Table of Contents
Publication of training for professional training as a teacher in elementary school
In accordance with section 22 and paragraph 31 (1), 3, in the law of vocational training and professional training in professional training, cf. Law Order no. 1147 of 23. October 2014, and section 2 (2). 9, in the law of open training (professional adult training), etc., cf. Law Order no. 64 of 26. In January 2015, the following shall be determined :
Chapter 1
Aend and Duration
§ 1. The aim of the training is that students through training are dedicated to knowledge and skills that are predefined in order to be able to act as a professional, pedagogical and didatactic skills of the Danish elementary school according to the school's elementary school. purpose, cf. The elementary school of the elementary section.
§ 2. The training is set to 240 ECTS points. 60 ECTS points shall be equal to the work of a full time student for 1 year.
Paragraph 2. The training gives the educated right to use the title professionsgraduate as a teacher in grade school. The English title for the educated is Bachelor of Education.
Paragraph 3. The English title of the education is Bachelor's Degree Programme in Education.
§ 3. The training shall be completed no later than six years after the study test. This does not include the absence of pregnancy, birth and adoption.
Paragraph 2. The institution may, where special circumstances exist, grant a derogation to the extension of the training of the training.
Chapter 2
Content
§ 4. The training consists of the following :
1) The basic skills of the teachers, the equivalent of 60 to 80 ECTS points.
2) Education class, corresponding to 120-140 ECTS points.
3) Internship, equivalent to 30 ECTS points.
4) Bachelor-project, equivalent to 10-20 ECTS-point.
§ 5. Students must be offered the following courses in respect of :
1) The ferocare teacher, including first aid.
2) Health and Sex Education and Family Endoleties.
3) Education and job.
4) The practical-mumsical area of expertise.
5) Writing and rhetoric.
Paragraph 2. Participation in the courses is voluntary for the student. It is a prerequisite for the issue of training evidence that the student has participated actively in the course.
§ 6. Competent goals for the training, cf. § 4, no. 1-4, and for the voluntary courses, cf. § 5, nr. 1-5, in Annexes 1-5.
Paragraph 2. The Competency Targets for Education and the voluntary courses, cf. paragraph 1, describes the knowledge, skills and reflection of the student who must be able to demonstrate in order to achieve the objectives.
§ 7. Students can be offered courses in the teaching of adults and on other subjects and activities which point to the workspaces of the teachers. The students can also be offered to participate in choir singing and interplay.
Paragraph 2. Students can be offered swimmers training, cf. Swimsleedua announced.
Chapter 3
Structure and organisation
§ 8. The basic skills and teaching profession of teachers shall be composed of modules of each 10-20 ECTS points.
Paragraph 2. A module must be qualifying in relation to one or more of the skill targets, cf. Annexes 1 to 3 and 5.
§ 9. The basic skills of the teachers shall consist of the following two main areas of 4 and 1 competence targets, cf. Annex 1 :
1) Peacrots and scholar-skills, including
a) the learning and development of students ;
b) general training competence,
c) special pedagogo ; and
d) teaching of bilingual trains.
2) Albut formation, including
a) Christianity,
b) life information ; and
c) citizenship.
§ 10. The teaching professions shall consist of subjects corresponding to the educational professions in primary school, cf. Article 5 (5) of the grasslelight. 2.
Paragraph 2. The training must be organised in such a way as to ensure that each student achieves the teaching competence of the three teaching profession, but at least two teaching classes.
Paragraph 3. Each student must normally obtain training competence in one of the training profescs Denmark 1 6. Class step, Dansk 4. -10. Class steps, Mathematics 1. -6. Class steps or Math 4. -10. class steps.
§ 11. The practice has, like the professional and professionsundergraduate project, to establish the link between theory and practice for the students acquiring theoretical practical skills in preparing, conducting and evaluating ; educational process.
Paragraph 2. The student must have an internship in the educational professions.
§ 12. The practice consists of 5 to 15 ECTS points and is organised in such a way that a training progression is carried out in accordance with the competences of the level I, II and III of the competence objectives, cf. Annex 3.
Paragraph 2. The practice must be prepared, implemented and complied with in cooperation with the teaching professes and the teachers ' basic skills.
Paragraph 3. The practice is in schools at the level of primary school and can, by the approval of professional training in each case, take place abroad, on the Faroes or Greenland.
Paragraph 4. The student has a piece of work to do with the internship.
§ 13. The profession of professional school approves the internship schools that are part of the internship, on the basis of quality standards drawn up by the profession of professional training.
Paragraph 2. The internship training school draws up a training schedule in accordance with the competency description for the relevant internship. The school of professional training must approve the education plan.
§ 14. The student must draw up a written professional body based on a specific empirical issue, which includes results from specific research and development projects and research-based literature in the field of research ; the basic area of education. The problem must be put in public school practice or in practice from other schools. The Competencies for the professionsundergraduate project are set out in Appendix 4.
§ 15. The student has a duty to participate in training, as it is organised by the professional school.
Chapter 4
Extentions and access to education subjects
§ 16. The student has access to modules in teaching classes when the student in the high-grading high school education has obtained the character of the level laid down in Annex 6.
Paragraph 2. The institution shall lay down the conditions for access to modules qualifying for additional teaching classes in accordance with the requirements laid down in Annex 6.
Paragraph 3. Students not complying with the requirements of Annex 6 to the teaching profession or the required teaching classes shall, where they meet the conditions of the high school supplement (GS announcement), the possibility of including after admission to the training course ; high school complements to comply with the access requirements.
Paragraph 4. The profession of professional training may, in accordance with a specific and individual assessment, have dispensers from the access requirements in Annex 6, if it is estimated that the student has the qualifications necessary to follow the teaching of the teaching profession.
§ 17. The school-class school can limit access to the modules in a teaching profession in the study scheme. Access to the modules of the teaching profession shall, where appropriate, be carried out on the basis of an assessment of the study of students in the profession.
Chapter 5
Samples
§ 18. In the first. Study years shall be conducted by an external test in at least one of the competence targets to be passed before the end of the two student's 2nd. Student year, cf. Annex 1-3.
Paragraph 2. A teaching class will be terminated with 1 external test. The test must consist of at least 2 subsamples, and a total character is given.
Paragraph 3. Albut formation completes with 1 external test. The sample may consist of several subsamples, and a total character is given.
Paragraph 4. Pesdago and learning equality shall be concluded with 1 external test and 1 internal test to cover the areas of competence under educor and teaching professionalism, as set out in the field of teaching. Annex 1. Each sample may consist of several subsamples of each test form and a total character is given for each test.
Paragraph 5. All samples in the level of competence shall be judged by a character after the 7-step scale.
§ 19. Each of the levels I, II and III of the internship is concluded with a sample of a character after 7-step scale.
Paragraph 2. Two of the samples are external tests and are assessed by an intern teacher, a professor appointed by the profession of professional training and an external censor.
Paragraph 3. One of the samples is internal and is being judged by an internship teacher and a professor appointed by the professional school.
Paragraph 4. The tests are carried out on the internship schools or the educational institution.
20. The Pro-Pro Project is ending on 4. Study years at an oral external test, where a total individual character is given for the project and the oral performance.
§ 21. The tests shall be assessed by the degree to which the level of competence objectives has been met, cf. Annex 1-4
Paragraph 2. In the assessment of the degree to which the student has fulfilled the competence objectives, the student is part of the study of the student ' s students ;
1) can make known knowledge, skills and basic processes ;
2) can develop contexts and analysing known situations and issues through the use of dedicated knowledge and skills and on the basis of educational practices and ;
3) can reflect on and assess new situations and issues that require independent assessments and alternative means of acting in educational practices.
