between theory and applications that are based on technical, technological and natural scientific issues.

In the use of both deductive and inductive education principles, the student employs the theory that is used for a specific solution for a given problem. The student has to experience through mathematical business that an experimental approach to the profession strengthens understanding of the theoretical fabric. At the same time, the learner must work with simple evidence and through the teacup of the maths, with the mathematical deduction.

In order to strengthen the mathematical conceptual understanding of the student, the training must be carried out in the development and maintenance of the basic skills of pupils to an adequate extent.

By increasing the degree of autonomy and labour with parts of the substance at different abstract levels, the student increases his study competence.

The student must perceive mathematics as a profession that can be used to solve problems in other subjects. This is a thought for practical problems from the technology sector and the science professions. In the case of inductive working methods and solvent tools obtained from mathematics, the learner must work on analysing, setting up solutions and evaluating the results achieved in both the mathematics and the other subjects.

3.2. Work Forms

Work is being done on practical issues, where mathematics are used as a tool for analysing and mathematical. The education is both the subject of the issue and the project-oriented, and the student will work in a shifting way independently and in groups. The project tasks and the work on these are organised with progression so that the student is still given a greater opportunity to show oversight and independence.

The teaching shall be organised so that the student may orally present central parts of the substance with the emphasis on mathematical thinking, simple reasoning, an altercation between different representations use of mathematical languages.

The student is also working on the written dimension of the profession, where the focus is increasingly on mathematicisation and a natural use of various remedies. It is essential that the student document its work.

Written Work

The purpose of the written work is to :

-WHAT? process mathematical issues and thus contribute to the elevation of the pupils in the substance ;

-WHAT? training in writing, including the correct mathematical language and symbol use ;

-WHAT? give the student the opportunity to document its mathematical skills

-WHAT? provide the basis for the teacher ' s assessment of the position of the student and the student's assessment of its own position ;

-WHAT? oversee the system and provide an overview.

The tasks can be formulated as tests, group tasks, or individual tasks.

In the formulation, account may be taken of the fact that the task responses can be delivered on several occasions with the focus on various aspects.

In addition, the student shall draw up evidence of a number of projects that together cover the main areas of the nuclear material and the additive. The projects are larger open tasks where the student must take a position on parts of the task's prerequisites and, where appropriate, content.

In conclusion, a separate IT-based project is implemented for the project sample in the dish. A 12-hour training period is set aside for the project. The project report forms part of the basis of the final, most punctual character.

3.3. IT

The student is working with CAS tools and other mathematics, so that the student can become familiar with syntax and terminology in and application of at least one mathematical programme.

In the course of training, the IT tools can be used to make a growing extent :

-WHAT? modeling

-WHAT? visualizations

-WHAT? geometric studies,

-WHAT? recurring calculations

-WHAT? symbolic calculations,

-WHAT? numeric calculations

-WHAT? the documentation and dissemination of results.

3.4. Collections with other subjects

The profession is covered by the general requirements for interactions between the trade unions, including through its contribution to the study area, cf. Annex 2.

The cooperation of the other subjects in the study process, including, in particular, technology and the natural scientifics are also weights high.

The knowledge and skills of other subjects are involved, so that the mathematics of mathematics and perspectives are provided in a technical / technological context.

4. Evaluation

4.1. Ongoing Evaluation

The student must have a feedback on the professional level of written and oral performances. The assessment shall be determined in relation to the expected skills of competence of the pupils as described in the technical objectives.

The evaluation shall be based on :

-WHAT? essay tests and tests,

-WHAT? written tasks,

-WHAT? project reports

-WHAT? the oral presentation,

-WHAT? active participation in education.

The yield of the students from the teaching must be regularly evaluated. This provides, on the one hand, the basis for a forward-looking guidance of the individual pupil in the work of achieving the technical objectives and the possibility for adjusting the teaching.

4.2. Test form

A project test shall be conducted with a report and oral examination, which is based on the project, cf. Act. 3.2. The project shall be drawn up within the framework of a central enrolled theme.

Immediately after the end of the project period, the school sends a copy of the report to the censor. The examiner and censor shall be discussed before the oral part of the test the subject of examination of the examiner.

For the oral part of the test, the examination time is approximately 30 minutes. Approbe some. 30 minutes of preparation time.

The Eksamine gets an uncharable task in drawing. This task is based on one of the projects from the teaching.

The test consists partly of a response to the extracted task and the examination of the project, which is complemented by clarification of the examiner's examination. This part of the sample may not exceed half of the examination time.

Tasks may not be used more than two times on the same team. Any attachments may be used more than once after the examiner's choices.

The contributions to the projects shall be forwarded together with the oral questions to the censor in advance of the test.

4.3. Assessment criteria

The assessment shall attach importance to the extent to which the examiner has obtained the professional objectives as specified in point. 2.1. I the report ; attach particular importance to the capacity of the examiner to :

-WHAT? use mathematical theories and methods of solving problems based on theoretical and practical conditions ;

-WHAT? formulate and process mathematical models and the assessment of results ;

-WHAT? manufacturing and structuring suturing,

-WHAT? use appropriate means of aid, calculations and documentation,

-WHAT? exchange between a mathematical conceptual conceptual representation

-WHAT? formulate and switch between the mathematical symbol language and the daily written language.

On it. oral question the presentation of the examiner shall be given particular attention to the capacity of the examiner

-WHAT? demonstrating overview

-WHAT? account for mathematical thinking and to make simple reasoning

-WHAT? exchange between a mathematical conceptual conceptual representation

-WHAT? formulate and switch between the mathematical symbol language and the daily spoken language,

-WHAT? demonstrate ownership of the projection report.

One character is given on the basis of a holistic assessment of the project and the oral performance, including the response to the extracted task.

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Appendix 23

Sami class B-htx, June 2013

1. Identity and purpose

1.1. Identity

social studies are concerned with Danish and international social relations and the interaction between technological development and social development. The given is a knowledge and understanding of modern, globalised society's complexity and dynamism by linking the current social development with sociological, economic and political contexts and contributing to the contribution of the Community ; thus to qualify your own standpoints and capabilities.

1.2. Objective

Society B must promote the desire and ability of students to relate to and participate in the democratic debate and, through the content and forms of education, engage them in terms of democracy and society's development. In addition, education must promote the independence of students in order to be able to take a position on societal problems at a skilled level. The teaching must provide knowledge and understanding of Danish and international social conditions and the dynamism, including technological developments that affect the development of modern society. Student competence of the students must be developed through the use of knowledge, concepts and methods of social disciplines on real-life issues.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? use and combine knowledge of sociology, economics and policy to examine and document current social issues at national, regional and global issues ;

-WHAT? explain societal issues with the use of concepts and general vocational relationships ;

-WHAT? the use of knowledge of the state, the market and civil society to examine the prerequisites and impact of technological solutions to societal problems ;

-WHAT? examine and assess the interaction between the technological and social development ;

-WHAT? examining and discussing political decisions ;

-WHAT? use the knowledge of the importance of the European Union and the global relationship to examine the political and economic action options ;

-WHAT? formulate professional issues and search, collect, critical evaluation and process heterogeneous material types, Danish and foreign languages to examine and discuss issues

-WHAT? disseminate and clarify professional relationships and development trends using tables, diagrams, and simple models and their own calculations and diagrams ;

-WHAT? use the terminology of the professional, in writing and orally disseminating knowledge and general contexts on the taxonomic levels of the professional,

-WHAT? argue for their own views on a professional basis and engage in a professional dialogue ;

-WHAT? implement all the phases of a social project, including a quantitative empirical examination.

2.2. Kernestof

The core material is as follows :

Sociology

-WHAT? social structures and processes, including factors that create social change ;

-WHAT? social differentiation and cultural patterns

-WHAT? interconnections between technological development and social development.

Finance

-WHAT? interconnections between economic growth, technological development and sustainable development ;

-WHAT? macroeconomic contexts and management

-WHAT? micro-economic cohesion and management exemplified in the environment and energy policy instruments.

Policy

-WHAT? political foundations, including conservatism, liberalism and socialism,

-WHAT? political structures and decision-making processes in Denmark ;

-WHAT? democracy and power, including the importance of the judicial system ;

-WHAT? interconnections between Danish policy and EU policy in a case.

International relations

-WHAT? globalisation, including the meaning of Danish social conditions.

Method

-WHAT? socieal information channels, including focused search strategies

-WHAT? the model, table and character understanding, including calculations,

-WHAT? qualitative and quantitative methods.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives alone with the help of the nuclear material. The supplementary matter consists of examples from the current social debate in the form of texts, statistics and clippings from electronic media, which are used to clarify and outlook theoretical contexts, including, in particular, examples to : clarify the interaction between technological development and the development of national and international developments. Interdisciplinary and interdisciplinary activities shall also be included in the supplementary substance.

3. Organisation of the Organisation

3.1. Didatical principles

The teaching must be organised thematically with sets in the pupils ' wonder and curiosity about current societal issues and solutions. The students must be involved in the planning of education, including in the choice of issues and forms of work.

In the treatment of the substance, a holistic view of the individual disciplines has been placed in the profession. The lesson must be exchanged between the inductive and deductive principle. Concrete issues must be the starting point of each sequence. In deductive flows, work with concepts, theories and methods, which are subsequently used to investigate, document and disseminate a problem. Deductive procedures are normally organised on the basis of a single degree of discipline and thus contribute to highlighting the similarities and differences of individual disciplines in the method and the field of genetic status.

The overall balance must be given to the fact that the individual pupil is given the opportunity to make its own views, arguments and evaluations on a professional basis. In the overall course of the procedure, a success of the technical requirements for the content and coherence of the pupils ' arguments and precision should be tightased.

In social studies B, education must be organised so that it is alansily in the selection of perspectives, theories and methods.

3.2. Work Forms

In the case of exchanges and elevational forms of work must be used so that the students are given the opportunity to examine, document, communicate, and discuss trade union matters.

In addition, there is a process of development towards more independent and study preparatory work in the overall course of the overall process.

Expire activities shall be carried out in the form of constellations, company or institution visits, or empirical studies and must typically be carried out in the context of the work with concrete projects or integrated into the teaching.

There is a confession of increasing degree of difficulty in training in writing, professional correctness, reasoning and precision. The written will be put in place so that there is a degree of progression and consistency in other subjects. In cooperation with other law in writing, in a precise and nuanced language, in a precise and nuanced language, in a precise and nuanced language, in a precise and nuanced language, in a precise and nuanced language, in a precise and nuanced language, the subject matter of social studies should

As a tool for creating a professional overview and structure, and to formulate issues related to oral proposals, work is being done systematically with synopses.

In addition, at least two projects shall be compiled which shall be documented in writing. In the course of study courses, at least one of the two projects has been drawn up as a multidisciplinary project in interaction with one or more of the other classes in the study. At least one of the projects is to enter into an empirical study. The projects form part of the basis of the oral sample and are part of the Education Description.

3.3. IT

Information technology tools must be used in the teaching to support and supplement the professional objectives and the educational process.

It is used for :

-WHAT? simulation of economic contexts

-WHAT? information search

-WHAT? dissemination and processing, including the calculations and construction of diagrams,

-WHAT? knowledge sharing.

Indications of electronic socieal information channels and the use of focused search strategies are included in the individual flows, including the assessment of information reliability. The use of electronic conferencing is integrated into the education.

3.4. Collections with other subjects

Intercourse B is covered by the general requirements for interactions between the trade unions. Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study. In particular, the interaction with the technological and the science classes and the mathematics are weighted.

