Appendix 1
Appendix 2

Publication of the amendment of the choice of the choice of the choice

(Auditions in Arabic A and Psychology C)

§ 1

In the choice of choice, proclaition no. 693 of 23. In June 2010, the following changes are made :

1. Inline IT-IS

" Purline of section 15, paragraph. 3, in the high school law, cf. Law Order no. 1076 of 4. September, 2013, section 14 (4). 2, in the law of training for higher commerce samen (hhx) and higher technical examination (htx), cf. Law Order no. 1074 of 4. September 2013, and paragraph 10 (1). 4, and section 11 (4). 2, in the court of the law, cf. Law Order no. 1075 of 4. September 2013, shall be : "

2. Appendix 2 the text of Annex 1 shall be replaced by this notice.

3. Appendix 34 the text of Annex 2 to this notice.

§ 2

The announcement shall enter into force on 1. August 2014 and shall have an effect on pupils who are following classes and testing in the subject subject of this date, however, not for the health or sickness test of the summer terminus 2014.

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Appendix 1

" Appendix 2

Arabic A-Elec, June 2014

1. Identity and purpose

1.1. Identity

Arabic is a skill class, a science class and a culture class. Its reposition is the Arab language and, by extension, knowledge and understanding of history, culture and social relations in the Arab world and other areas with Arab-speaking peoples.

1.2. Objective

Through the work with Arabic language, the students ' ability to communicate in Arabic is evolven. The study of Arabic language and culture provides insight and insight that brings the student to the understanding of Arab society and Arabic culture, as well as increased understanding and intercultural awareness. Arabic A is a knowledge of a culture that plays an important role in the globalised world, and sharpish the aesthetic attention of the students. Finally, Arabic A pupils, through the Culture Summit, put the students in a position to reflect on their own culture in comparison with Arab culture.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? understand the main content when the default information is spoken of known as well as the general public via different media ;

-WHAT? participate in conversation and discussion in a coherent and reasonably correct standard abusive knowledge of knowledge and general issues as well as to understand and use ordinary terms in one of the most important dialects

-WHAT? Read and understand simple contemporary texts, fiction and non-fiction.

-WHAT? an oral presentation and an explanation of a known concourse on a coherent and reasonably obvious Arabic,

-WHAT? express in writing in a single and coherent Arabic region for a given problem and could translate a single text from Danish to Arabic ;

-WHAT? to analyse and interpret texts of different genres and to put the individual text into cultural, historical and societal contexts ;

-WHAT? use the acquired knowledge of Arabic culture, history and social relations in the language of Arabic and in the work on the subject matter, and could provide prospects for other culture and social conditions ;

-WHAT? practising knowledge of how to learn foreign languages, in day-to-day work with Arabic

-WHAT? use one and two-language dictionaries and an Arabic grammar and be confidential with the use of IT in Arabic.

2.2. Kernestof

The core matter is :

-WHAT? pronuntates, intonation and unloading,

-WHAT? listen and talk, including the ability to engage in dialogue and for self-employed presentation and presentation of texts or subjects in Arabic

-WHAT? sound and image media to support listener and literacy, and talk and write skills

-WHAT? in writing.-(b) fiction, as well as non-fiction, of different proportions, which illus the cultural and societal development of the Arab world, with emphasis on the 20th. And 21. Century

-WHAT? the central aids of the specialist, including IT ;

-WHAT? Arabic history, culture and social issues that are relevant to the studies studied and central social conditions in the Arab world and among Arab minority cultures in the West.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The supplementary matter is made up of different historical, cultural and societal terms, which is based on the Arab world. It must deepen and deepen the core and broaden the professional horizons so that the pupils meet the professional objectives.

3. Organisation of the Organisation

3.1. Didatical principles

The disciplines of the trade shall be experienced as a whole which, in accordance with the professional objectives, primarily focuses on the application aspect. The teaching must allow the students to acquire the knowledge of languages necessary to develop communications skills.

The centre of education is the opportunity for students to have their own language production and to develop in a relationship with the professional objectives. Coherent language needs a higher priority than linguistic precision.

Listening, reading and communication strategies must give students the tools to trigger and maintain communication, despite linguistic barriers. Teaching grammar, vocabulary, text analysis and alienation of languages to the relevant extent and taking into account the professional progression.

The teaching is as far as possible in Arabic.

3.2. Work Forms

The centre of education is the professional progression.

The beginning of education includes literacy and interlocutors, which provide elementary communications skills, which are further developed in freer dialogues and conversation. It also includes regular listening, read and write training, as well as targeted and systematic work on vocabable vocabinas.

After the initial instruction, the work is organised mainly through six to eight subjects, and ensures that the professional targets are integrated into this work.

Work methods and methods are varied and adapted continuously to the technical objectives pursued in the relevant subject. The training shall be organised with progression in the choice of forms of work, so that students gain competence and independence in the work. The focus is on working-forms that develop both the communicative skills of both the students and their ability to read and understand texts. Language understanding is ensured by the fact that the students hear Arabic dissected through various media.