Paragraph 3. The target of the test in the competence of the substandard agents, cf. Annex 2 is to assess whether the student is demonstrating the teaching competence of that class in elementary school.
Paragraph 4. In the case of the tests, the rules shall apply in the notice of examinations and the degree in professional higher education (diplomas and diplomas).
§ 22. The study of the study of a module or a multiunit of modules must be approved at the end of the module or modules. The conditions for approval shall be determined in the study scheme and may be based on either the fulfilment of objective criteria or by the examination of the legal basis in the examination notice.
Paragraph 2. Modules approved by the test shall be assessed by a character following the 7-step scale or in the assessment passed / Not passed.
Chapter 6
Study system
-23. In the context of this notice and the examination of diplomas, the procedures for training shall be laid down in a study scheme, cf. § 24.
Paragraph 2. The common part of the Study Order is drawn up jointly by the professional schools approved to provide education. The institution of the student body shall be drawn up by the individual professional craft ' s training school.
Paragraph 3. Before a study scheme is approved and in essence, a statement of the Centre shall be obtained from the centre of study.
Paragraph 4. The study system and major changes are coming into force at the beginning of the course of study.
Paragraph 5. For the purpose of issuing a new study scheme and by major changes to the current study arrangements, transitional rules must be laid down in the study scheme.
Paragraph 6. The applicable and former students ' schemes must be available on the professional home website.
§ 24. The common part of the student scheme shall include the following rules :
1) Closing samples for each teaching profession, Pædago and teaching professional and the age of education, including test form and organization.
2) Special organization of samples for students who qualify for the final test subject to the final test, cf. paragraph 2, no. 3.
3) The organisation of speciatics of test practice I, II and III.
4) Requirements for the design of the professionsunderer project.
Paragraph 2. The institution part of the student body shall contain rules concerning the following :
1) Extracursions of teaching classes.
2) Each module in the training, cf. § 8 and § 12, including
a) access conditions for teaching classes, cf. section 16 (4). 1 and 2,
b) content,
c) ECTS-Scope, distributed among the training elements in section 4 (4). 1, no. 1-4,
d) the skills and knowledge objectives,
(e) conditions for the approval of modules and
(f) Competenancy that the module qualifies for, cf. Annexes 1 to 3 and 5.
3) The minimum scope specified in ECTS points for access to each final test.
4) The cooperation between the practises and the other training.
5) The organization of the professionsundergrad project.
6) The teaching and working forms.
7) Requirements for the approval of internship schools, including requirements for the design of training plans training schools.
8) The obligation to participate, including the necessary part, and consequences for non-compliance with the party to the party concerned and the possibility of remediation.
9) The possibility of participation in international activities, including study and internship abroad, in international development projects and in cooperation with foreign students.
10) Opportunity for the talent flow.
11) Possibility of cross-professional flows.
12) Content and organization of voluntary courses, cf. § 5.
13) Merit.
14) MeritLearning Training.
15) Transitional rules.
Paragraph 3. It must be stated in the study of the study that the profession of professional school can dispense with the rules of the study arrangements that are set by the institution or the institutions, for reasons of particular reason.
Chapter 7
Other Rules
§ 25. The class of professional school must offer the student advice and guidance on the implementation of training. In the guides of the guide, inter alia, guidance shall be included in the student's choice of teaching classes, technical modules, etc., taking into account the desired professional profile of the student and to the needs of the public.
SECTION 26. The total range of professional modules of the professional schools must ensure training skills in relation to primary school needs, cf. ~ 10 (1)) 1.
Paragraph 2. The professional schools must draw up an overall statement on the supposed training skills and the absence of training during the year in question. The statement shall be submitted to the Exquisitions of the Higher Exquisitions.
§ 27. In the case of admission to training, notice of access to vocational training and professional training courses shall be applicable.
§ 28. In any case, the rules on professional qualifications laid down in the announcement of vocational training and vocational training courses for study abroad, the merit and the deviation of the notice as part of the experiment shall apply.
Chapter 8
MeritLearning Training
§ 29. Training for the meritars are offered as a special planned part-time training, according to the rules on open education and the rules laid down in this chapter.
Paragraph 2. The training is designed to provide people with prior qualifications and experience, professional, educational and practical conditions in order to be able to act as a teacher in grade school.
Paragraph 3. The training is offered on the tender offices of the professional schools, which provide training for professional training as a teacher in grade school.
-$30. Access to education requires
1) the applicant has an concluded candidate, undergrad, or professionor undergraduate training ; or
2) the applicant is at least 25 years old, having completed a vocational training at least vocational training levels and has at least two years of professional experience.
Paragraph 2. In the light of a specific and individual evaluation, the conditions of access shall be dispensed from the conditions of access laid down in paragraph 1 if an overall assessment of the applicant ' s qualifications and skills shall be made,
§ 31. The training has a duration of 150 ECTS points and includes
1) modules aimed at curvings of at least 2 and not more than four teaching classes, cf. ~ 10 (1)) 1,
2) modules in Pædago and learning professional, cf. Section 9 (1). 1, no. 1, and
3) interns in the level III of the training studies.
§ 32. Students that have qualifications similar to all or part of one or more of the parts of the training, cf. § 31, nr. One-three, get credit for these parts.
§ 33. Tests in teaching professions and Pesdago and learning professions shall be laid down in accordance with the rules of section 18.
Paragraph 2. Level III test shall be laid down in accordance with the rules laid down in section 19 (1). 2
§ 34. In the case of meritlearning training, the following provisions shall apply in this notice : section 3 on the period for the completion of the training, section 11-13 on the internship, section 16 and 17 on access to education, section 21 on examinations and diplomas, section 23, the study scheme, section 25 on guidance and advice and section 35 concerning complaints.
Chapter 9
Crow
$35. Complaints above a decision made by the profession of professional school may be brought to the Governing Committee for the Governing Committee, when the complaint relates to legal matters, cf. however, paragraph 1 4 and 5.
Paragraph 2. The appeal shall be submitted to the professional level of professional training. Maintaining the profession of professional training, its decision, shall deliver an opinion which the complainant shall have the opportunity to comment within a period of one week. The class of professional training shall send the complaint to the Management Board attached to the statement and any comments made by the complaint.
Paragraph 3. To lodge a complaint, in accordance with paragraph 1, One is two weeks from day one, the judgment of the profession has been notified to the complainant.
Paragraph 4. Complaints of wholly or partial refusal of merit through the professional training school of the Qualification Board within a period of four weeks from the date of the professional school decision to be notified to the complainant.
Paragraph 5. Complaguing the rules of the examination certificate follows the rules of the examination.
Chapter 10
The entry into force, etc.
§ 36. The announcement shall enter into force on 1. August 2015, and shall apply to students who, after this date, begin training for professional training as a teacher in elementary school or meritlearning training.
Paragraph 2. Publication no. 231 of 8. In March 2013, training for professional education as a teacher in elementary school is deleted, cf. however, paragraph 1 4.
Paragraph 3. Publication no. 651 of 29. June 2009 on the training of the merittor training shall be deleted, cf. however, paragraph 1 4.
Paragraph 4. Students who have started training for professionsgraduate as a teacher in elementary school or meritorian education before 1. In August 2015, complete training may be completed according to the applicable rules until the summer of 2018.