Community-level B contributes to a coherent understanding of current social issues. In specific training courses, the profession is given among other methodical tools for minor empirical studies.

Studies Motion Flow

The profession is part of the field of study, so that a project needs to be co-operated with technology.

4. Evaluation

4.1. Ongoing Evaluation

Through the forward, individual guidance, the use of tests and feedback on oral and written activities, the student must be prepared to take a clear view of the level and development of the technical standpoint. The basis for evaluation is the professional objectives. Furthermore, activities which have the pupil reflect on professional development must be carried out. In addition, at least once per year, an evaluation of the performance, active participation and engagement of each student must be carried out in the teaching process. In this connection, a joint evaluation shall be carried out of the teaching.

4.2. Test form

An oral test will be held. The manager selects one of the following two forms of test :

Test form a)

An oral test shall be carried out on the basis of a sample material with a known theme and an unknown attachment material of 10 to 15 normal-letter equivalent to approximately 1300 letters. 1350 characters. In the case of the use of electronic media material as part of the annex material, four to seven minutes of playback is equivalent to one normal side. The theme of a test material is known by the examiners, as it is identical to the subject of an aonion theme. Each sample must, as far as possible, contain heterogeneous material types, including texts and statistical material.

The test materials shall cover all the technical objectives. A sample material may not be used in a maximum of three exams. The ex-wife can choose to prepare for the test in groups. An examination unit is such a group or an examiner who is preparing individually.

Approbe some. 24 hours of preparation time, however not less than 24 hours, to prepare synopsis. In the light of the supplied voucher material, relevant nuclear material and material found during the preparation time, the examination must draw up a problem formulation as a general question and in the extension thereof, compile, examine and discuss. social issues.

The examination takes place individually with an examination time of approximately 15 minutes. 30 minutes per. examiner duck. The examination shall be based on the presentation of the synopsis (approximately 20%). 10 minutes) and will be followed by in-depth examination of examiners and a professional dialogue between examiner and examiner examiners.

Test form b)

An oral test shall be held on the basis of a sample material with a known theme and an unknown attachment material of a range of 8 to 12 normal-letter characters equivalent to approximately 30. 1350 characters. In the case of the use of electronic media material as part of the annex material, four to seven minutes of playback is equivalent to one normal side. The theme of a test material is known by the examiners, as it is identical to the subject of an aonion theme. The test materials must be approved by the censor prior to the test of the test. Each sample must, as far as possible, contain heterogeneous material types, including texts and statistical material.

The test materials shall cover all the technical objectives. A sample material may not be used in a maximum of three exams. The ex-wife can choose to prepare for the test in groups. An examination unit is such a group or an examiner who is preparing individually.

Sample material is provided approximately. three hours before the first examiner in the group must be finals. During the preparation of the preparatory work, the examiners shall prepare a synopsis, on the basis of the supplied voucher material and the relevant nuclear material, the formulation of a problem formulation as a general question and, following its extension, compile, examine and, discuss social issues.

The examination takes place individually with an examination time of approximately 15 minutes. 30 minutes per. examiner duck. The examination shall be based on the presentation of the synopsis (approximately 20%). (10) minutes) supplemented by in-depth examination of examiners and a professional dialogue between examiner and examiner examiners.

4.3. Assessment criteria

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

One grade shall be given based on a holistic evaluation of the verbal performance of the examiner's oral performance.

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Appendix 24

Sami majors C-htx, June 2013

1. Identity and purpose

1.1. Identity

social studies are concerned with Danish and international social relations and the interaction between technological development and social development. The given is a knowledge and understanding of modern, globalised society's complexity and dynamism by linking the current social development with sociological, economic and political contexts and contributing to the contribution of the Community ; thus to qualify your own standpoints and capabilities.

1.2. Objective

Society C must promote the desire and ability of students to deal with and participate in the democratic debate and, through the content and forms of education, engage them in terms of democracy and society's development. In addition, education must promote the independence of students in order to be able to take a position on societal problems at a skilled level. The teaching must provide knowledge and understanding of Danish and international social conditions and the dynamism, including technological developments that affect the development of modern society. Student competence of the students must be developed through the use of knowledge, concepts and methods of social disciplines on real-life issues.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? use and combine knowledge of the economy and policy to examine current social issues and solutions to this ;

-WHAT? explain societal issues with the use of concepts and general vocational relationships ;

-WHAT? examine the interaction between technological change and societal change ;

-WHAT? use knowledge of the political system in Denmark to examine specific policy decisions ;

-WHAT? demonstrate-by means of concrete examples-the framework, the European Union and global relationships are setting for economic and political action.

-WHAT? formulate professional issues, search and critical assessment and apply heterogeneous material types to document professional relationships ;

-WHAT? carry out project work and minor empirical studies ;

-WHAT? use the terminology of the professional, in writing and verbal verbally, to disseminate knowledge in the taxonomic levels of the trade ;

-WHAT? argue for own views on a professional basis, enter into a professional dialogue and discuss a professional issue.

2.2. Kernestof

The core material is as follows :

Finance

-WHAT? economic circuits, economic and financial instruments ;

-WHAT? economic growth, prosperity and technological development.

Policy

-WHAT? political foundations, including conservatism, liberalism and socialism,

-WHAT? Danish political decision-making processes in a European and global perspective, including democracy and the importance of the justice system.

Community and technology

-WHAT? interconnections between technological and social development, including the importance of technological developments in social patterns and structures.

Method

-WHAT? socieal information channels

-WHAT? model, table and figure understanding

-WHAT? quantitative and qualitative method.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives alone with the help of the nuclear material. The supplementary matter is made up of examples from the current debate in the form of texts, statistics and clips from electronic media. The technical objectives are met by the fact that the concepts and contexts of the nuclear material are used in an investigation into the additive. In addition, the activities of the supplementary matter are included.

3. Organisation of the Organisation

3.1. Didatical principles

The teaching must be organised thematically with sets in the pupils ' wonder and curiosity about current social issues. In the treatment of the substance, a holistic view of the individual disciplines is being treated. In education, emphasis must be placed on the inductive principle, where specific issues are the starting point and the emphasis placed on the ability of individual students to make their own arguments, views and evaluations on a professional basis.

Subtitles by the Organisation of the Subway, a subsequent use of the trade union matter on a reality of social and professional issues must be applied.

In social studies C, education must be organised so that it is versasily in the selection of perspectives, concepts and methods.

3.2. Work Forms

In the case of exchanges and elevational forms of work must be used to enable students to have a good chance of identifying, documenting, disseminating and debating professional relationships and views. Exploration activities are integrated into the educational process and carried out in the form of guest-holders, company and institution visits, or minor empirical studies.

In the overall course, at least one project work shall be carried out in which the interaction between technological development and social development needs to be dealt with by using methods and concepts from the profession.

Realibility of increasing levels of difficulty contributes to understanding, deepening and dissemination of professional relations and support for oral proposals. The written will be put in place so that there is a degree of progression and consistency in other subjects. In cooperation with other law in writing, in a precise and nuanced language, in a precise and nuanced language, in a precise and nuanced language, in a precise and nuanced language, the social studies C will contribute to the taxonomic levels of the trade union.

3.3. IT

Information technology tools must be used in the teaching to support and supplement the professional objectives and the educational process.

It is used for :

-WHAT? information search

-WHAT? working and dissemination ;

-WHAT? knowledge sharing.

Indications of electronic socieal information channels are included in each course of action. The use of electronic conferencing is integrated into the education.

3.4. Collections with other subjects

Intercourse C is covered by the general requirements for interactions between the trade unions. Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study. The profession is part of the field of study, so that a project needs to be co-operated with technology.

Community-class C contributes to a coherent understanding of current social issues. In specific training courses, the profession is given among other methodical tools for minor empirical studies.

4. Evaluation

4.1. Ongoing Evaluation

Through the forward-looking and individual guidance, the use of test and feedback on oral and written activities, the student must be prepared to take a clear view of the level and development of the technical standpoint. The basis for evaluation must be the professional objectives. Furthermore, activities which have the pupil reflect on professional development must be carried out. In addition, at least once per year, an evaluation of the performance, active participation and engagement of each student must be carried out in the teaching process. In this connection, a joint evaluation shall be carried out of the teaching.

4.2. Test form

An oral test shall be held on the basis of a sample material with a known theme and an unknown attachment material with different material types of a two-to-three normal-scale equivalent of approximately 1300 letters corresponding to approximately 30. 1350 characters. In the case of the use of electronic media material as part of the annex material, four to seven minutes of playback is equivalent to one normal side. In relation to the theme, the focus is placed on underquestion that follows the taxonomic levels. The theme of a test material is known by the examiners, as it is identical to the subject of an aonion theme. A sample material may not be used in three examinations.

Expermeation time is approximately 24 minutes per hour. examiner duck. Approbe some. Forty-eight minutes of preparation time. The exam forms a professional conversation between examiner and examiner.

4.3. Assessment criteria

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

One grade shall be given based on a holistic evaluation of the verbal performance of the examiner's oral performance.

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Appendix 25

Tekniksubject A-Construction and Energy-htx, June 2013

1. Identity and purpose

1.1. Identity

The trade is concerned with the development and manufacture of products and the conditions for this. It includes the interaction between technology, knowledge, organisation and product, with a focus on the integration of technical and natural scientific knowledge into product development and manufacturing processes and combining practical work in workshops and laboratories.

The profession is involved in making the htx training reality and intertime relevant, and is one of the subjects that is involved in acting in the profile of education.

The family deals with construction, materials, production processes, facilities, installations, supplies, supplies, administration and organisation. The process includes process flow and product production at a level that reflects professional professionalism within the selected technical area. In the technicament, interaction with other subjects, including the studies of study courses, is ensured. Large parts of the unit of technology shall be carried out as a project-based training, in interaction between theory and practical work in workshops and laboratories. The trade provides technical clarification, self-employed work, reflection and knowledge of project-based methods. The project foreraces means that the class of education is used in a context that combines different professional knowledge in a relevant way.

1.2. Objective

The text contributes to the overall objective of the htx-education, by the student reinforcing its formal and genuine preconditions for higher education, especially in the field of technical and scientific knowledge. The technology sector develops the ability to respond to technical designs and solutions in the world and used scientific knowledge to be analytical, reflective, innovative and innovative. In the technical areas of technical expertise, the purpose is for students to gain insight into planning, describing and implementing independent projects and concrete projects.

In addition, the objective is that students develop their ability to seek, process and disseminate relevant information to prodigeal themselves in a specific specialist problem and to combine working theory and practical work. The students must be able to incorporate and use elements from other subjects, including in particular the studies of study professionals, in projects that at the same time support other studies in the courses of study. The technology must contribute to the knowledge and experience of project-based methods, including independent work, both individually and in conjunction with others.

Finally, the aim is for the pupils to be able to include historical, cultural, economic, production and environmental aspects of project work.

2. Fact objectives and professional content

The technicament is composed of key themes, which are mandatory for the selected technical subject, of two constituteemas, which the school manager chooses among the selecteas set out below, and by a deep-space area chosen within one of the individual technicmatter key themes or constituteemes for which the school manager selects. Part of the final project is in the area of the deep-space area. The key themes and the selection of electoral themes represent approximately EUR 5 000. 70%. of the professional training period of the professional. The front-door area is approximately EUR 5 000 30%. of the professional training period of the professional. The text of the text and the constituting that are part of the profession shall be indicated on the certificate of the student.

