Decree Amending The Decree On Training For The Higher Technical Examination (The Written Test In Danish (A) And English (A))

Original Language Title: Bekendtgørelse om ændring af bekendtgørelse om uddannelsen til højere teknisk eksamen(Den skriftlige prøve i dansk A og engelsk A)

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Overview (table of contents)



Annex 1











Annex 2









The full text of the Ordinance amending the Ordinance on training to higher technical exam

(The written test in Danish (A) and English (A))

§ 1

In executive order No. 778 of 26. June 2013 for training to higher technical exam shall be amended as follows: 1. The introductory part shall be replaced by the following:

» Under section 12, paragraphs 3 and 5, section 14, paragraph 2, article 17, paragraph 3, article 18, paragraph 2, § 20, § 27, § 28, section 36, paragraph 2, article 37, paragraph 1, article 40, paragraph 3, article 41, paragraph 3, article 42, paragraph 2, article 45, paragraph 2, and section 46, paragraph 3, of the law on education to the higher commercial examination (hhx) and the higher technical examination (htx), see. lovbekendtgørelse nr. 1074 of 4. September 2013, fixed: ' 2. Annex 9 is replaced by the text in annex 1 to this notice.

3. Annex 11 shall be replaced by Annex 2 to this order.

§ 2 paragraph 1. The notice shall enter into force on the 22nd. February 2014 and has effect for students who follow the teaching and presenting sample in the covered subjects after the 22. February 2014, see. However, paragraph 2-3.

(2). Pupils who shall report in writing on or ill try on summer and winter due 2013 in Danish (A), may choose to submit a sample according to the following rules: 1) Test lasts five hours and is an it-based test, where a central announced electronic material and its associated task formulations used. The answer must be electronic.

(3). Pupils who shall report in writing on or ill try on summer and winter due 2013 in English (A), may choose to submit a sample according to the following rules: 1) the basis for the written test is a two-tier Central made set of tasks. The test duration is five hours.

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

The Ministry of education, the 18. February 2014 P.M.V. E.B. Darrin L/Mads B



Annex 1» Annex A – Danish htx, 9 February 2014 1. Identity and purpose

1.1. Identity

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

1.2. Purpose

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

2. Professional objectives and technical content

2.1. Professional goals

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



– listen actively and with attention, understanding and hearing



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



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



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



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



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



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



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

2.2. Core fabric

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

Nuclear substance are as follows:

The linguistic fabric area – the Danish language and linguistic variation



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



– language skills and linguistic analysis techniques



– Professional and technological language forms.

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



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



– Danish texts in a historical and international perspective



– Norwegian and Swedish texts in the original language



– various techniques for the analysis and interpretation of texts



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

Media dimension – voice and writing cultures towards digital culture forms



– Visual information, including fixed and moving images



-media development, form and content



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



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

2.3. additional drug

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

3. organisation

3.1. Didactic principles

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

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

3.2. Working methods

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

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

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

3.3. Information technology

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

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

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

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

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

4. Evaluation

4.1. Ongoing evaluation

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

4.2. test forms

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

The written test

Written test on the basis of a centrally lodged electronically set of tasks. The test duration is five hours.

Task Kit handed out at the start. All devices are allowed. Use of the Internet is allowed.

The oral test

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

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

4.3. Assessment criteria

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

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

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

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



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



– how engaging and clear the examinee conveys his message.

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



Annex ' Annex 2 11 English A – htx, February 2014 1. Identity and purpose

1.1. Identity

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

1.2. Purpose

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

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

2. Professional objectives and technical content

2.1. Professional goals

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



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



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



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



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



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



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



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



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

2.2. Core fabric

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



– basic technical, technological and scientific terminology



– essential English-language lyrics in the main literary genres



– General and technological forms of communication



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



– essential aspects of the English language's grammar.

2.3. additional drug

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

3. organisation

3.1. Didactic principles

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

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

The working language is quite predominantly in English.

3.2. Working methods

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

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

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

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

3.3. Information technology and electronic media

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

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

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

3.4. Interaction with other subjects

The subject is covered by the General requirements about the interaction between the subjects, among other things, through its contribution to the study area as described in annex 2.
When the subject is a study retningsfag, teaching is organised as a coherent two-and-a-half-year course after the basic course, where content and methodology appearing with progression. Cooperation with subjects with communicative, technical, technological and scientific content and in connection with themes and projects with an international dimension are weighted highly. Parts of nuclear substance and the supplementary drug is selected and processed, so it contributes to the strengthening of the professional interaction in the academic direction.

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

4. Evaluation

4.1. Ongoing evaluation

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

4.2. test forms

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

The written test

The basis for the written test is a key made electronic set of tasks. The test duration is five hours.

Task Kit handed out at the start. All devices are allowed. Use of the Internet is allowed.

The oral test

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

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

The exam is two-fold.

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

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

Examination time is distributed evenly between the two parts.

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

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

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

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

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

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

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

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

4.3. Assessment criteria

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

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



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



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



– ability to use appropriate assistive devices, including computer



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



– ability to present views and argue coherently.

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

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



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



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



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



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

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

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