Written work is included in the daily education, on the one hand, as support for the oral dimension, partly as a self-employed discipline, where pupils are both given the opportunity to train and demonstrate their linguistic knowledge and skills and to develop. the ability to account for the content of a single writing in Arabic. The written work is planned so that there is a degree of progression, and so there is consistency in writing work in other subjects.

The work of Arabic culture, history and social conditions are constantly being integrated into the work of the subjects.

3.3. IT

It is an integral part of the education class and is included in all disciplines from the first Alphabet learning. It is used as a tool for supporting the text work and for the work on the Proficiency Page Proficiency, and relevant programmes for interactive training and training programmes for the enhancement of the profile are used, both in the report and on the training of the language and training programmes. receptive as the productive one.

3.4. Collections with other subjects

Arabic A is covered by the general requirements for interactions between the trade unions. In stx-training shall be included in general study preparation and general language understanding in accordance with the rules that apply to these flows.

When Arabic A is part of a Student registration , it must form part of a interaction with other subjects on issues of linguistic, cultural, intercultural and historical nature. Subpart of the substance and of the additional substance shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study.

When Arabic A acts like elective It is part of interaction with other languages, in order to develop a general linguistic awareness and knowledge of how to learn foreign languages.

4. Evaluation

4.1. Ongoing Evaluation

Individual evaluation conversations between teacher and student are carried out on a continuous basis, a greater completed flow or topic evaluates targeted and forward-looking teacher and pupils in community. A broad evaluation is carried out in relation to the professional objectives. The evaluation shall be forward-looking.

The students perform tests on self-evaluations in relation to the professional objectives.

4.2. Test methods

A written and oral test shall be held.

The written test

A central written test shall be held in writing of five hours of duration.

The main component of the test is a task in free written expression skills in Arabic with the basis of a contemporary Arabic language text material, possibly supplemented with image material.

The extermines must use all aid. Communicating with the outside world is not allowed. Moreover, the use of translation programmes, that is to say. software or network-based programs that can translate entire sentences and entire texts from one language to another, not allowed.

The oral test

The sample is made up of three parts.

1) A text understanding based on an unknown, unprocessed arabic language of a scale between 2/3 and one normal side. The text must be provided with a short introduction in Danish, and only areas of the realm and specific glocks. The text is referenced in the main features of the Danish language.

2) Converts to Arabic on the basis of an unknown image material on general issues.

3) Presentation in Arabic by an unknown, unprocessed arabic text material with a size of three to four normal-time pages. The text material that is being gasped in relation to level and level of value must be associated with one of the studies studied. The issues covered as the basis for the test must also cover the technical objectives and the core material. The topic studied must be included in the presentation, which is followed by an in-depth discussion. The text material shall be delivered the day before the test and approx. 24 hours of preparation, however, not less than 24 hours. All auxiliary agents are permitted.

One (1) and (2) shall be given a combined preparation time of approximately 5 million. 30 minutes. Expermeation time is approximately 30 minutes. The extermines must use all aid. Communicating with the outside world is not allowed.

A normal page is too prosa 1300 letters for light-rik 30 verlines. In the standard form of an Arabic text, short vowels, even if they are not marked in the text, are included in the standard form.

The same unknown sample material may not be used more than three times on the same team.

4.3. Assessment criteria

In both the written and oral tests, the extent to which the achievement of the examiner shall meet the professional objectives as specified in point. 2.1.

By the written test, where the emphasis is placed on the fact that the examination may extract the essential material of the supplied text material, express in writing in a single and comprehensible Arabic, disponers and manufacture a content, as well as the examination of the examination of the relevant information in the relevant ; morphology and syntax, and a general vocabulary, and idiomatik.

One character is given out of a holistic assessment.

By the oral test, The emphasis is placed on the fact that the Arabic examiner can present and outlook the unknown text material and include relevant elements of Arabic culture, history and social relations from the subject matter. The emphasis is also placed on the level of cooperation and understanding of the text. Coherence of language is more important than correctness in the detail. The arabic part of the examination is the highest in the examination.

One character shall be given in the form of a comprehensive assessment. `

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Appendix 2

" Appendix 34

Psychology C-election, June 2014

1. Identity and purpose

1.1. Identity

Psychology is the science of how humans sanitation, think, learn, feel, act, and develop universally and under the circumstances of life. Scientific psychology is using natural sciences, social sciences and humanist methods, and the results of research are used in many different contexts to the understanding of man. The historical background of the Faget contains philosophical and scientific knowledge formation.

Psychology in high school education includes newer research and education in social psychology, development cology, the areas of cognition and learning, and personality and identity.