2.1. Fagable targets

The students must be able to :

Key Themes (40%)

1) Planning :

-WHAT? working with scheduling processes that characterise a construction process from an idea to complete design

-WHAT? develop plans, including timetables, for the production processes of the technicaterm.

2) Projecting :

-WHAT? working with development of a project from an idea to complete building design

-WHAT? drawing up drawings by means of CAD,

-WHAT? make an argument of the choice of materials and components related to the economy, life expectancy and environmental impact ;

-WHAT? carry out the evaluation of finished projects and propose any amendments.

3) Construction :

-WHAT? constructing and producing simple building parts on a full-scale scale ;

-WHAT? work and ferries safely in the workshop and in construction sites,

-WHAT? perform the quality control of its own constructs.

4) Energy and environment :

-WHAT? account for the use and function of energy sources for the supply of a house, including renewable forms of energy ;

-WHAT? account for selected environmental conditions in the general operation of buildings.

Vallamas (30%)

5) Building Constructions :

-WHAT? set up parts of the architecture history

-WHAT? make documented choice of dimensions on simple constructs

-WHAT? make heat loss calculations in relation to the energy framework,

-WHAT? constructing, manufacture and composite building parts on a full-scale scale.

6) Elinstallations :

-WHAT? account for rules and safety aspects for the execution and use of installations in different environments ;

-WHAT? account for installation principles for power installations

-WHAT? calculating and resolve tasks in the dimension of small housing installations

-WHAT? perform whole or parts of simple installations on a full scale ;

-WHAT? include the historical and cultural developments in the field of electricity supply.

7) Vvings installations :

-WHAT? account for developments in waste water management,

-WHAT? set up the installation principles for vvs installations

-WHAT? calculate and resolve tasks on the sizing of smaller installations from the supply to use of the use of equipment ;

-WHAT? perform whole or parts of simple installations on a full-scale scale.

8) Building automation :

-WHAT? account for developments in the automation of the residence,

-WHAT? make the choice of the solution principles for automation in the housing, including heat and ventilation, securing house and people, and the intelligent network of the house.

-WHAT? account for the general energy conditions of buildings

-WHAT? propose the choice of methods as well as constructing and run a management and regulation of simple automatic tasks

-WHAT? test and adjust the completed installation.

9) Energy installations :

-WHAT? account for different types of housing with regard to energy consumption ;

-WHAT? conduct experiments and develop and formulated solution proposals for energy optimization in a selected housing ;

-WHAT? perform whole or part of the solution proposal ;

-WHAT? assess the quality of the solution.

10) Construction Components :

-WHAT? account for the development of building materials and components ;

-WHAT? carry out test and testing of the properties of construction materials and provide proposals for the development of buildings design components ;

-WHAT? perform whole or part of a building design, where the component is part of the component,

-WHAT? assess the quality of the component.

11) Land measurement and construction work :

-WHAT? set out the principles and conduct of soil examinations ;

-WHAT? set up principles for and perform minor landing measurement and nivelling tasks

-WHAT? schedule and perform simple coverings and works.

12) Architecture

-WHAT? set up parts of the architecture history

-WHAT? prepare presentation materials for dissemination (outline model, conceptual model, presentation model, 3d model, drawing and diagrams, which make a project and its qualities)

-WHAT? to perform spatial programming, taking into account the intensity of the building and the relationship with the user and the other context that is essential for the design of an architectural project ;

-WHAT? design and design the design principles in concrete or abstract, phenomenal form (architectural tone),

-WHAT? account for the energy, the environment and social context as design dogma and as a strategy for the project concept.

Prejudict range (30%)

-WHAT? in the light of one of the key themes or one of the two elected electoral themes, greater professional knowledge, understanding, reflection and autonomy are demonstrated in the theme. The target will be put into practice in the school study plan prior to the commencement of the notification.

2.2. Kernestof

The core material is as follows :

Key Themes

1) Planning :

-WHAT? planning laws and rules

-WHAT? planning processes in construction.

2) Projecting :

-WHAT? notices and rules ;

-WHAT? technical communications, including the design process ;

-WHAT? materials, constructions, installations and works works,

-WHAT? use of IT tools by design ;

-WHAT? quality control.

3) Construction :

-WHAT? construction of simple building parts,

-WHAT? 2D and 3D CAD

-WHAT? the workplace safety,

-WHAT? quality control.

4) Energy and environment :

-WHAT? various forms of energy supply to a housing,

-WHAT? waste-disposal systems, emission and refuse collection, and associated disposal.

Vallamas

5) Building Constructions :

-WHAT? the architectural history of exclusive family houses,

-WHAT? building construction, including supporting structures, basic principles, directions, analyses, materials and execution processes.

-WHAT? principles of energy framework calculations, including heat loss calculations.

6) Elinstallations :

-WHAT? energy availability through the times,

-WHAT? rules on the basis and security of the dimensional and use of the dimensions ;

-WHAT? principles of electrical installation.

7) Vvings installations :

-WHAT? the development of waste water management,

-WHAT? vvs-installations and drainage installations, including resource consumption

-WHAT? rules for dimensioning and execution.

8) Building automation :

-WHAT? the development in the field of automation of the housing,

-WHAT? the principles of control and interaction between the different types of automation installations, including the management and regulatory methods of automatic installations,

-WHAT? rules for construction and execution.

9) Energy installations :

-WHAT? energy consumption of various residential buildings ;

-WHAT? energy optimization

-WHAT? experimental methods for the development of energy plants.

10) Construction Components :

-WHAT? development of building materials and components ;

-WHAT? material properties,

-WHAT? experimental methods for the development and detection of building materials.

11) Land measurement and construction work :

-WHAT? soil conditions and soil studies

-WHAT? principles for the marketing, the nivelling and the measurement of the agricultural measurement,

-WHAT? the principles of planning and construction of simple construction work.

12) Architecture :

-WHAT? the architectural history with a focus on housing and family houses ;

-WHAT? project presentation (models)

-WHAT? programming as a continuous accumulation of intentions and content, functionally, spatial and artistic

-WHAT? an architectural, material and constructive examination, which assumes form. Contains conceptual references to a possible architecture or architecture vision (abstract or concrete). Respits to room, on the terms of the sculpture (object and subobject and place it is placed)

-WHAT? parameters that can express opinions and strategies that will be the bearing elements of the architecture of an architectural design.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall be of a degree equal to approximately 5 000. 30%. of the professional content. The substance shall be chosen in such a way as to create new dimensions, perspectives and deepening the core, in particular for the purpose of seamulating in the field of animal health, and also supports the involvement of knowledge from the student body projects in the pupils ' projects.

3. Organisation of the Organisation

3.1. Didatical principles

The teaching represents a wide range of different learning strategies, including problem-based learning, in the longer project process, which is based on a technical problem in the technical field of technical expertise. The emphasis is placed on the emphasis on the professional disciplines of both professional and technical disciplines and methods (including the role of the group in Ideation Generation, Information Search and the preparation of the project description and schedule) shall be experienced as a whole. The theoretical work is still being done in practical terms, and the practical work is still being done on the basis of the theoretical work. Key and electoral themes are increasingly being integrated and with increased progression in the project flow, as well as professional disciplines as well as the project work form.

3.2. Work Forms

Education is conducted as a project-based education supported by subject training. The teaching is circumxies and applications-oriented with interaction between theory and practical work. The students are working on technical issues, and emphasis is placed on the theory and work of work and laboratory work. Practical education takes place at a level which reflects professional professionalism in the field of the selected technical area. There are tests, demonstrations, manufacture and material-and product testing. Companies are included in the training, including constellations, industrial fairs, project cooperation or visit. Work is being done with oral and written dissemination and written work in the form of project reports.

In conclusion, the training includes a project that forms the basis for the project sample in the dish. The project will be carried out as group work unless special technical or educational considerations are in force. The project shall be implemented in a separate project period separated from the general instruction of the profession. Normally, during the last week of the project, the other classes are not carried out. The project period will contain approximately About 100 hours of training in the area. Eight weeks. During the project period, the group / student is assigned a project guide.

The project shall be drawn up within the framework of project proposals submitted by the school. The projectoplayers must be formulated so that they together cover the subject matter of the subject matter and to describe the technological or technical problem to be resolved, together with any special circumstances, requirements and conditions relating to : The solution is the problem.

The group / student selects among the publishers and formulate a project description to be approved by the school manager before commencing the project period. The project description is approved when it is professional and level-wise, realistic and can be implemented on a professional basis within the school framework.

The return date must normally be within one week prior to the beginning of the examination period. At the time of completion, the Group / student will deliver a written report and either a practicable product or documentation for a successful process flow. Both are examinations and assessment bases. Evin working together in a group has shared responsibility for the department, regardless of whether the leader chooses to carry out the oral part of the sample as an individual sample or as a group test.

3.3. IT

Information technology aids are integrated as natural tools in the business and used for information, data collection, computation, simulation, management, and regulation, drawing and visualization, and text and image processing for the preparation of Project reports.

3.4. Collections with other subjects

Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study.

The project work in the profession is carried out in interaction with one or more of the pupils ' studies in the study and shall include any agreeable objectives in the field of study. The student's graduation project involves knowledge from other subjects of education. The cover shall be covered by the general interaction in the field of study, as described in Annex 2, including the involvement of the study arrangements in the projectorating forms of work.

4. Evaluation

4.1. Ongoing Evaluation

The students are drawn up in the curfew period a number of projects resulting in a product with a related project report. In connection with the completion of each theme or project period, the performance and performance of the students shall be evaluated. The evaluation shall be carried out in part by project presentation with any opponers, and by means of in-depth discussions on how to improve the performance of the performance in the future. Evaluation provides an individual assessment of the level and development of the professional position in relation to the expected development and the professional objectives.

The work on the separate project forming part of the project test, cf. Act. In the final paragraph, the project shall not be assessed separately prior to the oral part of the sample.

4.2. Test form

A project test shall be conducted with written report, product / process flow and associated verbal examination, which shall be carried out as a group test or as an individual sample. In the case of group examination, examination of the examination shall be such that the basis for an individual assessment of the individual examiner shall be ensured in accordance with the conditions laid down in the report. Act. 4.3. When professional relationships make it necessary, the school manager examiners an exams from group testing. The project publishers are provided by the school, cf. Act. 3.2. Before the oral part of the sample, the school sends a copy of the group / examiner's report to the center. The examiner and censor shall be discussed before the oral part of the test the problem of which the group / examiner will be required to elaborate.

Expermeation time is approximately 30 minutes per. examiner duck. By group test, the examination time per year can be finals. for up to six minutes, the examination shall be short-breeted. Preparation time is not given.

The oral part of the test consists of the presentation and presentation of the project (written report and practical product / documentation for process flow) complemented by exquisitions from the examiner. On the basis of the project, the oral part of the test contains an in-depth discussion, which may include relevant issues in the whole of the subject matter of the entire professional and supplementary substance. The presentation and presentation of the group / examination of the project may not exceed half of the examination time.

4.3. Assessment criteria

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

General

-WHAT? ability to combine working theory and practical work in a project

-WHAT? involvement of relevant knowledge from other subjects of training,

-WHAT? perspective delivery for relevant topics in the field of technicasm.

Form and content of the report

-WHAT? the processing of the project ' s problem positions ;

-WHAT? planning and evaluation of the project ;

-WHAT? the documentation and communication value, including the transparency, coherence, source references and technical documentation,

-WHAT? specified requirements for the product,

-WHAT? a valid argument for the choices made.

Product / process flow

-WHAT? diligence and professionalism in manufacture,

-WHAT? quality in relation to the requirements laid down.

