Executive Order Amending Executive Order Electives (Samples In Arabic (A) And Psychology (C))

Original Language Title: Bekendtgørelse om ændring af valgfagsbekendtgørelsen(Prøverne i arabisk A og psykologi C)

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Overview (table of contents)



Annex 1











Annex 2









The full text of executive order amending Executive order electives

(Samples in Arabic (A) and Psychology (C))

§ 1

In the electives the order, Executive Order No. 693 of 23. June 2010, is amended as follows: 1. The introductory part shall be replaced by the

» Under section 15, paragraph 3, in gymnasieloven of the basic regulation. lovbekendtgørelse nr. 1076 of 4. September 2013, article 14, paragraph 2, of the law on education to the higher commercial examination (hhx) and the higher technical examination (htx), see. lovbekendtgørelse nr. 1074 of 4. September 2013, and section 10, paragraph 4, and article 11, paragraph 2, of the law, see hf. lovbekendtgørelse nr. 1075 by 4. September 2013, fixed: ' 2. Annex 2 shall be replaced by Appendix 1 to this notice.

3. Annex 34 is replaced by Annex 2 to this order.

section 2 of the notice shall enter into force on the 1. August 2014 and has effect for students who follow the teaching and presenting sample in the covered subjects after this date, however, not for on-or ill try on summer period 2014.

The Ministry of education, the 26. June 2014 P.M.V. E.B. Darrin L/Mads B



Annex ' Annex 2 1 Arabic (A) – an elective, June 2014 1. Identity and purpose

1.1. Identity

Arabic is a færdighedsfag, vidensfag and workshop. Its subject area is the Arabic language, and by extension, knowledge and understanding of the history, culture and society in the Arab world and other regions with Arabic-speaking populations.

1.2. Purpose

Through work with Arabic language develops students ' ability to communicate in Arabic. The study of Arabic language and culture gives knowledge and insight, which provides the pupil as well understanding of Arab society and Arab culture that ensures increased understanding and intercultural awareness. Arabic (A) provides knowledge of a culture, which plays a significant role in the globalised world, and sharpens students ' aesthetic attention. Finally, Arabic (A) pupils able to through cultural meeting to reflect on their own culture in comparison with Arabic culture.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to:-understand the main content when the spoken standard Arabic about known as well as general subjects facilitated through various media – join the conversation and discussion on a coherent and reasonably accurate standard Arabic about known as well as general topics as well as understand and use common terms on one of the important dialects – read and understand simple texts, modern fiction as well as non-fiction – orally present and explain a known issue on a coherent and reasonably clear Arabic – express themselves in writing on a single and coherent to Arabic on a given issue and be able to translate a simple text from Danish to Arabic – analyze and interpret texts of different genres as well as put the individual text into the cultural, historical and social contexts – apply the acquired knowledge of Arabic culture, history and society in conversation in Arabic and in the work of the studied topics and be able to get a different perspective to the other culture and society – practicing knowledge of How to learn a foreign language, in the daily work with Arabic – apply a-and bilingual dictionaries and an Arabic grammar as well as be familiar with the use of it in Arabic.

2.2. Core fabric

Nuclear substance is: – pronunciation, intonation and readings — listening and speaking skills, including the ability to engage in dialogue and to the original submission and presentation of texts or topics in Arabic – sound and image media as support for listening and reading comprehension, as well as speaking and writing skill – fiction and non-fiction texts of varying degrees, which sheds light on the Arab world's cultural and social development, with emphasis on the 20th century. and 21. century – the subject's central assistive devices, including computer – Arabic history, culture and society, which has relevance for the studied topics, as well as the central social conditions in the Arab world and among the Arab minority cultures in the West.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance consists of various historical, cultural and social expression, as has its starting point in the Arab world. It shall elaborate and put into perspective the core substance and expand the professional horizon, so that students meet the academic goals.

3. organisation

3.1. Didactic principles

The subject's disciplines must be experienced as a whole, in accordance with the trade objectives primarily focused on the application aspect. Teaching should give students the opportunity to acquire the knowledge of the language, which is needed to develop the communicative competences.

At the heart of teaching pupils the option of own language stand production and expansion in relation to the professional goals. Coherent language take precedence over linguistic precision.

Listening, reading and communication strategies must give students the tools to be able to initiate and maintain communication in spite of language barriers. The teaching of grammar, vocabulary, text analysis and foreign language acquisition is involved, as appropriate, and taking into account the professional progression.

Teaching takes place to the greatest possible extent in Arabic.

3.2. Working methods

Central to the teaching is the professional progression.

Begins teaching includes literacy and conversation exercises, which gives students a basic communicative competence, as further developed in freer dialogues and conversation. It also includes regular listening, reading and writing training as well as targeted and systematic work with vocabulary.

After the starting teaching organised work mainly through six to eight topics, and it must be ensured that professional objectives are integrated in this work.