Paragraph 5. The Education Institute may organise transitional arrangements, so that students, who have started training for professionsgraduate as a teacher in elementary school or meritorian education, before 8. In March 2013, complete training must be completed according to the rules laid down in this notice.
The governance of the Higher Educational Committee, the 1. May 2015
Nils Agerhus
/ Kirsten Lippert
Appendix 1
Competent goals for the teachers ' basic skills
The science of the teacher is a subject that, in cooperation with the teaching profession of education, training and undergrad, is dealing with the development of the teacher's general competence to take care of the student's learning, development, well-being and education.
The basic professional skills of the teacher are one area of two main areas.
Pedago and teaching professional.
Competent areas
Skill Area 1 : Learning and Development of Elevens
Competency Area 2 : Almen training competence
Competent area 3 : Special pedagogo
Skilled Area 4 : Teaching of bilingual pupils
Competencerange 1 : Student learning and development deal with student learning and development in social relations in school.
Competency goal : The student can and in cooperation with others, create communities and facilitator elevers learning and development, leading learning processes that benefit the development of individual, social and communications skills, as well as conflict management in multiple social contexts.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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develop training environments for pupils and groups, taking into account varsity in learning assumptions and learning objectives ;
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student learning and the active factors in the learning environment,
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Observe, support and challenge the students ' social, emotional and cognitive development,
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elevation social, emotional and cognitive development-including gender and motivation,
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facilitating development supportive relationships with special emphasis on its own position as a teacher,
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development supportive relations,
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facilitator interactions and apprentitionprocesses so that they are conducive to the well-being and development of students ;
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class, learning and group lesion ;
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independently and, together with others, develop cooperation based on mutual respect and audible,
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cooperation and communication between the parties to the parties and other relevant actors ;
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use and justify different guidance forms,
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pedagogical guidance, feedback and reflectance, and professional training ;
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can use commutable framework statements and methods to ensure that conflicts, social problems and bullying are based on positive reformulations and
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attribution, including knowledge of social problems, conflict management and bullying, and
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Optimize, so inclusive and socialization processes are optimized at the same time. with the support of each student's development.
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Inclusion and individualization and socialization processes, including diversity and marginalisation.
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Competent area 2 : Albut teaching competence is a framework for school education, including learning environments and educational differentiation, classroom, educational, educational potential, collaboration between colleagues, resource people, school and home, and research methodologies for the evaluation and use of research results.
Competency goal : Students can plan, carry out, evaluate and develop education in primary school.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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schedule training, including setting learning targets for both the class and the single student,
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the legal, social and cultural foundations and frameworks, teaching theory, different didatical reasons, and training planning, including the planning of learning-driven education,
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apply a wide repertoire of teaching methods, including the involvement of the movement and the varied commercial and application-oriented teaching of the teaching ;
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the practical applicability of the teaching methods and analogue and other resources in relation to lifts, the ethics, purpose, objectives and content of the notification ;
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apply a wide repertoire of appropriate larva-ies and other resources ;
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analogues and digital apprentices and other resources, with practical applications, in relation to lifts, the ethics, objectives, objectives and content of the notification ;
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systematically evaluate (eleverse) learning-exchange, learning environment and teaching and use the results as a basis for feedback and further training and development of teaching,
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Evaluation and feeders capabilities and limitations in connection with teaching and learning
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differentiate the teaching under the conditions and potential of the pupils,
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educational differentiation, including theory and learning environments,
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lead training, taking into account the intentions of teachers and being able to make use of their own professional judgment in complicated situations,
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the complainant, the teacher's ability to act, relations in education and training,
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plan, implement and develop education that develops the imagination, innovative and entrepreneuriable skills of students, and their desire to learn and motivation to act ;
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creativity, innovation and entrepreneurial spirit, in relation to elevency education, the professional development and development of pedagogical practices by the teacher.
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develop cooperation with colleagues, the school's resource people, parents and pupils about teaching and development of teaching,
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the professional basis for communication, collegiate cooperation, parental cooperation, interprofessionalism and school development ;
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critical assessment and use of research methods and results in the field of teaching and learning ; and
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research methods, national and international research and development findings ; and
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plan, implement and develop training with and on IT and media, which support the ability of students to take critical examiners, targeted and creative producer and responsible participant.
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It and media skills.
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Competencerange 3 : Special pedagogues are concerned with justified planning, implementation and evaluation of particularly organised students, which are in complicated learning situations.
Competency goal : Students can plan, implement, evaluate and develop in particular, including training for students in complicated learning situations.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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analyse the complexity of their own and other people's practices in the specialised educational work ;
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paradigms for understanding and explanation for pupils in complicated learning situations, including understanding of the concept of normality,
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justified account of the framework, organisation and development of the specialist-Dagogic policy,
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international declarations of intent, national law and order and design and organisation of specialized teaching services at municipal and institutional level,
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make structured observations of individual students and groups of pupils,
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methods of systematic and continuous observation and evaluation of the student participation and learning profile of the student ;
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prepare student and action plans,
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methods for drawing up the student and action plans,
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a valid choice of specialized pedagogical and include services ; and
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preventive, preemptive and intervening services, and the use of IT and other apprentices in day-to-day learning and
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collaborate with the school internal and external resource people.
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communications, collegial collaboration, interprofessional cooperation and parental cooperation.
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Competencearea 4 : The teaching of two-language pupils refers to the identification of the second language-learning challenges in vocational education and training, which account for the linguistic and professional development of bilingual pupils in the language variety in the language of multiple drainers.
Competency goal : Students can plan, carry out, evaluate and develop the teaching of bilingual pupils in a linguistic variety of drainas.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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assess whether the second language is promoted in the practice of its own and others,
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Second language inset, toingual elevers language development,
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support the language running of the bilingual student ;
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interlanguage,
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plan training to promote the professional and professional language development of trains proverted ;
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languages and literacy in the professional teaching of a second language perspective,
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include the linguistic preconditions of bilingual elevers in the teaching,
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linguistic diversity and bilingualism as well as the importance of language to identity creation,
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identify second language-learning challenges for the teaching and
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other language-learning research and development work ; and
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collaborate with Danish as other language teachers and the other teachers of the class about the professional and professional language development of the two-language student.
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the legal basis and notices, as well as the organisation of the Danish language, as a second language in elementary school.
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Alm formation : Christianity, life-information and citizenship (KLM)
Competency area : Albut formation (KLM) deals with the interpretation of primary school objectives, the development of professional ethics and the handling of complex challenges in the teaching of a globalised society characterised by cultural, valueable and religious diversity.
Competency goal : Students can take a nuanced approach and reflect on ethical, political, democratic and religious challenges, linked to education, parental cooperation and school in a globalised society.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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assess contexts and breaks between Christianity, secularism and school in historical and current illumination,
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the tales, basic concepts and operation of Christianity in the context of the human and training of periods of various periods,
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engage in dialogue with and reflecting meetings with pupils and parents with anchorages in different religions and outlook for life,
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Christianity, Judas, Islam and other life scisals in the current context,
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manage and evaluate religious and cultural conditions in the school tradition and daily life,
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the relationship between religion, culture and politics in evangeli-Luthersk Christianity and other life scisates, the types of secularism and their effects on the daily lives of the school,
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apply and evaluate different types of ethically argument,
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life information, ethical traditions, and their historical background,
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organise professional cooperation on complex ethical and religious challenges at school,
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rituals and existance for selected philosophical and religious traditions,
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justified proposals to the organisation of education, parents and co-workers and schools based on spirit of freedom, equal and democratic education,
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Human rights, children's rights and ideation historical background to the concept of rights, including relations between human rights, religion and democracy,
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assess affinity and identity issues and develop the relationship between the school's citizenship and cultural education task and
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various forms of citizenship, citizenship and citizenship in the historical, historical and current perspective, and
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organise include training in the voltage field between the individual and the Community.