1.2. Objective

Fame psychology C contributes to the overall objective of education, by the students being able to gain knowledge in the scientifically foisted psychologist's core and methods. The objective is to obtain the ability to analyse and reflect on psychological aspects of both professional and general character and competence in dealing with psychological studies and theories. Psychology C is part of professional interaction with natural sciences, social sciences and humanist fields, and thus contribute to a holistic understanding. Psychology C contributes to the development of competencies that enable the pupils to reflect on their own study practice and to cooperate with others. Similarly, they get through psychology C opportunities for understanding and respect for people's diversity on the basis of personal, social and cultural factors, which help to make them competent to navigate in a changeable and globalised era. The world.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? demonstrate a wide knowledge of the subject matter of the area, primarily in relation to the normal functioning person ;

-WHAT? account for key psychological theories and studies ;

-WHAT? select and apply appropriate psychological knowledge on specific issues and current substance and to be critical of this knowledge on a professional basis ;

-WHAT? include a variety of perspectives for the explanation of psychological issues

-WHAT? demonstrate an elementary knowledge of the research methods and ethical issues of research in the field of psychological research and to distinguish between daily psychology and scientific knowledge-based psychological knowledge ;

-WHAT? assess the importance of cultural factors in relation to human behaviour,

-WHAT? disseminate psychological knowledge with a professional conceptual framework in a clear and precise manner.

2.2. Kernestof

The core material is as follows :

Social psychology

-WHAT? groupings and social impact groups ;

-WHAT? stereotypes and prejudices.

Development cology

-WHAT? the development of man in a lifetime of perspective, including the meaning of heritage, the environment and culture ;

-WHAT? concern, vulnerability and resilience.

Kognition and learning

-WHAT? psychological, social and cultural content for learning, intelligence and memory

-WHAT? the significance of the perceptions and thinking of the human understanding of the outside world.

Personality and identity

-WHAT? even, identity and personality

-WHAT? individual differences in lifestyle and management of challenges, including stress and coping ; .

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 in psychology C, including any interaction with other subjects, must outlook and deepen the core and, in the whole, broadening the professional horizons so that the pupils can meet the professional objectives, cf. Act. 2.1.

Depending on the profile of each education, the additive, together with the core material, shall be organised in such a way as to contribute to the realisation of the purposes of the educational purposes. There may be talk of weighing :

-WHAT? the practices and applications-oriented ;

-WHAT? employment and business-related perspectives

-WHAT? scientific and methodical conditions.

3. Organisation of the Organisation

The teaching shall be organised in such a way as to ensure a holistic and coherent understanding of the psychological conditions in which the teaching is to be included. The teacher shall be responsible for the organisation of the notification and shall be carried out in varying forms and learning spaces.

3.1. Didatical principles

The guiding principle of the organisation is a thematic lesson to which all the sub-areas of the core material are exposed to the end of the notification. The professional objectives are the guiding light of the educational organisation of the thematic courses. The deliverable must be ensured in the content and form of the subcommittee, and they must be supported in their independence and accountability through the use of a wide range of educational and learning forms. These and the meagutive aspects of the profession must be involved in such a way that they are instrumental in developing personal and social skills based on a professional basis, as well as study skills need to be developed through work on critical thinking and, In concoct with other subjects.

3.2. Work Forms

The teaching is organized for variation and progression. Variations must be varied between teachers-centred and student-centred teaching forms, and they need to be exchanged between inductive and deductive principles, including the possibility of projectorganised forms of work.

After all, it is possible to establish a connection to the practical world. Various media and information technologies are involved.

3.3. IT

It is a tool for communication, information search and dissemination in education. This training also includes the use of and professional positions for information from various Internet-based databases and pages of psychology-related content.

3.4. Collections with other subjects

Psychology C is covered by the general requirements for interactions between the trade unions and are part of the general study-preparation / study area in accordance with the rules applicable to these events. When psychology C is read as Student course , the treatment of parts of nuclear material and complementary material so that it contributes to the reinforcement of professional interaction in the study. The area of fabric of the trade causes natural touch surfaces to all classes, which are in different ways dealing with human beings, and cooperation with other subjects gives the ability to deepness and greater insights into the overall contribution of the respective trade.

4. Evaluation

4.1. Ongoing Evaluation

The purpose of the continuous evaluation is to ensure the quality of education and to strengthen the learning of each student. The current evaluation shall, in addition, show the position of the student relative to the points referred to in point. 2.1. specified professional targets. At the same time, the current evaluation provides the ability to support the trade union aspects of the trade and the current evaluation.

Evaluation shall be carried out on several occasions during the training in written or oral form. It must be ensured that, at the end of the notification, different forms of evaluation have been used.

4.2. Test form

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

Expermeation time is approximately 24 minutes.

Preparation time is around. 48 minutes.

The annexes shall be provided with a heading and guidance subquestions. However, the scope of the Annexes is to be prepared for the duration, but not more than three pages.

The total sample material shall be broadly covering the theemes loaded and each task must not be more than three times. Appendice must be used more times after the examiner's choices.

The total sample material shall be sent to the censor prior to the test of the test.

The exam shapes itself as a conversation between exams and examiners. Censor can ask you some questions.

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 character shall be given in the form of a comprehensive assessment. `