Working forms and methods is varied and adapted on an ongoing basis the professional goal, work towards in that topic. The teaching is organised with progression in the choice of working methods, so that students achieve student competence and independence in their work. The focus will be on working methods, which develops pupils ' communicative skills as well as their ability to read and understand texts. Language comprehension is ensured by the fact that students hear spoken Arabic disseminated through various media.

Written work incorporated in day-to-day teaching partly as support discipline to the oral dimension, on the one hand, as an independent discipline, where students have the opportunity to both train and demonstrate their linguistic knowledge and ability and to develop the ability to account for the content on a single writing Arabic. The written work is scheduled, so there is progression, and so there is consistency with written work in other disciplines.

Work with Arabic culture, history and society be integrated continuously working with topics.

3.3. Information technology

It is an integral part of Arabic education and incorporated in all disciplines from the first alphabet learning. It is used as a tool in support of the text the work and for the work with the færdighedsmæssige side of language acquisition and use relevant programs for interactive exercises and training programs to strengthen the language acquisition, as well the receptive as the productive.

3.4. Interaction with other subjects

Arabic (A) is subject to the general requirement of interaction between the subjects. In the stx-training included the subject in general study preparation and general language understanding in accordance with the rules that apply for these courses.

When Arabic (A) is part of a study, it must interact with other disciplines on subjects of linguistic, cultural, intercultural and historical art. Parts of nuclear substance and of the supplementary drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

When Arabic (A) acting as an elective, included it in interaction with other language study in order to develop a general linguistic awareness and knowledge of how to learn a foreign language.

4. Evaluation

4.1. Ongoing evaluation

Conducted ongoing individual evaluation conversations between teacher and student. More completed progression or items evaluated targeted and forward-looking of the teacher and students together. That evaluates broad compared to the professional goals. The evaluation must be forward-looking.

Students perform tests for self-assessment in relation to the professional goals.

4.2. test forms

There is a written and an oral examination.

The written test

There is a centrally lodged written test of five hours duration.

The main ingredient is a sample task in free written expression skills in Arabic, on the basis of a contemporary Arabic language text material, possibly complemented with Visual material.

The examinee must use all devices. Communication with the outside world is not allowed. Furthermore, the use of translation programs, IE. software or Web-based applications that can translate whole sentences and whole texts from one language to another, is not allowed.

The oral test

The test consists of three parts.

1) Text understanding based on an unknown, unwrought Arabic language prose text of an extent of between 2/3 and one normal page. The text must be provided with a brief introduction on Danish, and only real comments and specific vocabulary. The text referenced in the main drag on the Danish.

2) Conversation in Arabic on the basis of an unknown picture material on general topics.


3) Presentation in Arabic by an unidentified, unwrought Arabic language text material with a scale of three to four normal pages. Text material, which glosseres in relation to the level and degree of difficulty, must be related to one of the most studied topics. The topics included as the basis for the sample, taken together, cover the professional goals and core substance. It studied the topic involved in the presentation, which is followed by an in-depth conversation. Text material handed out the day before the test, and provides about 24 hours of preparation time, however not less than 24 hours. All devices are allowed.

For 1 and 2) provided an overall) preparation time of approximately 30 minutes. Examination time is approximately 30 minutes. The examinee must use all devices. Communication with the outside world is not allowed.

A normal page is for prose 1300 letters of poetry 30 verse lines. In normal page calculation of an Arabic text included short vowels, even if these are not marked in the text.

The same unknown sample material must not be used three times on the same team.

4.3. Assessment criteria

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

At the written test will be given to the fact that the examinee can extract the essential of the supplied text material, express themselves in writing in a simple and understandable Arabic, dispose and produce a content, as well as to the examinee demonstrates safety in the relevant morphology and syntax and mastered a general vocabulary as well as idiomatik.

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

At the oral test will be given to the fact that the examinee in Arabic may present and relate/compare the unknown text material and incorporate relevant elements of Arab culture, history and society from the studied subject. In addition, emphasis is placed on conversation skill and comprehension. Consistent use of language is more important than accuracy in detail. The Arabic part of the exam are weighted highest.

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



Annex 2» Annex C – Psychology electives, 34 June 2014 1. Identity and purpose

1.1. Identity

Psychology is the science of how people senses, thinking, learn, feel, Act and develops universal and under given circumstances of life. The scientific psychology uses natural sciences, social sciences and Humanities methods, and the results from the research are used in many different contexts for understanding of the human being. The subject's historical background contains philosophical and scientific theories.

Psychology in the secondary education includes recent research and theory formation in the field of social psychology, developmental psychology, areas of cognition and learning, as well as personality and identity.