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the historical and pedagogical philosophical background of concepts such as tolerance, authority, equality, freedom and solidarity in the context of diversity and inclusion in school.
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Appendix 2
Competent goals for the teaching profession
Image art
Picture art deals with subjugation and learning processes in grade school imagery and the aesthetic learning potential to develop and qualify learning situations in cross-disciplinary and fainter-screaming contexts.
Competent areas
Competent area 1 : Visual significance formation in analog and digital images
Competent area 2 : Encoding and analyzing analogue and digital images
Competency Area 3 : Image of work and innovative processes
Competencearea 4 : Visual didactik
Competencearea 1 : Visual significance is about the imaging in analogue and digital media, as well as in union and in a multidisciplinary context.
Competency goal : The student may plan, implement, evaluate and develop education with a view to pupils ' skills in practical image production and reflection within different image categories, as well as that the student has consciousness of the image of the tickets ; contributions to knowledge development in the field of various professional areas, genre and visual cultures.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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use different materials and techniques for the manufacture of images ;
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Imaging reality,
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analyse didatical issues, with a view to differentiated training in elementary school, in the case of differentiated classes.
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analogue and digital production and use methods ;
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to use images and visualizations within a wide repertoire of billed and expression forms,
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varied image and expression objectives in the fields of art, visual cultures, and visual learning and specialised cultures ;
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produce images custom learning goals for elevers retirement age and with a set of media resources ;
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images such as social practices and exchanges in the area of children and youth cultures, including capturing and production in social media,
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use image communications in different themes and areas ; and
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the communicative functions of imaging cultures in different contexts and in different historical periods, and
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apply analogue and digital images and visualizations within a wide repertoire of billed and expressive forms.
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varied image and expression objectives in the fields of art, visual cultures, and visual learning and specialised cultures.
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Competent area 2 : Decoding and analysis addresses the use of imaging analytic methods in analogue and digital images.
Competency goal : Students can plan, perform, evaluate and develop education with a view to student skills in decode different analogues and digital images and visualizations using ticket-analytic methods.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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analyze different analog and digital image media,
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visual perception of analogues and digital learning ;
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identify the different learning potential of the image and visualizations,
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visual and aesthetic learning ;
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understand images and visual information in the visual culture, they are a part of,
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the impact of the sinner for image-changing content and expression,
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use different strategies to examine visual phenomena ; and
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visual culture and the use of different blicuses and
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analyze visual didatical issues with sets in their analogues and digital see and visualizations for learning-driven teaching in primary school.
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the impact of the sinews for decoding and analysis of images.
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Competencerange 3 : Imaging technical working methods and innovative processes are about the use of imagery in physical and digital learning.
Competency goal : Students can plan, implement, evaluate and develop education with a view to student linguistic skills to work with aesthetic, innovative and entrepreneurial workforms in physical and digital learning environments.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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use concrete outlines and modelings to initiate the development and facilitation of change processes ;
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the impact of visual notation formulas in innovative processes ;
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conduct investigative and experimental imaging processes, as well as interdisciplinary,
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understudy, artistic and experimental working methods for the manufacture of imaging ;
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use social media in visual exchange and cooperation processes ; and
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social media visual learning potential and
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analyze visual discdatical issues with sets in their own aesthetic, innovative and entrepreneurial work, with a view to learning-driven tuition training in primary school.
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methods for the development of creativity and innovation, as well as corrote-learning.
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Competencearea 4 : Visual didatactic deals with the combination of the imaging and didatives in sculpting and factoring in trade and engaging in cooperation and with the involvement of knowledge of international positions.
Competency goal : Students can plan, implement, evaluate and develop image-learning, with the involvement of knowledge of international visual education.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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justify their own technical views in relation to the development of the school trade and, in the light of recent technical research,
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central provisions relating to the school and the results of technical research,
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Analyzing specific visual teaching and learning flows, with the inclusion of data from evaluations,
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scientific-based positions, analytical strategies and evaluation methods ;
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analyzing visual and learning courses in an education and training perspective,
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f agets, training and training functions,
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Analyzing specific visual teaching and learning procedures as a national interpretation of international currents,
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educational and non-Arctic currents in an international perspective ;
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develop imaging creative and innovative across genres, methods and image and
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the cultural and recognition importance of the image field, including images as a language, and
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the training of learning-driven teaching at different age steps and in different types of image flow.
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various approaches to education in the profession, including motivation, image linguistic and verbal development and acknowledging of the existence of the verbal language.
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Biology
Biology deals with live organisms and their surrounding environment, physiology, genetics and evolution, and human health and the practical application of biology in, for example, biotechnology and other production. They are being worked there with biologi-professional and general nature and knowledge and knowledge and prospects. The work is organised, carried out, evaluated and developed through specialised studies and practices on the clutch between models, studies, theories and practical experimentation. This is happening with a broad, diverse approach to human interaction with nature, the social exploitation of the natural base and sustainable principles for that.
Competent areas
Competent area 1 : Natural science class for student education in biology class
Competent Area 2 : Nature of science in biology
Competent area 3 : Biology in cross-disciplinary cooperation
Competent area 4 : Teaching biologis core areas
Competencerange 1 : In the field of study in biology, science classes are concerned with skills and knowledge, which make it possible to reflect on the what, how, and why and through the construction of a teaching professionalism in biology class.
Competency goal : The student may use natural knowledge and skills to plan, implement, evaluate and develop differentiated teaching in biology.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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develop teaching in biology on a nature-based and practical basis,
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Naturcal science, science, science, science, science.
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perform training-driven learning to ensure consistency between learning objectives, teaching activities and evaluation ;
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learning-driven education,
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schedule and implement educational situations that develop elevers ' ability to wonder, ask questions, and formulate hypotheses and design, conduct and evaluate studies in biology,
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the methods of nature and knowledge of the meaning of pupils ' own studies in the teaching,
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plan and implement biology training that develops the ability of students to use and evaluate models for the understanding of biological phenomena and contexts ;
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natural models, including nature and nature models, and assessment criteria for natural trade models,
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plan and implement biology lessons which have been taken to the professional and developmental progression of pupils ;
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dilactic knowledge of elemental and developmental progression in relation to biological concepts and natural skills ;
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apply various educational resources ;
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natural education resources such as textbooks, labs, multimodal and web-based apprentice, science centres, subderums, businesses, museums, and IT ;
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plan and implement the training with the varied use of oral and written forms of work ;
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reading and writing through work with multimodal texts, text types, read-only concepts, metaphor / analogies and nominalizations, and dissemination through various media, including digital,
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plan and implement biology training, which develops the ability of students to use professional languages to communicate nature and problem positions ; and
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eleverse, including biingual elevers, everyday language, professional language, and conceptual formation in the natural professes and
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reasoned evaluation and use data from evaluations to qualify for biology education and promote the professional profitability of each student.
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Forceptive and summative evaluation in biology class.