Mundable examination

-WHAT? the oral presentation of the project,

-WHAT? statement of the selected solutions

-WHAT? the demonstration of ownership in relation to the content of the project ;

-WHAT? the response to the detailed and supplementary questions.

The assessment is individual and one character shall be based on a holistic assessment of the performance of the examiner, comprehensive the written report, the practica/process flow and oral examination.

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Appendix 26

Technical-A-Design and Production-htx, June 2013

1. Identity and purpose

1.1. Identity

The trade is concerned with the development and manufacture of products and the conditions for this. It includes the interaction between technology, knowledge, organisation and product, with a focus on the integration of technical and natural scientific knowledge into product development and manufacturing processes and combining practical work in workshops and laboratories.

The profession is involved in making the htx training reality and intertime relevant, and is one of the subjects that is involved in acting in the profile of education.

The family deals with the formulas and development, components and materials, management and monitoring, and the manufacture. The process includes process flow and product production at a level that reflects professional professionalism within the selected technical area. In the technicament, interaction with other subjects, including the studies of study courses, is ensured. Large parts of the unit of technology shall be carried out as a project-based training, in interaction between theory and practical work in workshops and laboratories. The trade provides technical clarification, self-employed work, reflection and knowledge of project-based methods. The project foreraces means that the class of education is used in a context that combines different professional knowledge in a relevant way.

1.2. Objective

The text contributes to the overall objective of the htx-education, by the student reinforcing its formal and genuine preconditions for higher education, especially in the field of technical and scientific knowledge. The technology sector develops the ability to respond to technical designs and solutions in the world and used scientific knowledge to be analytical, reflective, innovative and innovative. In the technical areas of technical expertise, the purpose is for students to gain insight into planning, describing and implementing independent projects and concrete projects.

In addition, the objective is that students develop their ability to seek, process and disseminate relevant information to prodigeal themselves in a specific specialist problem and to combine working theory and practical work. The students must be able to incorporate and use elements from other subjects, including in particular the studies of study professionals, in projects that at the same time support other studies in the courses of study. The technology must contribute to the knowledge and experience of project-based methods, including independent work, both individually and in cooperation with others.

Finally, the aim is for the pupils to be able to include historical, cultural, economic, production and environmental aspects of project work.

2. Fact objectives and professional content

The technicament is composed of key themes, which are mandatory for the selected technical subject, of two constituteemas, which the school manager chooses among the selecteas set out below, and by a deep-space area chosen within one of the individual technicmatter key themes or constituteemes for which the school manager selects. Part of the final project is in the area of the deep-space area. The key themes and the selection of electoral themes represent approximately EUR 5 000. 70%. of the professional training period of the professional. The front-door area is approximately EUR 5 000 30%. of the professional training period of the professional. The text of the text and the constituting that are part of the profession shall be indicated on the certificate of the student.

2.1. Fagable targets

The students must be able to :

Key Themes (40%)

1) Product development based on a given technical problem :

-WHAT? performing Ideation Development

-WHAT? prepare and prepare a product development plan ;

-WHAT? prepare requirements specifications ;

-WHAT? applying CAD for formulause,

-WHAT? set up for quality activities in a company ;

-WHAT? manufacture prototype.

2) Producing and process monitoring :

-WHAT? apply and make appropriate choice of measuring instruments,

-WHAT? carrying out relevant measures

-WHAT? perform analysis of results results.

3) Automation and governance techniques :

-WHAT? develop diagrams for and make up the position of simple hydraulic, pneumatic or electrical circuits, or manufacture a parcels ;

-WHAT? in the thematic area implemented, a simple programming, e.g. CNC, PC, or PLC or set up a production plan in the form of product cards ;

-WHAT? recognize interfacetechnique, data communications, and CIM.

4) Material technology :

-WHAT? propose appropriate materials / components for a given use, including taking environmental considerations.

Vallamas (30%)

5) Processes, masking :

-WHAT? lay down requirements and specifications for breathtaking and rebreathed processing and the adjoining of the fic-breathless reprocessing

-WHAT? the reasons and the method of processing as well as the addition of the method ;

-WHAT? carrying out forms of processing and the addition of the method ;

-WHAT? complete assemblings and assemblings of simple products ;

6) Construction, machine :

-WHAT? planning and performing dimensioning

-WHAT? schedule and execute item composite

-WHAT? plan and perform production preparation.

7) Materials, machine :

-WHAT? describe the materials of the machinery, including origin, properties and applications ;

-WHAT? justify material selection and choice of materials and protective form to a given structure ;

-WHAT? account for the life cycle of a product.

8) Automation, machine :

-WHAT? setting requirements and specifications for a simple automation process ;

-WHAT? selecting automation components

-WHAT? develop relevant charts for the process,

-WHAT? manufacture the automation unit.

9) Analog and digital technology, el :

-WHAT? make the choice of passive components, commonly known, semi-conductors, linear and digital circles in the construction of circuits ;

-WHAT? perform A/D-D/A conversion and make ready for different mapping principles

-WHAT? make diagram drawing and printing using CAD and manufacture, using the circuits of the printed circuit, taking into account electrical and mechanical conditions.

10) Programmerable electronics, electrical :

-WHAT? develop interfaceelectronics and capture of measurement data,

-WHAT? construe management, regulation, or monitoring systems ;

-WHAT? use a microcontroller or PLC for real-time processes ;

-WHAT? recognize techniques within wireless and wireless data transmission.

11) Appliances, electrical :

-WHAT? develop specifications and requirements for single components for a given appliance in relation to the use ;

-WHAT? propose, justify and carry out cabinets and make appliances montage ;

-WHAT? propose protection components for individual and component protection

-WHAT? explain reasons and propose solutions for the remedying of electrical noise.

12) Industrial electrical engineering, el :

-WHAT? the reasons and the proposed use of electric motors and generators ;

-WHAT? the reasons and the use of the engines in governance-engineering options ;

-WHAT? the reasons and the use of transducers for the solution of management engineering tasks ;

-WHAT? account for the use of three-phase exchange rate and protection systems in the industry.

13) Processing, wood :

-WHAT? lay down requirements and specifications for general working and general collection of wood-based materials,

-WHAT? the reasons and the choice of processing method and method of collection for ordinary wood-based materials,

-WHAT? perform general work and wood-based collection and collection of wood-based materials.

14) Construction, wood :

-WHAT? planning and performing dimensioning

-WHAT? schedule and execute item composite

-WHAT? plan and perform production preparation.

15) Materials, wood :

-WHAT? select tree species

-WHAT? select materials and coatings for a given construct based on physical and chemical properties,

-WHAT? account for the life cycle of a product.

16) Automation, wood :

-WHAT? setting requirements and specifications for a simple automation process ;

-WHAT? selecting automation components

-WHAT? develop relevant charts for the process,

-WHAT? possibly manufacture the automated product.

17) Product development and construction, texting :

-WHAT? make a nest for parts of the stiltale

-WHAT? use and evaluate fashion drawings ;

-WHAT? propose confectioneers, trikotagetechniques and non-wowen techniques

-WHAT? performing model design

-WHAT? facilitate interface development tasks

-WHAT? calculating and carrying out gradients

-WHAT? the use and dissection of sketches and models by means of free-handling, CAD or equivalent programmes ;

-WHAT? propose tools and machinery within the textile area for a particular use.

18) Processing technology, texting :

-WHAT? draw up technical drawings manually and by means of CAD,

-WHAT? use confections, tricoping techniques or non-wowen techniques used in the clothing and textile industry

-WHAT? use machinery and tools in the fields of finders and growers in relation to the textile sector.

(19) Material Tale, Textile Style :

-WHAT? describe the materials of the textile area, including their origin, physical and chemical structure and applications ;

-WHAT? keep the textile test,

-WHAT? performing color-process calculations

-WHAT? account for the life cycle of a textile product.

20) Expressurist technology, texting :

-WHAT? make ready for selected part of the colour bulb

-WHAT? use a selected colour system in the textile sector,

-WHAT? suggesting, justify and use farver-itek9

-WHAT? use print, embroidery, or application techniques.

Prejudict range (30%)

-WHAT? in the light of one of the key themes or one of the two elected electoral themes, greater professional knowledge, understanding, reflection and autonomy are demonstrated in the theme. The target will be put into practice in the school study plan prior to the commencement of the notification.

2.2. Kernestof

The core material is as follows :

Key Themes

1) Product development :

-WHAT? the development of a product from an idea for production, CAD, quality management and information on costs of purchasing and production.

2) Producing and process monitoring :

-WHAT? measurement and insight into measuring instruments.

3) Automation and governance techniques :

-WHAT? operating systems and computer-based production processes.

4) Material technology :

-WHAT? the characteristics, manufacture, use, testing and processing materials.

Vallamas

5) Processes, masking :

-WHAT? industrial operations, including compiling grounds and grounds for such operations.

6) Construction, machine :

-WHAT? design elements and phases of a design flow including the quality of design.

7) Materials, machine :

-WHAT? the materials, including physical, chemical and strength of the machinery, including physical, chemical and power-related properties, corrosion-forms and protection.

8) Automation, machine :

-WHAT? automation systems.

9) Analog and digital technology, el :

-WHAT? Theoretically behind and the construction of electrical circuits.

10) Programmerable electronics, electrical :

-WHAT? programmable electronics in interplay with the physical environment

-WHAT? Data transmission protocols.

11) Appliances, electrical :

-WHAT? appliance design.

-WHAT? principles of electrical insulation and personal protection ;

-WHAT? electrical noise dampening.

12) Industrial electrical engineering, el :

-WHAT? the functioning of electrical engines and of the generator ;

-WHAT? the mode of operation chosen is not

-WHAT? three phase alternating current

-WHAT? Elecma-tech used in industry.

13) Processing, wood :

-WHAT? wood-industrial operations, including compiling grounds and grounds for them.

14) Construction, wood :

-WHAT? design elements and phases of a design flow including the quality of design.

15) Materials, wood :

-WHAT? the materials of the wood and furniture industry, including physical and strength-related properties and surface treatments.

16) Automation, wood :

-WHAT? automation systems in the timber industry.

17) Product development and construction, texting :

-WHAT? style history

-WHAT? free-handling and IT processing ;

-WHAT? the production and insight into compositions,

-WHAT? the design and processing techniques in the textile sector,

-WHAT? tools and machinery in the textile sector.

18) Processing technology, texting :

-WHAT? textile industrial operations, including technical documentation,

-WHAT? tools and machinery in the textile sector.

(19) Material Tale, Textile Style :

-WHAT? insight into the materials and physical and chemical properties of the textile area and their farveritekniks.

20) Expressurist technology, texting :

-WHAT? texting expressions and insight into decorating techniques

-WHAT? coloring, including its significance for the expression and physico / chemical background.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall be of a degree equal to approximately 5 000. 30%. of the professional content. The substance shall be chosen in such a way as to create new dimensions and perspectives and publishes the core, in particular for the purpose of seamulating in the field of animal health, and also supports the involvement of knowledge from the student body projects in the pupils ' projects.

3. Organisation of the Organisation

3.1. Didatical principles

The teaching represents a wide range of different learning strategies, including problem-based learning, in the longer project process, which is based on a technical problem in the technical field of technical expertise. The emphasis is placed on the emphasis on the professional disciplines of both professional and technical disciplines and methods (including the role of the group in Ideation Generation, Information Search and the preparation of the project description and schedule) shall be experienced as a whole. The theoretical work is still being done in practical terms, and the practical work is still being done on the basis of the theoretical work. Key and electoral themes are increasingly being integrated and with increased progression in the project flow, as well as professional disciplines as well as the project work form.