1.2. Purpose

The profession of Psychology (C) contributes to the overall goal of training, students will get knowledge of it by scientifically substantiated Psychology's core substance and methods. The aim is to achieve the ability to analyze and reflect on psychological conditions of technical as well as general character as well as competence in addressing critical to psychological studies and theories. Psychology (C) included in the professional interaction with the natural sciences, social sciences and humanities disciplines and thus contributes to a holistic understanding. Psychology (C) contributes to the development of competences that make students able to reflect on own Studio practice and to cooperate with others. Also do they get through Psychology (C) opportunities for understanding and respect for human diversity, on the basis of personal, social and cultural factors, which helps to make them competent to navigate in an ever-changing and globalised world.

2. Professional objectives and technical content

2.1. Professional goals

Students should be able to: – demonstrate a broad knowledge of the subject's drug areas, primarily in relation to the normal working man — an account of key psychological theories and studies – select and apply appropriate psychological knowledge on specific issues and topical substance and could relate to this critical knowledge on a professional basis – involve different perspectives to the explanation of psychological issues – demonstrate a basic knowledge of the subject's research methods and ethical issues in psychological research as well as distinguish between everyday psychology and scientific based psychological knowledge – assess the importance of cultural factors in relation to human behaviour – disseminating psychological knowledge with a professionally conceptual framework in a clear and precise way.

2.2. Core fabric

Nuclear substance are as follows:

Social Psychology – gruppepsykologiske processes and social influence – stereotypes and prejudices.

Developmental psychology-human development in a lifelong perspective, including the importance of heritage, environment and culture – care, vulnerability and ways.

Cognition and learning – psychological, social and cultural measures impact on learning, intelligence and memory – perceptionens and the importance of thinking man's understanding of the outside world.

Personality and identity – self, identity and personality – individual differences in lifestyle and the handling of challenges, including stress and coping.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The supplementary substance in Psychology (C), including the possible interaction with other subjects, must be put into perspective and deepen nuclear substance and, in General, expanding the professional horizon, so that students can live up to the professional goals of the basic regulation. point 2.1.

Depending on the individual educational profile to it additional substance, together with nuclear material, shall be organised in such a way that it contributes to the realization of the concerned educational purposes. There can be no question of weights: – the practice-and application-oriented – labour and occupational perspectives – scientific and methodological conditions.

3. organisation

The teaching is organised so that students achieve a holistic and coherent understanding of the psychological conditions, such as teaching include. The teacher is responsible for teaching organisation, and for that it is implemented in varying forms and learning spaces.

3.1. Didactic principles

The guiding principle for the organization is a theme-oriented teaching, such that all core areas of the substance is elucidated by the end. The professional objective is guiding for the educational organization of the thematic progression. Students should be guaranteed a say in teaching content and form, and they should be supported in their autonomy and accountability through the use of a wide range of teaching and learning methods. These and the meta cognitive aspects in the profession to be involved so that they contribute to the development of personal and social skills based on a professional basis, like study competence must be developed through work with the critical thinking and in interaction with other disciplines.

3.2. Working methods

The teaching is organized for the purpose of variety and progression. To be varied between teacher centered and student centered teaching methods, and which must be exchanged between inductive and deductive principles including the ability for project organised forms of work.

Depending on the option establishes a connection to the practical world. Various media and information technologies are involved.

3.3. Information technology

It is a tool for communication, information retrieval and dissemination in education. The teaching includes use of and professional attitude toward the information from various internet-based databases and pages with psychology academic content.

3.4. Interaction with other subjects

Psychology (C) is subject to the general requirement of interaction between the subjects and forms part of the General study preparation/study area in accordance with the rules that apply for these courses. When psychology C read as Studio retningsfag, treated parts of nuclear substance and additional substance, so it contributes to the strengthening of the professional interaction in the academic direction. The subject's substance areas for natural touch surfaces for all subjects, which in various ways deals with man, and cooperation with other subjects allows for immersion and greater insight into the respective subject's contribution to the whole.

4. Evaluation

4.1. Ongoing evaluation

The purpose of the ongoing evaluation is to ensure the quality of teaching, as well as strengthen the individual student's learning. The continuous evaluation must additionally show the student's position in relation to those referred to in point 2.1. specified professional goals. At the same time, the ongoing evaluation to support the subject's meta cognitive aspects.

Evaluation is carried out several times in the course of the teaching in written or oral form. It must be ensured that at the end of the teaching has been used various evaluation forms.

4.2. test form

An oral examination shall be held on the basis of an unknown document material, chosen by the examiner.

Examination time is approximately 24 minutes.

The preparation time is approximately 48 minutes.

Voucher material must be provided with a headline and indicative under question. The preparation time, up to a maximum extent annexes depend on three sides.

The aggregate sample material must cover the widely read themes, and each task may not be used three times. Annex I may be used several times after the eksaminators choice.

The total specimen sent to the examiner prior to the test.

Examination forms itself as a conversation between the examinee and examiner. Examiner can ask detailed questions.

4.3. Assessment criteria


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

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

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