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Competent area 2 : The perspectives of nature science in biology relate to the prospects of science, nature science in society, historical and scientific theorical and in terms of sustainability and technological development.
Competency goal : Students can plan, evaluate and develop a differentiated biology class with natural scientific prospects and for the development of the professional and general education of pupils.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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plan and conduct biology class with historical and philosophical aspects of natural sciences and the development of natural sciences ;
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the main features of the history and philosophy of the natural sciences ;
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Explain how scientific knowledge is discussed and developed,
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processes in the development of natural scientific recognition,
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plan and implement biology education, where natural sciences and technology are provided alment, and
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Nature of nature's contribution to general education and understanding of the outside world,
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include examples of the use of natural sciences and technology in society in the biology class,
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the use of natural scientists in societal, technological and commercial contexts, as well as a tactical knowledge of the involvement of the outside world in the teaching ;
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plan and implement biology training that develops the powers of the pupils in relation to human interaction with nature and technology ;
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Interest of interests, capacity for action and sustainable development in relation to human interaction with nature and technology ;
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plan and implement biology training in the field of professional discussions with the involvement of ethical and societal interest ; and
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natural technical arguments and societal interest-phrases and
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include examples of newer scientifics research in the teaching.
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recent research into science.
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Competencerange 3 : Interdisciplinary cooperation in cross-disciplinary cooperation provides skills and insights to reflect how natural professionals, together, and in cooperation with other subjects can contribute to the development of natural skills and create understanding of Natural phenomena and man-made relationships.
Competency goal : The student may plan, implement, evaluate and develop differentiated biology studies in cross-disciplinary interaction with other subjects and in order to promote the natural skills and understanding of natural phenomena and Human-made relationships.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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plan and implement biology training with the basis of interdisciplinary issues which develop the natural skills of pupils of pupils ;
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student work with problem positions and natural skills in a multidisciplinary perspective,
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plan and implement biology training with cross-disciplinary perspectives on the surface and development of the solar system, the earth and the life of life and the effects of radiation on living organisms,
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cross-disciplinary perspectives on the universes, solar system, earth and life of life and the effects of radiation on living organisms,
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plan and implement biology training involving cross-disciplinary perspectives on the impact of technology on human health and living conditions including drinking water supply for future generations ;
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cross-disciplinary perspectives on the impact of technology on human health and living conditions including drinking water supply for future generations ;
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plan and implement biology training involving cross-disciplinary perspectives on the sustainable energy supply ;
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cross-disciplinary perspectives on energy supply,
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plan and implement biology training involving cross-disciplinary perspectives on drug circuits and human discharges of substances into the atmosphere ; and
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interdisciplinary perspectives on drug circuits and human discharges of substances into the atmosphere and
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plan and implement biology training involving cross-disciplinary perspectives on production with the sustainable use of the natural base.
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interdisciplinary perspectives on the production of the sustainable use of the natural base.
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Competencearea 4 : This lesson concerns the core areas of biology in teacher training, as well as relations with the school biology class.
Competency goal : Students can plan, implement, evaluate and develop differentiated biology class with core concepts from the world of biology.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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plan and conduct biology-training with practical-experimental work and other studies which develop the concepts of living organisms, their systematic affinity, structure, life-sytrings, and adaptation to ; habitats and living conditions ;
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evolution, including the exemplary selection of different groups of living organisms, their systematic affinity, construction, life-sytrings, and adaptation to habitats and living conditions ;
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plan and implement education that develops eleverse conceptual apparatus for understanding of evolution, archeology and behavioral theory, the systematic affinity of the living organism, as well as the scientific history of the evolution theory ;
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evolution, including artsformation and behaviour, biological classification and systematics, as well as insight into the historical development of natural scientific theories on the origin and development of life,
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plan and implement biology training that makes students able to examine and describe the characteristics and contexts of selected Danish ecosystems and enable them to outlook to foreign ecosystems ;
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ecosystems, including selected and characteristic Danish and foreign ecosystems, the interplay between abiotic and biotic factors, and field biological studies,
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plan and implement biology education as a interaction between theoretical and practical-experimental work, so that students can dedicate knowledge and insight into building and turnover of organic matter, drug circuits and energy flows, as well as use and use ; develop natural design models and forms of representation ;
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ecosystems, including construction and turnover of organic matter, food chains and the feed, material circuits and energy flows in terrestrial and aquatic ecosystems, as well as knowledge of how complex biological connections can be disseminated through models and the forms of representation,
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plan and conduct biology classes with a view to the understanding of the students and the relationship with the environment and biotechnology ;
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biotechnology, including genetics and genetic engineering, DNA, RNA, protein synthesis, cell sharing, inheritance and the environment, and ethical considerations in the context of education in heritage and the environment ;
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plan and conduct training courses that make students capable of explaining biological processes in production and perspectives to them in relation to the outside world,
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biotechnology and biotechnological production, including biological background and perspectives in relation to health, environment and natural management ;
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plan and implement education that promotes the elementary understanding of the relationship between the form and the function of living organisms, including the anatomy and physiology of the human body, and makes students active to use the acquired knowledge and insights on the health of their own and other people ;
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body and health, including the correlation between the form and functioning of the living organism, the emphasis on human anatomy and physiology as well as health concepts ; and
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ensure the pupils of an almencing basis for the positions and ability to act in relation to their own lives, the interaction of human beings with nature and sustainable development.
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the use of the natural base, including local / global examples of environmental issues, nature conservation, natural recovery and natural management, culture, sustainable development, and local / global players.
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Danish 1.-6. class steps
Dansk deals with the expression and technical, professional and personal development of time and other time-rich in a Danish, multicultural and international perspective, giving the student competence to organise and evaluate student work with languages and texts.
Competent areas
Competencerange 1 : Language and communication training
Competent Area 2 : Reading and reading training
Competent Area 3 : Writing and writing instruction
Competencearea 4 : Texts and text training
Competencerange 1 : Language and communication education provide for teaching in language and communication as well as the student's own communications skills.
Competency goal : Students can plan, implement, evaluate and develop education in languages and texts.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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justified learning-driven languages-and communication training,
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linguistic dilactic and technical research in the fields of language and communication ;
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evaluate examples of Danish language and writing language, language development, and their control of Danish legal write-down.
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language system, including grammar, language, and current legal system of law,
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plan and implement the teaching of neighbouring languages and neighbouring culture ;
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Scandinavian languages and language tactics,
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plan the implementation and evaluate differentiated learning activities supporting the communicative competence of each student ;
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language-learning,
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|
critical appraisal apprentiges in Danish languages in 1 to 6. Class,
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teaching means for language teaching at school,
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create appropriate texts for the given communications situation on the basis of the choice between media and linguistic instruments,
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the communicative tasks of the Danish teacher, oral and in writing ;
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plan and implement the teaching of the oral Danish teaching,
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the veracity of expression,
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weighed bilingual trainees in their written and oral developments on the basis of interlanguage analysis ; and
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interlanguage and interlanguage development ; and
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critical appraisal student's work on information searching, faceless communication, and the ethical aspects associated with it.
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information searches and strategies to systematically select knowledge on the Internet, face-to-face communication, and relate ethical to communications on the Internet digital platforms.
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Competent area 2 : Reading and learning about reading processes, reading and learning is about reading processes in vocational training.
