Appendix 1
Appendix 2

Publication of the amendment of the notification of training for higher technical qualifications

(The written test in Danish A and English A)

§ 1

Notice no. 778 of 26. June 2013 on the training of higher technical qualifications is hereby amended as follows :

1. Inline ITREAS :

" ... pursuant to section 12, paragraph. 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. 1074 of 4. September 2013, shall be : "

2. Appendix 9 the text of Annex 1 shall be replaced by this notice.

3. Appendix 11 the text of Annex 2 to this notice.

§ 2

Paragraph 1. The announcement will enter into force on the 22nd. February 2014 and shall have an effect on pupils who are following classes and testing in the subject subject of the 22. February 2014, cf. however, paragraph 1 2-3.

Paragraph 2. In Danish A, which is written in the form of a written report on the summer and winter terminus 2013 in Danish A, the following rules may be subject to the following rules :

1) 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.

Paragraph 3. In English A, the Eenlivers, who are placing a written report on the summer and winter terminus 2013 in English A, may choose to audition in accordance with the following rules :

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

2) 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.

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Appendix 1

" Appendix 9

Dansk A-htx, February 2014

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

-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

Written test on the basis of a centrally placed electronic task set. The duration of the test is five hours.

The task set is delivered at the start of the test. All auxiliary agents are permitted. Use of the Internet is allowed.

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 grade shall be given in the light of an overall evaluation of the verbal performance of the examiner's oral performance. `

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Appendix 2

" Appendix 11

English A-htx, February 2014

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 centrally placed electronic task set. The duration of the test is five hours.

The task set is delivered at the start of the test. All auxiliary agents are permitted. Use of the Internet is allowed.

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 with a link to one of the studies studied. The unfamiliar text material shall consist of one or more texts with a combined scope of approximately 5 000 (1). 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 vermin. ` ;