3.2. Work Forms

Education is conducted as a project-based education supported by subject training. The teaching is circumxies and applications-oriented with interaction between theory and practical work. The students are working on technical issues, and emphasis is placed on the theory and work of work and laboratory work. Practical education takes place at a level which reflects professional professionalism in the field of the selected technical area. There are tests, demonstrations, manufacture and material-and product testing. Companies are included in the training, including constellations, industrial fairs, project cooperation or visit. Work is being done with oral and written dissemination and written work in the form of project reports.

In conclusion, the training includes a project that forms the basis for the project sample in the dish. The project will be carried out as group work unless special technical or educational considerations are in force. The project shall be implemented in a separate project period separated from the general instruction of the profession. Normally, during the last week of the project, the other classes are not carried out. The project period will contain approximately About 100 hours of training in the area. Eight weeks. During the project period, the group / student is assigned a project guide.

The project shall be drawn up within the framework of project proposals submitted by the school. The projectoplayers must be formulated so that they together cover the subject matter of the subject matter and to describe the technological or technical problem to be resolved, together with any special circumstances, requirements and conditions relating to : The solution is the problem.

The group / student selects among the publishers and formulate a project description to be approved by the school manager before the project work can commence. The project description is approved when it is professional and level-wise, realistic and can be implemented on a professional basis within the school framework.

The return date must normally be within one week prior to the beginning of the examination period. At the time of completion, the Group / student will deliver a written report and either a practicable product or documentation for a successful process flow. Both are examinations and assessment bases. Evin working together in a group has shared responsibility for the department, regardless of whether the leader chooses to carry out the oral part of the sample as an individual sample or as a group test.

3.3. IT

Information technology aids are integrated as natural tools in the business and used for information, data collection, calculation, simulation, management, and regulation, drawing and visualization, as well as text and image processing programs ; the drawing of the projections.

3.4. Collections with other subjects

Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study.

The project work in the profession is carried out in interaction with one or more of the pupils ' studies in the study and shall include any agreeable objectives in the field of study. The completion project of the students is involved in learning from other subjects in education. The cover shall be covered by the general interaction in the field of study, as described in Annex 2, including the involvement of the study arrangements in the projectorganised forms of work.

4. Evaluation

4.1. Ongoing Evaluation

The students are drawn up in the curfew period a number of projects resulting in a product with a related project report. In connection with the completion of each theme or project period, the performance and performance of the students shall be evaluated. The evaluation shall be carried out in part by project presentation with any opponers, and by means of in-depth discussions on how to improve the performance of the performance in the future. Evaluation provides an individual assessment of the level and development of the professional position in relation to the expected development and the professional objectives.

The work on the separate project forming part of the project test, cf. Act. In the final paragraph, the project shall not be assessed separately prior to the oral part of the sample.

4.2. Test form

A project test shall be conducted with written report, product / process flow and associated verbal examination, which shall be carried out as a group test or as an individual sample. In the case of group examination, examination of the examination shall be such that the basis for an individual assessment of the individual examiner shall be ensured in accordance with the conditions laid down in the report. Act. 4.3. When professional relationships make it necessary, the school manager examiners an exams from group testing. The project publishers are provided by the school, cf. Act. 3.2. Before the oral part of the sample, the school sends a copy of the group / examiner's report to the center. The examiner and censor shall be discussed before the oral part of the test the problem of which the group / examiner will be required to elaborate.

Expermeation time is approximately 30 minutes per. examiner duck. By group test, the examination time per year can be finals. for up to six minutes, the examination shall be short-breeted. Preparation time is not given.

The oral part of the test consists of the presentation and presentation of the project (written report and practical product / documentation for process flow) complemented by exquisitions from the examiner. On the basis of the project, the oral part of the test contains an in-depth discussion, which may include relevant issues in the whole of the subject matter of the entire professional and supplementary substance. The presentation and presentation of the group / examination of the project may not exceed half of the examination time.

4.3. Assessment criteria

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

General

-WHAT? ability to combine working theory and practical work in a project

-WHAT? involvement of relevant knowledge from other subjects of training,

-WHAT? perspective delivery for relevant topics in the field of technicasm.

Form and content of the report

-WHAT? the processing of the project ' s problem positions ;

-WHAT? planning and evaluation of the project ;

-WHAT? the documentation and communication value, including the transparency, coherence, source references and technical documentation,

-WHAT? specified requirements for the product,

-WHAT? a valid argument for the choices made.

Product / process flow

-WHAT? diligence and professionalism in manufacture,

-WHAT? quality in relation to the requirements laid down.

Mundable examination

-WHAT? the oral presentation of the project,

-WHAT? statement of the selected solutions

-WHAT? the demonstration of ownership in relation to the content of the project ;

-WHAT? the response to the detailed and supplementary questions.

The assessment is individual and one character shall be based on a holistic assessment of the performance of the examiner, comprehensive the written report, the practica/process flow and oral examination.

---

Appendix 27

Techniques A-Process, Food and Health-htx, June 2013

1. Identity and purpose

1.1. Identity

The trade is concerned with the development and manufacture of products and the conditions for this. It includes the interaction between technology, knowledge, organisation and product, with a focus on the integration of technical and natural scientific knowledge into product development and manufacturing processes and combining practical work in workshops and laboratories.

The profession is involved in making the htx training reality and intertime relevant, and is one of the subjects that is involved in acting in the profile of education.

The cover relates to analytical methods, biotechnology, food, microbiology, product production and health and the environment. The process includes process flow and product production at a level that reflects professional professionalism within the selected technical area. In the technicament, interaction with other subjects, including the studies of study courses, is ensured. Large parts of the unit of technology shall be carried out as a project-based training, in interaction between theory and practical work in workshops and laboratories. The trade provides technical clarification, self-employed work, reflection and knowledge of project-based methods. The project foreraces means that the class of education is used in a context that combines different professional knowledge in a relevant way.

1.2. Objective

The text contributes to the overall objective of the htx-education, by the student reinforcing its formal and genuine preconditions for higher education, especially in the field of technical and scientific knowledge. The technology sector develops the ability to respond to technical designs and solutions in the world and used scientific knowledge to be analytical, reflective, innovative and innovative. In the technical areas of technical expertise, the purpose is for students to gain insight into planning, describing and implementing independent projects and concrete projects.

In addition, the objective is that students develop their ability to seek, process and disseminate relevant information to prodigeal themselves in a specific specialist problem and to combine working theory and practical work. The students must be able to incorporate and use elements from other subjects, including in particular the studies of study professionals, in projects that at the same time support other studies in the courses of study. The technology must contribute to the knowledge and experience of project-based methods, including independent work, both individually and in cooperation with others.

Finally, the aim is for the pupils to be able to include historical, cultural, economic, production and environmental aspects of project work.

2. Fact objectives and professional content

The technicament is composed of key themes, which are mandatory for the selected technical subject, of two constituteemas, which the school manager chooses among the selecteas set out below, and by a deep-space area chosen within one of the individual technicmatter key themes or constituteemes for which the school manager selects. Part of the final project is in the area of the deep-space area. The key themes and the selection of electoral themes represent approximately EUR 5 000. 70%. of the professional training period of the professional. The front-door area is approximately EUR 5 000 30%. of the professional training period of the professional. The text of the text and the constituting that are part of the profession shall be indicated on the certificate of the student.

2.1. Fagable targets

The students must be able to :

Key Themes (30%)

1) Analytical methods and quality assessment :

-WHAT? select, justify, and apply appropriate analytical methods

-WHAT? the methods of analysis and the chosen product of quality wines.

2) Health and Environment :

-WHAT? identify factors that are relevant to health and the environment ;

-WHAT? clarify selected health and environmental problems by illus of examples and statistics ;

-WHAT? propose the method of lighting or resolution of a health or environmental problem ;

-WHAT? perform a survey which illus or solves the problem.

3) Biotechnology :

-WHAT? account for selected biotechnical methods,

-WHAT? use and justify biotechnical methods ;

-WHAT? account for ethical considerations and consequences for health and the environment.

Vallamas (40%)

4) Process Technology :

-WHAT? describe and implement a controlled and regulated chemical or biological process ;

-WHAT? optimize the process based on selected management options based on product characteristics

-WHAT? assess the safety and environmental conditions of the process.

5) Chemical production :

-WHAT? plan and execute a chemical process, including optimizing the process based on selected criteria

-WHAT? to assess the quality

-WHAT? assess ethical, health and environmental aspects of the process and the product.

6) Environmental engineering :

-WHAT? the description and analysis of an environmental impact ;

-WHAT? develop an environmental technical solution,

-WHAT? test this or share thereof and assess the environmental impact of an ethical and health perspective.

7) Food :

-WHAT? planning and implementing food production ;

-WHAT? optimize the process based on selected criteria

-WHAT? assess the importance of the quality of raw materials for the nutritional properties of the product ;

-WHAT? assess the ethical and health aspects of the production and consumption of foodstuffs.

8) Biotechnology used :

-WHAT? planning and implementing bioengineering processes ;

-WHAT? account for selected genetic engineering methods and their application ;

-WHAT? assess the quality and use of the product ;

-WHAT? assess ethical, health and environmental aspects of the biotechnological process and product.

9) Microbiology :

-WHAT? account for the growth and adjustment of micro-organisms,

-WHAT? account for the significance of the micro-organism for disease, health and production ;

-WHAT? plan, implement and optimize microbiological process or production ;

-WHAT? assess process or production in relation to the applicability of the method.

10) Lifestyle health :

-WHAT? identify and describe a behaviour of impact on health and wellbeing in a given target group

-WHAT? propose changes in lifestyle on grounds in health

-WHAT? plan and test a behavioral change procedure or process ;

-WHAT? assess the flow and impact of the intervention.

11) Training, rehabilitation and auxiliary means :

-WHAT? select and describe training or retraining task

-WHAT? provide for appropriate training or retraining programmes, where appropriate, with the use of auxiliary means ;

-WHAT? test the training / retraining programme, including, where appropriate, manufacture and adjusting aids ;

-WHAT? the assessment and perspective of the tested programme or ancillor of the programme ;

12) Food and nutrition :

-WHAT? describe a problem-related problem

-WHAT? propose and justify the choice of diet on the basis of individual health considerations ;

-WHAT? carry out production or analysis in relation to the problem ;

-WHAT? assess and outlook the set up program.

Prejudict range (30%)

-WHAT? by deploying one of the key themes or one of the two elected electoral themes demonstrate greater professional knowledge, understanding, reflection and independence in the theme. The target will be put into practice in the school study plan prior to the commencement of the notification.

2.2. Kernestof

The core material is as follows :

Key Themes

1) Analytical methods and quality assessment :

-WHAT? physical, chemical and microbiological analytical methods ;

-WHAT? relevant appliance technique,

-WHAT? authentication methods.

2) Health and Environment :

-WHAT? methods of analysis relating to the environment, health or sickness ;

-WHAT? relevant physiology, genetics, disease and environmental learning ;

-WHAT? Selected legislation in relation to specific projects.

3) Biotechnology :

-WHAT? biotechnology, including control, regulation and methods intervening in the natural growth and reproduction of the living organism ;

-WHAT? genetic engineering

-WHAT? relevant legislation.

Vallamas

4) Process Technology :

-WHAT? management parameters

-WHAT? regulatory equipment

-WHAT? process diagram

-WHAT? collection and processing of data.