Competency goal : Students can plan, implement, evaluate and develop courses for heterogeneous groups of groups.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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justified learning-driven learning in reading,
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literacy and professionally research in the area of reading and reading,
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schedule and execute activities that support the reading and read development of the student in 1.-6. class steps,
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theories about reading,
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evaluate elevers read strategies during reading of fixings and technical texts ;
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read strategies,
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schedule and execute differentiated reading challenges and support the literacy of each student, including bilingual elevers read development in the second language,
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the reading ' s didative,
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critical appraisal of apprentices to both starting and reading and producing complementary apprentices,
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teaching means to read the study,
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support elever read development by integrating digital technologies into the teaching,
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It as a learning resource in the read view,
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use results of tests and other forms of evaluation to support the read development of each student ; and
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test and evaluation ; and
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use technical knowledge of links between read and write in Danish and other subjects.
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contexts between reading and writing.
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Competencerange 3 : Writing and writing classes are about writing lessons and the use of knowledge about writing processes in vocational training.
Competency goal : Students can plan, implement, evaluate and develop write-learning.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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justification for learning-driven write-learning ;
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writing-class and technical research in writing and writing classes ;
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use theories of elevers write processes and write strategies in the organization of training and learning activities ;
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writing and writing-development in training and intermediate steps,
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support the individual student development, including the student development of the bilingual language of the second language,
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writing's didative,
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critical appraisal of apprenticerers to the first and in the first writing classes and the continuing writing ; and
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teaching means, in writing, and
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support elevers production and dissemination of texts in different media and with different technologies.
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text production in a variety of media.
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Competencearea 4 : Text and text instruction refer to text and text dissemination.
Competency goal : The student can plan, perform, evaluate and develop the teaching of texts, including fiction, from various time-ages, media and genre.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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justified learning-driven training-driven text instruction,
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textdidactik and technical research in the field of texts and text teaching,
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|
critical evaluation of texts in a genre and media perspective ;
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Texting, genres and psychics,
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critical assessment of texts and their use in cultural historical, aesthetic and multicultural prospects, including texts in neighbouring languages,
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text analysis and text-ception in a training perspective,
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develop the media use and reading habits of each student ;
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Texts and pupils and pupils ' text uses,
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develop, plan, implement and evaluate the teaching of texts, including the literature,
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textdidative,
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in writing.-(b) reasons for the choice of children and young people to be held to education on 1-6. class steps,
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Danish children's and youth literature,
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apply different evaluations and results of evaluations in text teaching ; and
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the evaluation of text work ; and
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use rhetorical terms in the case of loading and other forms of the introduction of a text in Danish teaching.
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text performance.
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|
Danish fourth-10. class steps
Dansk deals with the expression and technical, professional and personal development of time and other time-rich in a Danish, multicultural and international perspective, giving the student competence to organise and evaluate student work with languages and texts.
Competent areas
Competencerange 1 : Language and communication training
Competent area 2 : Continuing read and write
Competency Area 3 : Danskdidactik
Competencearea 4 : Texts and text training
Competencerange 1 : Language and communication education provide for teaching in language and communication as well as the student's own communications skills.
Competency goal : Students can plan, implement, evaluate and develop classes in languages and texts for heterogeneous groups of groups.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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|
justified learning-driven languages-and communication training,
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linguistic dilactic and technical research in the fields of language and communication ;
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|
evaluate the language and language of the Danish language, the language of the language, their control of Danish court-writing,
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language system, including grammar, language, and current legal system of law,
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|
plan and implement the teaching of neighbouring languages and neighbouring culture ;
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Nordic languages, including the Neighborhood Proficiation Dictionary,
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|
plan, implement and evaluate differentiated learning activities supporting the communicative competence of each student body ;
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language-learning,
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|
critical appraisal apprentitional training in Danish languages ;
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teaching means for language teaching at school,
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|
create appropriate texts for a given communications situation on the basis of the choice of media and linguistic instruments,
|
the communicative tasks of the Danish teacher, oral and in writing ;
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|
assess the voice, mimik and gestik as an expression of expression in Danish education,
|
the veracity of expression,
|
|
provide feedback on bilingual elevers texts based on interlanguage analysis and
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interlanguage and interlanguage development ; and
|
|
critical appraisal student's work on information searching, faceless communication, and the ethical aspects associated with it.
|
information searches and strategies to systematically select knowledge on the Internet, face-to-face communication, and relate ethical to communications on the Internet digital platforms.
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|
Competencezone 2 : Continued reading and writing is about reading and learning about read processes in vocational training.
Competency goal : Students can plan, implement, evaluate and develop education in a heterogeneous group of students based on current, research-based knowledge of reading and writing.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
|
|
justified learning-driven learning by the litre of litres ;
|
litre acydidactik and professionally research in the area of unloading and writing ;
|
|
use theories on litres ;
|
Literacy,
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|
assess the read-awareness issues, students encounters when they read texts from different genres and time ages for the purpose of forward-looking guidance ;
|
read understanding,
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|
assess student's different write strategies in relation to writing texts in different genres and contexts for forward-looking guidance,
|
writing strategies,
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|
plan and perform training activities with text production in digital media ;
|
digital media in children's read and writing practice in and outside of school,
|
|
plan and implement education in analyzing the arguments in texts in different text types and media ;
|
reasoning analysis and source criticism,
|
|
the results of tests and other forms of evaluation, with a view to supporting the professional development of each student body ; and
|
test and evaluation ; and
|
|
prepare students for the elementary school's departure test in Danish.
|
The elementary school's departure test in Danish.
|
|
Competencerange 3 : Danskdidactik deals with dilactic theory, professional development and innovation in the Danke.
Competency goal : Students can plan, implement, evaluate and develop education for heterogeneous groups of student groups in a multicultural and international perspective.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
develop reasoned innovative, learning-driven teaching activities in cooperation with pupils, parents and actors outside the school ;
|
innivaporative danskdidactik and research in the didative design in Danish didatives,
|
|
critical assessment of the mineral-dac design processes and products,
|
Dictional design,
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|
develop apprenticed training of lessons on the basis of research-based knowledge,
|
the apprenticed production of the Danish teaching classes ;
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|
develop the self-employed and investigative work of students, including activities preparing for the project ' s project ;
|
potatoes and interdisciplinary organization with Danish,
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|
work together with colleagues on the grounds for the implementation and development of cross-disciplinary procedures ; and
|
interdisciplinary cooperation in school and
|
|
critical assessment of digital resources and their use in Danish education.
|
digital resources and Danish training.
|
|
Competencearea 4 : Text and text instruction refer to text and text dissemination.
Competency goal : Students can plan, implement, evaluate and develop education in texts, including fiction, from various time-ages, media and genre for heterogeneous groups.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
justification for learning-driven text instruction and teaching in different text genders ;
|
text dico and genedics in the field of texts and text teaching ;
|
|
critical evaluation of texts in a genre and media theory,
|
Texting, genres and psychics,
|
|
critical assessment of texts and their use in cultural historical, aesthetic and multicultural prospects, including texts in neighbouring languages,
|
text analysis and text-ception in a training perspective,
|
|
develop the media use and reading habits of each student ;
|
Texting pupils, elevers ' text-use, child-and-ungeable literature,
|
|
plan, implement and evaluate the teaching of texts, including the literature,
|
textdidative,
|
|
in writing.-(b) The reasons for selecting texts from Danish literature on the Canary to Education on 4. -10. class steps,
|
Danish literary cannons,
|
|
apply different evaluations and results of evaluations in text teaching ; and
|
the evaluation of text work ; and
|
|
use rhetorical terms in the case of loading and other forms of the introduction of a text in Danish teaching.
|
text performance.
|
|
English 1. -6. class steps
English deals with linguistic and intercultural competences, apprentitionprocesses, as well as professionally and personal development in a Danish, multicultural and international perspective.