5) Chemical production :

-WHAT? device operation,

-WHAT? process diagram

-WHAT? Analytic technique selected

-WHAT? security and the environment.

6) Environmental engineering :

-WHAT? environmental techniques,

-WHAT? environmental lessons, including sustainability and environmental foreign substances ;

-WHAT? methods for assessing the environmental impact and the effects of alternatives ;

-WHAT? relevant legislation, including green accounts ;

-WHAT? culture and environmental history.

7) Food :

-WHAT? nutrition, including matter and energy production, and excretion ;

-WHAT? microbiology,

-WHAT? production conditions, including production phases, hygienic, waste products and the environment ;

-WHAT? relevant legislation.

8) Biotechnology used :

-WHAT? biotechnology production,

-WHAT? cell biology

-WHAT? cell biological tools and their function,

-WHAT? microbiology, including microbiological methods.

9) Microbiology :

-WHAT? systematics and biology of micro-organisms,

-WHAT? antibiotics

-WHAT? microbiological working methods,

-WHAT? micro-organisms in food, industrial production and disease treatment.

10) Lifestyle health :

-WHAT? data collection and analytical methods,

-WHAT? the impact of life in respect of conditions such as nutritional status and work environment ;

-WHAT? Disecrasm.

11) Training, rehabilitation and auxiliary means :

-WHAT? anatomy and physiology of the body

-WHAT? training methods, including muscle strength, muscle stamina, fitness, mobility and coordination ;

-WHAT? disease teachings, including suffering in the movement apparatus.

12) Food and nutrition :

-WHAT? knowledge of the basic nutritional learning, diet and analysis of costantin;

-WHAT? physiology

-WHAT? boarding guide

-WHAT? applicable laws and regulations.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance shall be of a degree equal to approximately 5 000. 30%. for the professional content and must be selected in such a way that it draws up new dimensions and perspectives and is deepening the core, in particular with a view to the purpose of sealing in the area of the subsurface area, and supports the involvement of knowledge from the studies in the area of study of the studies ; the projects of pupils.

3. Organisation of the Organisation

3.1. Didatical principles

The teaching represents a wide range of different learning strategies, including problem-based learning, in the longer project process, which is based on a technical problem in the technical field of technical expertise. The emphasis is placed on the emphasis on the professional disciplines of both professional and technical disciplines and methods (including the role of the group in Ideation Generation, Information Search and the preparation of the project description and schedule) shall be experienced as a whole. The theoretical work is still being done in practical terms, and the practical work is still being done on the basis of the theoretical work. Key and electoral themes are increasingly being integrated and with increased progression in the project flow, as well as professional disciplines as well as the project work form.

3.2. Work Forms

Education is conducted as a project-based education supported by subject training. The teaching is circumxies and applications-oriented with interaction between theory and practical work. The students are working on technical issues, and emphasis is placed on the theory and work of work and laboratory work. Practical education takes place at a level which reflects professional professionalism in the field of the selected technical area. There are tests, demonstrations, manufacture and material-and product testing. Companies are included in the training, including constellations, industrial fairs, project cooperation or visit. Work is being done with oral and written dissemination and written work in the form of project reports.

In conclusion, the training includes a project that forms the basis for the project sample in the dish. The project will be carried out as group work unless special technical or educational considerations are in force. The project shall be implemented in a separate project period separated from the general instruction of the profession. Normally, during the last week of the project, the other classes are not carried out. The project period will contain approximately About 100 hours of training in the area. Eight weeks. During the project period, the group / student is assigned a project guide.

The project shall be drawn up within the framework of project proposals submitted by the school. The projectoplayers must be formulated so that they together cover the subject matter of the subject matter and to describe the technological or technical problem to be resolved, together with any special circumstances, requirements and conditions relating to : The solution is the problem.

The group / student selects among the publishers and formulate a project description to be approved by the school manager before the project work can commence. The project description is approved when it is professional and level-wise, realistic and can be implemented on a professional basis within the school framework.

The return date must normally be within one week prior to the beginning of the examination period. At the time of completion, the Group / student will deliver a written report and a practicable product or documentation for a successful process flow. Both are examinations and assessment bases. Evin working together in a group has shared responsibility for the department, regardless of whether the leader chooses to carry out the oral part of the sample as an individual sample or as a group test.

3.3. IT

Information technology aids are integrated as natural tools in the business and used for information, data collection, calculation, simulation, management, and regulation, drawing and visualization, as well as text and image processing programs ; the drawing of the projections.

3.4. Collections with other subjects

Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study.

The project work in the profession is carried out in interaction with one or more of the pupils ' studies in the study and shall include any agreeable objectives in the field of study. The student's graduation project involves knowledge from other subjects of education. The cover shall be covered by the general interaction in the field of study, as described in Annex 2, including the involvement of the study arrangements in the projectorating forms of work.

4. Evaluation

4.1. Ongoing Evaluation

In the teaching process, the students implement a number of projects that result in a product with the associated project report. In connection with the completion of each theme or project period, the performance and performance of the students shall be evaluated. The evaluation shall be carried out in part by project presentation with any opponers, and by means of in-depth discussions on how to improve the performance of the performance in the future. Evaluation provides an individual assessment of the level and development of the professional position in relation to the expected development and the professional objectives.

The work on the separate project forming part of the project test, cf. Act. In the final paragraph, the project shall not be assessed separately prior to the oral part of the sample.

4.2. Test form

A project test shall be conducted with written report, product / process flow and associated verbal examination, which shall be carried out as a group test or as an individual sample. In the case of group examination, examination of the examination shall be such that the basis for an individual assessment of the individual examiner shall be ensured in accordance with the conditions laid down in the report. Act. 4.3. When professional relationships make it necessary, the school manager examiners an exams from group testing. The project publishers are provided by the school, cf. Act. 3.2. Before the oral part of the sample, the school sends a copy of the group / examiner's report to the center. The examiner and censor shall be discussed before the oral part of the test the problem of which the group / examiner will be required to elaborate.

Expermeation time is approximately 30 minutes per. examiner duck. By group test, the examination time per year can be finals. for up to six minutes, the examination shall be short-breeted. Preparation time is not given.

The oral part of the test consists of the presentation and presentation of the project (written report and practical product / documentation for process flow) complemented by exquisitions from the examiner. On the basis of the project, the oral part of the test contains an in-depth discussion, which may include relevant issues in the whole of the subject matter of the entire professional and supplementary substance. The presentation and presentation of the group / examination of the project may not exceed half of the examination time.

4.3. Assessment criteria

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

General

-WHAT? ability to combine working theory and practical work in a project

-WHAT? involvement of relevant knowledge from other subjects of training,

-WHAT? perspective delivery for relevant topics in the field of technicasm.

Form and content of the report

-WHAT? the processing of the project ' s problem positions ;

-WHAT? planning and evaluation of the project ;

-WHAT? the documentation and communication value, including the transparency, coherence, source references and technical documentation,

-WHAT? specified requirements for the product,

-WHAT? a valid argument for the choices made.

Product / process flow

-WHAT? diligence and professionalism in manufacture,

-WHAT? quality in relation to the requirements laid down.

Mundable examination

-WHAT? the oral presentation of the project,

-WHAT? statement of the selected solutions

-WHAT? the demonstration of ownership in relation to the content of the project ;

-WHAT? the response to the detailed and supplementary questions.

The assessment is individual and one character shall be based on a holistic assessment of the performance of the examiner, comprehensive the written report, the practica/process flow and oral examination.

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Appendix 28

Technology A-htx, June 2013

1. Identity and purpose

1.1. Identity

Fame technology includes the link between technological solutions and social issues.

The Fame integrates ratings of the interplay between technology development and social development and analysis of technology. The trade is based on the analysis of social issues-development of products and interaction between technology, knowledge, organisation and product, so technical and natural scientifically knowledge is combined with practical work in workshops and laboratories.

The Fame gives the student elements of a technological formation through an understanding of the interaction between technology and society, a critical sense and ability to solve practical / theoretical issues through problem-solving, and an understanding of how technological knowledge is produced, through analysis and synthesis in an overall process.

The profession is involved in making the htx training reality and intertime relevant, and is one of the subjects that is involved in acting in the profile of education.

The method of the field is problem-based learning in longer project flows. The project foreraces means that the qualifications of education should be used in a context where professional knowledge is combined in a relevant way.

1.2. Objective

The contribution of the Fame contributes to the purpose of the htx-education, by reinforcing students ' preconditions for higher education, especially in technology, technology, science, commerce, innovation and entrepreneurship.

The aim is for students to develop their understanding of theoretical knowledge from the different subjects of education as a tool for the analysis of the realities of realizing and composite issues. The students gain insight into the interconnection of natural sciences, technology and social development so that they can take critical and reflective approach to technological development and social conditions.

The Fame offers knowledge and understanding of technology as a solution to problems, technology that creates problems and the need to involve stakeholders and stakeholders in technology development to take account of the social consequences of technology.

In relation to this, it is the aim of students being aware of different technologies that are used in industry, for the development of ideas and innovative and creative processes in the development of products.

The objective is also to ensure that students are given experience in the context of the relationship between scientific theory and practice in workshops and laboratories and background to the selection of manufacturing processes.

In addition, the objective is that students gain knowledge of startup, planning and the placing on the market of a production and knowledge of relationships between technology, enterprise, society and internationalisation.

Finally, the objective is for students to have experience with problem-based learning in a longer project, including independent work, both individually and in cooperation with others, as well as study and working methods relevant to higher education.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? to analyse and document a social problem and apply method to systematic product development in which the interaction between design, production and marketing is integrated into the development of a product contributing to the problem of the problem ;

-WHAT? carry out minor empirical studies which document a problem

-WHAT? use natural scientific methods for the opening of test comics,

-WHAT? use methods for the development of products for development ;

-WHAT? account for the cause and effect of the environmental effects and environmental considerations for the development of products ;

-WHAT? use professional tools and methodologies, work in the safety and health of products in the manufacture of products in schools workshops and laboratories, manufacture products of good quality and assessing and documenting the quality of the product ;

-WHAT? to apply and account of relevant scientific knowledge in a technological context and in the process of product development and manufacturing process ;

-WHAT? account for the relationship between technology choices, production and competition strategy in a business and understanding the interaction between the company and society at national and international level ;

-WHAT? account for how technological knowledge is produced, including ideas and theories that are behind the development of technology, and for the interaction of technology with the surrounding society ;

-WHAT? account for the historical development of selected technologies,

-WHAT? working independently and in conjunction with others in larger problem-based project procedures and using the method of planning, implementing and evaluating the project flow ;

-WHAT? document and present project flows, written, orally and visually ;

-WHAT? disseminate knowledge convincingly and accurately in writing and verbal form.

2.2. Kernestof

The core material is as follows :

Materials and Processes Processes

-WHAT? selected materials, their properties, construction and suitability in different contexts ;

-WHAT? selected electronic components, their construction, operation and use ;

-WHAT? device operations, processes, processing and join methods relating to the selected materials and components ;

-WHAT? the safety and health of works in workshops and laboratories.

Technology and Environmental Assessment

-WHAT? technology, technology, knowledge, organisation and product ;

-WHAT? technological development such as linear and interactive development ;

-WHAT? technological assessment as an impact assessment, comprehensive assessment and constructive assessment ;

-WHAT? global, regional and local environmental effects and effects

-WHAT? environmental assessment, assessment of the environmental impact of materials and products ;

-WHAT? quality and environmental management : the company's security of uniform products, the management of resource consumption and environmental impact.