Competent areas
Competent area 1 : Language competence and language learning
Competent area 2 : Language acquisition and foreign language communication
Competencearea 3 : Intercultural competence in education and training in English in education and in the intermediate stage
Competent area 4 : Promedingual dico
Competencerange 1 : Linguistic competence and language learning address linguistic areas as pragmatism, vocabable grammar, grammar and pronouns
Competency goal : Students can plan, implement, evaluate and develop differentiated training aimed at specific areas in student education.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
|
|
contain English for educational purposes and for personal use, including participation in the international technical debate ;
|
the building and use of the English language,
|
|
describe linguistic structures for different target groups ;
|
language-building and use of languages,
|
|
plan, implement, evaluate and develop training in communications skills and linguistic structures ; and
|
communications competence and
|
|
show focal points in the work of its own and elevers interlanguage, based on analytics, including taking account of the age of the students.
|
Interlanguage.
|
|
Competencezone 2 : Language and foreign language communication deals with apprentices and communicative processes of relevance for language and language reception and production, including English as 3. languages.
Competency goal : Students can plan, implement, evaluate and develop differentiated training with sets in student learning preconditions and potentials, including the use of communications and learning strategies and processes.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
plan and implement training with a focus on communication processes and strategies ;
|
communications processes, including receptive and productive processes and strategies, discourse and communication strategies ;
|
|
show differentiated learning strategies for pupils with different learning conditions ;
|
learning strategies,
|
|
assess the profile of languages in various types of student body as a basis in order to be a linguistic conduit to the guide ;
|
Internet language development,
|
|
involve the class internal and external factors of the importance of the language legal process and
|
factors associated with language acquisition, e.g. motivation, the relationship between moderation, other language and alienation, objective and evaluation, the role of the teacher ;
|
|
use digital technologies and interactive media to support eleverse and their own receptive and productive apprentices.
|
It and apprentiship processes.
|
|
Competencearea 3 : Intercultural competence in education and training in schools in education and in the middle of the middle of the middle of an English class are involved in English lessons on 1-6. class steps concerning linguistic and intercultural competences, apprentitionprocesses, and technical and personal development in a Danish, multicultural and international perspective.
Competency goal : The student may plan, implement, evaluate and develop varied English class with the use of diverse text forms and with the integration of communities, culture and cultural meetings of the language work in the education system and on : intermediate step.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
plan and conduct training with examples of heterogeneous cultural trainees and cultural meetings in the collection and intermediate stage ;
|
culture and cultural meetings, including pragmatism and interplay between languages, culture and identity,
|
|
justify content in terms of language, culture and society of relevance to the teaching of English,
|
linguistic variation, culture and social conditions in the English-speaking world, as well as issues of relevance to globalisation ;
|
|
apply appropriate and differentiated texts, media and IT in education ;
|
textual competence, including IT and media,
|
|
initiates and support processes to support the development of the intercultural competence of its own and elevers, including the dissected experiences through narratives and artifacts, as well as appropriate attention to linguistic variations and veneers appropriate to : different situations and
|
intercultural competence and
|
|
plan and implement international cooperation and intercultural projects in the teaching.
|
international cooperation, including digital possibilities.
|
|
Competencearea 4 : Foreign language tactics deals with reasoned planning, implementation, evaluation and development of education supporting and optimizing elevers ' education and their dedication to linguistic and intercultural competence, taking into account national and national education ; provisions and current areas of focus.
Competency goal : Students can plan, implement, evaluate and develop education in English on the basis of their own practice and current research-based knowledge of foreign language tactics.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
justify the principles of their own and other people's classes in relation to pupils, parents and professional comrades, including in an inclusive perspective,
|
professional surveys, curriculum and the practical organization of English teaching, including the historical development of classes and learning ;
|
|
justify the individual elements of the notification for the optimisation of the learning processes for both groups of pupils and pupils, as well as individual students,
|
legal basis, applicable rules and guides nationally and internationally, including apprentiges, digital resources, objectives and evaluator ;
|
|
plan and implement training and projects to strengthen the meering expectations of students, acting and enterprise ;
|
Creativity, innovation and entrepreneurial education,
|
|
plan and implement single professional as well as interdisciplinary training, with a focus on eleverse general education,
|
the contribution of the trade to general formation and consistency with other subjects,
|
|
justified implementation and development of apprentition-driven English lessons ; and
|
theory and analytical methods of relevance for the description of learning and teaching in English as a foreign language ; and
|
|
orient in the professional debate, both at national and international level.
|
national and international research in the field of foreign language learning and the didative tactics.
|
|
English, 4. -10. class steps
English deals with linguistic and intercultural competences, apprentitionprocesses, as well as professionally and personal development in a Danish, multicultural and international perspective.
Competent areas
Competent area 1 : Language competence and language learning
Competent area 2 : Language acquisition and foreign language communication
Competencerange 3 : Intercultural competence in education and training in the middle step and in the training
Competent area 4 : Promedingual dico
Competencearea 1 Linguistic competence and language learning address linguistic areas such as pragmatism, vocabable, grammar and pronouns.
Competency goal : Students can plan, perform, evaluate and develop education aimed at specific areas in student education.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
contain English for educational purposes and for personal use, including participation in the international technical debate ;
|
the building and use of the English language,
|
|
describe linguistic structures for different target groups ;
|
language-building and use of languages,
|
|
plan, implement, evaluate and develop training in communications skills and linguistic structures ; and
|
communications competence and
|
|
show focal points in the work of its own and elevers interlanguage, based on analytics, including taking account of the age of the students.
|
Interlanguage.
|
|
Competent area 2 : Language and foreign language communication deals with apprentices and communicative processes of relevance for language and language reception and production, including English as 3. languages.
Competency goal : Students can plan, implement, evaluate and develop training with afsets in student learning prerequisites and potential, including the use of communications and learning strategies and processes.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
plan and implement training with a focus on communication processes and strategies ;
|
communications processes, including receptive and productive processes and strategies, discourse and communication strategies ;
|
|
show differentiated learning strategies for pupils with different learning conditions ;
|
learning strategies,
|
|
assess the profile of languages in various types of student body as a basis in order to be a linguistic conduit to the guide ;
|
Internet language development,
|
|
involve the class internal and external factors of the importance of the language legal process and
|
factors associated with language acquisition, e.g. motivation, the relationship between moderation, other language and alienation, objective and evaluation, the role of the teacher ;
|
|
use digital technologies and interactive media to support eleverse and their own receptive and productive apprentices.
|
It and apprentiship processes.
|
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Competencerange 3 : Intercultural competence in education and training in the middle step and in training shall be in the field of English training on 4. -10. class steps concerning linguistic and intercultural competences, apprentitionprocesses, and technical and personal development in a Danish, multicultural and international perspective.