Product development, production and marketing

-WHAT? methods for idea development,

-WHAT? Integrated product development-with phasers, needs examination, product principle, product design, production preparation and realisation-in cooperation between the company's marketing, construction and production department

-WHAT? manufacturing process-technology, knowledge and organisation-and the significance for the production of changes in the individual elements ;

-WHAT? the form and function of designing selected products ;

-WHAT? development of products-production, assembly and distribution right ;

-WHAT? logistics, including production, production planning and production layout ;

-WHAT? cost calculations and placing on the market of products

-WHAT? business production, interaction with society at regional, national and international level.

Project Work Form

-WHAT? problem formulation

-WHAT? problem analysis and documentation of the issue of the collection, selection and processing of information ;

-WHAT? qualitative and quantitative methods for the collection of information ;

-WHAT? project planning

-WHAT? cooperation relationships between pupils, between pupils and valedis and between pupils and external partners.

Documentation and Presentation

-WHAT? technical drawing

-WHAT? work drawings, diagrams, flow diagrams, collection drawings and stylist

-WHAT? the establishment of a technical report,

-WHAT? visual tools for presentation of a project

-WHAT? in writing and oral dissemination,

-WHAT? the use and indication of sources.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance is deepening and perspectives in perspective, and in the context of projects, new issues may be included. Supplementary material will be material associated with the selected production and product (e.g., legislation, directives, subsidy schemes, competitors, trends, non-governmental organisations), labour and natural resources, and physically, social, economic and technological infrastructure. The additional substance must also allow the possibility of interaction with the other classes in the field of study and in the study. The additional substance and the core matter shall be combined in the form of professional objectives.

3. Organisation of the Organisation

3.1. Didatical principles

The education form in the profession is problem-based learning in a longer project, where the pupils will cooperate as much as possible in groups.

There must be a progression in the project flow of projects, with a given problem to problem-oriented projects, which are based on a social problem. The group work is organised in such a way as to focus on knowledge-sharing between the students of the group and on students ' cooperation on the production of new knowledge in the context of the individual project. The emphasis is given to the emphasis placed on the disciplines of professional disciplines as a whole. In the case of work on the subject matter of the trade, current cases and tasks or disciplinary projects are included.

In the project flow, work in workshops or laboratories must be significantly incorporated and the emphasis is placed on the relationship between theory and practice. As a starting point for projects, the teacher formulers a project proposal in which the technical objectives of the project are set out.

3.2. Work Forms

In the case of technology A several pupils in groups, and workshops and laboratory work are part of the training of the teaching. The teaching is organized with one or more problem-based project flows, which include analysis and documentation of selected problem positions, product development, and the practical execution of the product. In addition, one or more project operations are organised, including the construction of a product with the development of a product, the organisation and execution of production, including the production of the product and the placing on the market. In the projects, trainee technical and science of science uses environmental considerations in the context of the development of the product and illus the interaction between the development process, the product and society.

Throughout the process, the student records his skills and knowledge by writing work. The written work is planned, so that there is a degree of progression and coherence for writing in the other subjects. The writing is part of an integrated and ongoing process in the day-to-day learning process, so that the learner is experiencing the right to a meaningful and necessary discipline. Reality must contribute to the dissemination of technical knowledge, work and documentation (drawings, tables, charts, charts, etcetera) in larger reports. The written work may, where appropriate, be replaced by an electronic presentation.

In conclusion, the training includes a project that forms the basis for the project sample in the dish. The project will be carried out as group work unless special technical or educational considerations are in force. The teacher organizing and limits a number of lifts, which deal with the technical themes included in the substance and supplementary matter, including the production of the product / execution of process flows. In the course of the process, the group / pupil collects its works and works on the basis of selected works and according to the teacher's guidelines, a written report. The scope and content of the report must document the extent to which the group / student has reached the technical objectives, cf. Act. 2.1. The delivery date of the report and either the product or documentation for complete process flow is normally within a week prior to the beginning of the examination period. Both are examinations and assessment bases. Evin working together in a group has shared responsibility for the department, regardless of whether the leader chooses to carry out the oral part of the sample as a group test or as an individual sample.

3.3. IT

It is used in technology projects where appropriate and practical, such as information searches, production planning and management, data collection, calculations, report writing, documentation, and presentation. In technology, A teaches the students to use it as a natural tool in the project work.

3.4. Collections with other subjects

In technology, the students are using the knowledge from the other subjects of education in the context of projects.

Professional interaction with technology A promotes the professional accompact of the other classes of education, and technology A is therefore particularly subject to the general requirements for interactions between the professional.

Technology A is included in the study area as described in Annex 2, in particular in conjunction with Danish, social studies and the science subjects, where specialists contribute knowledge and methodologies to be used in the context of projects in technology A.

Cooperation with the other studies in the study process, including in particular the natural scientifics, are weights high. Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way that it helps to strengthen the professional interaction of the study.

When technology A is a Student course, in the study process, a course of study shall be planned in conjunction with mathematics where models have a central place and the technical / technological and societal perspective.

When technology A is a selection subject ; the knowledge and competences of other subjects shall be forfeit, so that mathematics are exposed and outlooked in a technical / technological context.

4. Evaluation

4.1. Ongoing Evaluation

The current evaluation must clearly reflect both professional skills and the ability to control the working methods used. The evaluation shall be carried out on the basis of the objectives set by the teacher at the start of a starship, and the objectives which the student himself has set for the course of events. The work on the separate project forming part of the project test, cf. Act. In the final paragraph, the project shall not be assessed separately prior to the oral part of the sample.

4.2. Test form

A project trial shall be conducted with written report, cf. Act. 3.2., product / process flow and associated verbal examination, which according to the choices of the school to be conducted as a group test or as individual sample. In the case of group examination, examination of the examination shall be such that the basis for an individual assessment of the individual examiner shall be ensured in accordance with the conditions laid down in the report. Act. 4.3. When professional relationships make it necessary, the school manager examiners an exams from group testing.

Before the oral part of the test, the school of the school is sent to the censor of the group / examiner. The examiner and censor shall be discussed before the oral part of the test, based on the basis of the examiner ' s examination of which the group / examination of the examination shall be more specific.

Expermeation time is approximately 30 minutes per. examiner duck. By group test, the examination time per year can be finals. for up to six minutes, the examination shall be short-breeted. Preparation time is not given.

The oral part of the test consists of the presentation and presentation of the project by the group / examination of the project, supplemented by detailed questions from the examiner. The Committee shall then act as an in-depth discussion, based on the project of the group / examination and the subject of the trade union. The presentation and presentation of the group / examination of the project may not exceed half of the examination time.

4.3. Assessment criteria

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

Weight of weight shall be given :

Report

-WHAT? the documentation and communication value, including the transparency, coherence, source references and technical documentation,

-WHAT? the documentation and the processing of project ' s problems ;

-WHAT? a fair argument for the requirements and the choices made available,

-WHAT? the interaction between the product development, product, production and society, including environmental considerations ;

-WHAT? involvement of relevant knowledge from other subjects of training,

-WHAT? planning and evaluation of the project.

Product / process flow

-WHAT? care and professionalism of production and production ;

-WHAT? the idea, originality and quality in relation to the requirements laid down.

Mundable examination

-WHAT? the oral presentation of the project,

-WHAT? statement of the selected solutions

-WHAT? ability to combine working theory and practical work in a project

-WHAT? the student ' s demonstration of ownership in relation to the content of the project ;

-WHAT? the response to the detailed and supplementary questions.

The assessment is individual and one character is given on the basis of an overall assessment of the performance of the examiner, comprehensive the written report, the completed product / process flow and the oral examination.

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Appendix 29

Technology B-htx, June 2013

1. Identity and purpose

1.1. Identity

Fame technology includes the link between technological solutions and social issues.

The Fame integrates ratings of the interplay between technology development and social development and analysis of technology. The trade is based on the analysis of social issues-development of products and interaction between technology, knowledge, organisation and product, so technical and natural scientifically knowledge is combined with practical work in workshops and laboratories.

The Fame gives the student elements of a technological formation through an understanding of the interaction between technology and society, a critical sense and ability to solve practical / theoretical issues through problem-solving, and an understanding of how technological knowledge is produced, through analysis and synthesis in an overall process.

The profession is involved in making the htx training reality and intertime relevant, and is one of the subjects that is involved in acting in the profile of education.

The method of the field is problem-based learning in longer project flows. The project foreraces means that the qualifications of education should be used in a context where professional knowledge is combined in a relevant way.

1.2. Objective

The contribution of the Fame contributes to the purpose of the htx-education, by reinforcing students ' preconditions for higher education, especially in technology, technology and science.

The aim is for students to develop their understanding of theoretical knowledge from the different subjects of education as a tool for the analysis of the realities of realizing and composite issues. The students gain insight into the interconnection of natural sciences, technology and social development so that they can take critical and reflective approach to technological development and social conditions.

The Fame offers knowledge and understanding of technology as a solution to problems, technology that creates problems and the need to involve stakeholders and stakeholders in technology development to take account of the social consequences of technology.

In relation to this, it is the aim of students being aware of different technologies that are used in industry, for the development of ideas and innovative and creative processes in the development of products.

The objective is also to ensure that pupils are experienced in working with the connection between scientific theory and practice in workshops and laboratories and background to the selection of manufacturing processes.

Finally, the objective is for students to have experience with problem-based learning in a longer project, including independent work, both individually and in cooperation with others, as well as study and working methods relevant to higher education.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? to analyse and document a social problem and apply method of systematic product development for the development of a product contributing to the problem of the problem ;

-WHAT? carry out minor empirical studies which document a problem

-WHAT? use natural scientific methods for the opening of test comics,

-WHAT? use methods for the development of products for development ;

-WHAT? account for the cause and effect of the environmental effects and environmental considerations for the development of products ;

-WHAT? use professional tools and methodologies, work in the safety and health of products in the manufacture of products in schools workshops and laboratories, manufacture products of good quality and assessing and documenting the quality of the product ;

-WHAT? to apply and account of relevant scientific knowledge in a technological context and in the process of product development and manufacturing process ;

-WHAT? account for how technological knowledge is produced, including ideas and theories that are behind the development of technology, and for the interaction of technology with the surrounding society ;

-WHAT? account for the historical development of selected technologies,

-WHAT? working independently and in conjunction with others in larger problem-based project procedures and using the method of planning, implementing and evaluating the project flow ;

-WHAT? document and present project flows, written, orally and visually ;

-WHAT? disseminate knowledge convincingly and accurately in writing and verbal form.

2.2. Kernestof

The core material is as follows :

Materials and Processes Processes

-WHAT? selected materials, their properties, construction and suitability in different contexts ;

-WHAT? selected electronic components, their construction, operation and use ;

-WHAT? device operations, processes, processing and join methods relating to the selected materials and components ;

-WHAT? the safety and health of works in workshops and laboratories.

Technology and Environmental Assessment

-WHAT? technology, technology, knowledge, organisation and product ;

-WHAT? technological development such as linear and interactive development ;

-WHAT? technological assessment as an impact assessment, comprehensive assessment and constructive assessment ;

-WHAT? global, regional and local environmental effects and effects

-WHAT? environmental assessment, assessment of the environmental impact of materials and products.

Product Development

-WHAT? methods for idea development,

-WHAT? systematic product development with phasers, needs examination, product principle, product design, and production preparation ;

-WHAT? the form and function of designing selected products ;

-WHAT? types of production, single-sheet, series and mass production.

Project Work Form

-WHAT? problem formulation

-WHAT? problem analysis and documentation of the issue of the collection, selection and processing of information ;

-WHAT? qualitative and quantitative methods for the collection of information ;

-WHAT? project planning

-WHAT? cooperation relationships between pupils, between pupils and valedis and between pupils and external partners.

Documentation and Presentation

-WHAT? technical drawing

-WHAT? work drawings, diagrams, flow diagrams, collection drawings and stylist

-WHAT? the establishment of a technical report,

-WHAT? visual tools for presentation of a project

-WHAT? in writing and oral dissemination,

-WHAT? the use and indication of sources.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance is deepening and perspectives in perspective, and in the context of projects, new issues may be included. Supplementary material will be the material associated with the selected problem and the selected product. The additional substance must also allow the possibility of interaction with the other classes in the field of study and in the study. The additional substance and the core matter shall be combined in the form of professional objectives.

3. Organisation of the Organisation

3.1. Didatical principles

The education form in the profession is problem-based learning in a longer project, where the pupils will cooperate as much as possible in groups.

There must be a progression in the project flow of projects, with a given problem to the problem-oriented projects that are based on a social problem. The group work is organised in such a way as to focus on knowledge-sharing between the students of the group and on students ' cooperation on the production of new knowledge in the context of the individual project. The emphasis is given to the emphasis placed on the disciplines of professional disciplines as a whole. In the case of work on the subject matter of the trade, current cases and tasks or disciplinary projects are included.

In the project flow, work in workshops or laboratories must be significantly incorporated and the emphasis is placed on the relationship between theory and practice. As a starting point for projects, the teacher formulers a project proposal in which the technical objectives of the project are set out.

3.2. Work Forms

In technology B, more pupils in groups, and works of work and laboratory work are included as a significant part of the education. The training will be organized with a number of problem-based project flows, which include the analysis and documentation of selected problem positions, product development and the practical execution of the product. In the projects, trainee technical and science of science uses environmental considerations in the context of the development of the product and illus the interaction between the development process, the product and society.

Throughout the process, the student records his skills and knowledge by writing work. The written work is planned, so that there is a degree of progression and coherence for writing in the other subjects.

The writing is part of an integrated and ongoing process in day-to-day learning, so that the student experiences the font as a meaningful and necessary discipline.

Reality must contribute to the dissemination of technical knowledge, work and documentation (drawings, tables, charts, charts, etcetera) in larger reports. The written work may, where appropriate, be replaced by an electronic presentation.

In conclusion, a separate project is being carried out into the project sample. The project will be carried out as group work unless special technical or educational considerations are in force. During the project period, the group / student is assigned a project guide. The centrally set projectopes are formulated so that they cover the professional objectives, describe the social problem of society, the group / student project, and provide information on any special circumstances, requirements and conditions ; on the project and the solution of the problem. The group / student selects among the publishers and formulate a project description to be approved by the school manager before the project work can commence. The project description is approved when it is professional and level-wise and realistic and can be carried out on a professional basis within the school framework.

The project shall be implemented in a separate project period separated from the general instruction of the profession. The project period will contain approximately Forty-five hours of training, which are phased out in approximately 15 minutes six weeks, and during the last week of the project, normally no other classes are carried out.

The group / student delivers a written report and either a practicable product or documentation for a successful process of execution at a time to be determined by the Ministry of Children and Education. Both are examinations and assessment bases. Evin working together in a group has shared responsibility for the department, regardless of whether the leader chooses to carry out the oral part of the sample as a group test or as an individual sample.

3.3. IT

It is used in technology projects where appropriate and practical, such as information searches, data collection, calculations, report writing, documentation and presentation. In technology B, the students learn to use IT as a natural tool in the project work.

3.4. Collections with other subjects

In technology B, students are using the knowledge from the other subjects of education in the context of projects. Professional interaction with technology B promotes the professional accompact of the other classes of education and technology B is therefore particularly subject to the general requirements for interactions between the professional.

Technology B is included in the study area as described in Annex 2, in particular in conjunction with Danish, social studies and the science subjects, where specialists contribute knowledge and methodologies to be used in the context of projects in technology B.

Cooperation with the other studies in the study process, including in particular the natural scientifics, are weights high. Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way that it helps to strengthen the professional interaction of the study.

In the study process, a process of mathematics is being planned where models have a central place and the technical / technological and societal perspective.

4. Evaluation

4.1. Ongoing Evaluation

The current evaluation must clearly reflect both professional skills and the ability to control the working methods used. The evaluation shall be carried out on the basis of the objectives set by the teacher at the start of a starship, and the objectives which the student himself has set for the course of events. The work on the separate project forming part of the project test, cf. Act. In the final paragraph, the project shall not be assessed separately prior to the oral part of the sample.

4.2. Test form

A project test shall be conducted with written report, product / process flow and associated verbal examination, which shall be carried out as a group test or as an individual sample. In the case of group examination, examination of the examination shall be such that the basis for an individual assessment of the individual examiner shall be ensured in accordance with the conditions laid down in the report. Act. 4.3. When professional relationships make it necessary, the school manager examiners an exams from group testing. The test is centrally placed and is based on a common theme that contains different projectopes.

Before the oral part of the test, the school of the school is sent to the censor of the group / examiner. The examiner and censor shall be discussed before the oral part of the test, based on the basis of the examiner ' s examination of which the group / examination of the examination shall be more specific.

Expermeation time is approximately 30 minutes per. examiner duck. By group test, the examination time per year can be finals. for up to six minutes, the examination shall be short-breeted. Preparation time is not given.

The oral part of the test consists of the presentation and presentation of the project by the group / examination of the project, supplemented by detailed questions from the examiner. The Committee shall then act as an in-depth conversation, starting with the project and the objectives of the group / examination of the group.

The presentation and presentation of the group / examination of the project may not exceed half of the examination time.

4.3. Assessment criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the professional objectives set forth in point. 2.1.

Weight of weight shall be given :

Report

-WHAT? the documentation and communication value, including the transparency, coherence, source references and technical documentation,

-WHAT? the documentation and the processing of project ' s problems ;

-WHAT? a fair argument for the requirements and the choices made available,

-WHAT? the interaction between the product development, the product and society, including environmental considerations ;

-WHAT? involvement of relevant knowledge from other subjects of training,

-WHAT? planning and evaluation of the project.

Product / process flow

-WHAT? diligence and professionalism in manufacture,

-WHAT? the idea, originality and quality in relation to the requirements laid down.

Mundable examination

-WHAT? the oral presentation of the project,

-WHAT? statement of the selected solutions

-WHAT? ability to combine working theory and practical work in a project

-WHAT? the student ' s demonstration of ownership in relation to the content of the project.

-WHAT? the response to the detailed and supplementary questions.

The assessment is individual and one character is given on the basis of a holistic assessment of the performance of the group / examiner, comprehensive the written report, the completed product / process flow and oral examination.

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Appendix 30

Technology history C-htx, June 2013

1. Identity and purpose

1.1. Identity

The field's gentile field is the development and importance of technology for human beings, societies and nature from the antiquity to today. The profession is part of a concoction of technology and civics. In addition, philosophical perspectives are included in the development of technology. The Fame contributes to the technological profile of the htx-education profile with particular emphasis on the historical dimension, giving the student elements of a technological formation through an understanding of the interaction between technology and society, and how technological knowledge is constructed through time.

1.2. Objective

The aim is for students to gain insight into the historical development of technology, including special features of technology and their interactions with the surrounding communities in different historical periods. In addition, the aim is for students to have a background to understand and analyse social, economic, environmental, ethical and value-added problems as a result of the interaction between technological and societal development.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? show knowledge of important elements of technological developments from different historical epoker and different cultures ;

-WHAT? account for key differences in technology and technological views in different periods and cultures ;

-WHAT? analyse and understand significant causes of the development of concrete technologies ;

-WHAT? make comparisons of the designs and uses of different cultures and applications of technology, including assessing the pros and cons of any given technology ;

-WHAT? analyze specific technology-historical issues.

2.2. Kernestof

The core material shall include the evolution of technology in the following periods and cultures :

-WHAT? oldtime,

-WHAT? Middle ages, renaissance and the nature of the natural scientific breakthrough ;

-WHAT? the industrial revolution,

-WHAT? industrial society,

-WHAT? Modern society.

During the processing of the core, the following approaches are used :

Phiphical philosophical

-WHAT? recognition of technologies and the ethical and value aspects of the development and implementation of technology, recognition of technologies and ethical and valueable aspects.

The social union

-WHAT? the interaction between technology and other forms of culture, such as art, religion, economics and social planning, as well as the development of technological networks.

The technical

-WHAT? technology-internal and scientific characterizations of technology shapes, technologies ' causal interactions with the surrounding environment.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance is chosen to be able to take a perspective on the technology history, put it in relation to other professional issues, and to use its methods and results to clarify and illuvese other areas. The additional fabric is in perspective and is deepening the nuclear material and contributing to the interaction with other subjects. The additional substance helps to expand and clarify the different perspectives on technology examples in the historical periods and helps to give concrete expression to the historical contexts of which the profession leads.

3. Organisation of the Organisation

3.1. Didatical principles

The emphasis shall be given to a interaction between a case-based approach and superb-induce-induce-induce-for-creating and theoriformation. The starting point will often be a deepening of a period of periodical technology and its interaction with production, scientific, economic, mentalc and societal relations. In the problem of the subject matter of the profession, both a factual and a counterpart historically, analytical approach shall be used.

3.2. Work Forms

The teaching is organised as a series of examples and projects in which the historical periods are involved individually or across. Written tasks will be written on the basis of different historical periods. The students work individually or in groups on the written work which has the form of written products or electronic presentations.

A final task is drawn up, which is presented by the school, which is due to the oral test. The task can be drawn up in groups of up to three pupils. The task must be able to form part of the baser of the scarlet and should, if appropriate, be the basis of the oral test.

3.3. IT

It is used as a search tool. The emphasis is placed on the development of creativity and methodologies in the search and compliance of the copyright rules. It is also used in reporting and dissemination of technology historical topics in writing, sound and visualization.

3.4. Collections with other subjects

In cooperation with technology, the factored of a historical dimension is both contemporary and non-contemporary. The socieology concepts of technological development are also added to an extra dimension. The key to cooperation with other subjects is, therefore, an opportunity to raise awareness of the students ' consciousness.

Parts of the subject matter of trade and supplemental substances shall be chosen and treated in such a way as to contribute to the reinforcement of professional interaction in the study.

4. Evaluation

4.1. Ongoing Evaluation

Attention should be given to a thorough evaluation of the written tasks, so that the student has the opportunity to qualify for his professional opinion. Similarly, the oral communication, including the equality of electronic presentations, is evaluated.

4.2. Test form

An oral test shall be held on the basis of the final task of the examiner, which has been submitted locally, cf. Act. 3.2. A list of the task formulations of final tasks of the final tasks of the examiners shall be sent to the censor in advance of the test. The final task before the test has not been corrected and commented on by the teacher / examiner.

Expermeation time is approximately 24 minutes. Preparation time is not given.

The examination shall be based on the presentation and presentation of his final task, supplemented by one or more previously prepared questions from the examiner. The Committee shall then act as an in-depth conversation between examination and examiner degrees, starting with the subject ' s objectives.

4.3. Assessment criteria

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

The assessment shall be attached to the capacity of the examiner to :

-WHAT? to explain and argue in favour of the technology historical problem, working method and results ;

-WHAT? to be able to take a perspective on the subject matter, including the ability to apply different professional approaches.

One grade shall be given based on a holistic evaluation of the verbal performance of the examiner's oral performance.