Competency goal : The student may plan, implement, evaluate and develop varied English class with the use of diverse text forms and with the integration of communities, culture and cultural meetings in the language work in the middle step and in the training.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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plan and conduct training with examples of heterogeneous cultural practices and cultural meetings in the middle step and in the training,
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culture and cultural meetings, including pragmatism and interplay between languages, culture and identity,
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justify content in terms of language, culture and society of relevance to English lessons from a world view of the world,
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linguistic variation, culture and social conditions in the English-speaking world, as well as issues of relevance to globalisation ;
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apply appropriate and differentiated texts, media and IT in education ;
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textual competence, including IT and media,
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initiates and support processes to support the development of the intercultural competence of its own and elevers, including the dissected experiences through narratives and artifacts, as well as appropriate attention to linguistic variations and veneers appropriate to : different situations,
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intercultural competence,
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plan and implement international cooperation and intercultural projects in the teaching and
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international cooperation, including digital possibilities, and
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cooperation on the planning of cross-disciplinary projects and organizing activities for technical preparation, focusing on elevation education.
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the contribution of the trade to general formation, technical support and consistency with other subjects.
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Competencearea 4 : Progenation of languages dealing with justified planning, implementation, evaluation and development of education supporting and optimizing elevers and their dedication to linguistic and intercultural competence, taking into account national national provisions and current areas of focus.
Competency goal : Students can plan, implement, evaluate and develop education in English on the basis of their own practice and current research-based knowledge of foreign language tactics.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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justify the principles of their own and other people's classes in relation to pupils, parents and professional comrades, including in an inclusive perspective,
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professional surveys, curriculum and the practical organization of English teaching, including the historical development of classes and learning ;
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justify the individual elements of the notification for the optimisation of the learning processes for both groups of pupils and pupils, as well as individual students,
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legal basis, applicable rules and guides nationally and internationally, including apprentiges, digital resources, objectives and evaluator ;
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plan and implement training and projects to strengthen the meering expectations of students, acting and enterprise ;
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Creativity, innovation and entrepreneurial education,
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plan and implement single professional as well as interdisciplinary training, with a focus on eleverse general education,
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the contribution of the trade to general formation and consistency with other subjects,
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justified implementation and development of apprentition-driven English lessons ; and
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theory and analytical methods of relevance for the description of learning and teaching in English as a foreign language ; and
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orient in the professional debate, both at national and international level.
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national and international research in the field of foreign language learning and the didative tactics.
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French
French deals with the development of linguistic and multicultural awareness, intercultural communication, formation and identity.
Competent areas
Competent region 1 : Text, culture, intercultural communication and society in the French-speaking world
Competent Area 2 : Language and language learning
Competent Area 3 : Language-learning processes and foreign language communications
Competent area 4 : Promedingual dico
Competencerange 1 : Text, culture, intercultural communication and society in the French talking world.
Competency goal : Students can plan, implement, evaluate and develop differentiated classes in text, culture, society and identity both in general and in relation to French languages.
Competent area 2 : Language and language teaching is about the structure of French language, commuted competency and interlinguistic development.
Competency goals : The student can substantiate plan, execute, evaluate and develop differentiated training with sets of languages and language and language.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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contain French for educational use and personal use,
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the structure and application of the French language, including language-use rules and language patterns ;
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analyse the language of its own and the elementary language production as an interlanguage of cooperation with pupils, parents and professional comrades ; and
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communicative competence and interlanguage ; and
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provide a response to interlanguages.
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Interlanguage development.
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Competencerange 3 : Language-learning and foreign language communication deals with apprentices and communicative processes of relevance to the language and language reception and the production of languages.
Competency goal : Students can plan, implement, evaluate and develop differentiated training on learning and communication processes.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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facilitfully facilitated learning processes between Danish and French vocabinets based on analytic reception processes and production processes ;
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Prophyance, including provotion and dedication, through various forms of reception and production,
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analyze variations of student body in relation to the development of the individual student body,
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analytical methods of relevance for the description and evaluation of linguistic processes and strategies,
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develop factors of importance for the language legal process and motivation to use the language ; and
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the significance of the importance of motivation, aesthetical, recognisable learning processes, legal systems, and communication strategies, including receptive and productive ; and
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schedule and implement learning and communication processes with the different learning requirements of the student.
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mother tongue, sophoming language and alienation of languages.
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Competencearea 4 : Foreign language tactics deals with planning, implementation, evaluation and development of differentiated education, which supports and optimises elevers and the acquisition of language and intercultural competence taking into account national national provisions and current areas of focus.
Competency goal : Students can plan, implement, evaluate and develop differentiated training on learning and communication processes.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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justified learning-driven teaching in the French,
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skilled trainees understood as language, culture, learning and training courses,
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can use varied notification and learning methods through the use of data from evaluations,
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the explanatory statement of the school professional, professional opinion, national guidelines, objectives and evaluation and the practical organisation of French education ;
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use the apprentiges and the media in relation to the preconditions and conditions of the student in relation to elevers ;
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the teaching and the media and their application to the French education ;
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develop their own education in cooperation with other relevant actors in the entrances, students, parents, lesions and municipality, and
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learning potential and apprentitions, content and organization and work forms ; and
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the use of research results as a basis for their own education and participation in the professional debate.
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national and international research in the field of foreign language dagos.
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Physics / Chemistry
The teaching profession relates to the professional and technical nature of the students 'learning in school trade, including the development of pupils' natural skills and their understanding of the human interaction with nature, society and technology.
Competent areas
Competent area 1 : Natural science class for students learning in physicists / chemistry
Competent territory 2 : Natural skills related to physicisical / chemistry education
Competent Area 3 : Physics / Chemistry in Interdisciplinary Cooperation
Competent area 4 : Teaching the core areas of physics and chemistry
Competencerange 1 : In physics / chemistry, science fiction is concerned with skills and knowledge that enables reflecting on the what, how, and why and through the construction of a teaching professionalism in science / chemistry education.
Competency goal : The student can use natural vocational knowledge to plan, implement and evaluate and develop a differentiated physicist-chemistry education.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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develop the teaching of physics / chemistry on a nature-based Arctic basis,
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Naturcal science, science, science, science, science.
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take a position on education, based on different views of student learning in physicisiz/chemistry,
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different views of learning in physicists, including the meaning of language and dialogue, as well as students ' knowledge and everyday performances ;
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plan, implement, evaluate and develop physicical / chem training, which include examples of recent scientific research in the teaching ;
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public school's elementary areas of newer research in the field of science and didatical perspectives on the inclusion of this in the teaching,
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plan, implement, evaluate and develop physics / chemistry education that have been taken care of and developmental progression of students ' professional and developmental progression ;
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dilactic knowledge of elemental and developmental progression in relation to physical and chemical concepts and natural skills, including survey, modeling, perspective and communication skills ;
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plan, implement, evaluate and develop physicisical / chemistry training with varied use of oral and written forms of work ;
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writing and reading in the profession, including the source critical reading, oral and written genre in the natural studies and dissemination through digital media ;
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apply various educational resources ;
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natural training resources such as textbooks, laboratories, multimodal and web-based apprenticers, science centres, subderums, business, museums, museums, and IT ; and
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justified planning, implementing, evaluating and developing the learning-driven physicists and science / chemistry class ; and
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lecteering, objective, learning, evaluation methods and the limitations of physics / chemistry, and
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reasoned evaluation and use data from evaluations to qualify the physicical / chemistry education and promote the yield of each student.
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Forceptive and summative evaluation in physicist-chemistry education.
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Competent area 2 : Natural skills in the field of physics / chemistry deals with skills and knowledge that enables the skills of students to deal with problems in society which can be illused by natural scientifics, technological, historical and almencing perspectives.
Competency goal : The student may use natural technical knowledge to plan, implement, evaluate and develop a differentiated physicist / chemistry class to develop the natural skills and general education of pupils.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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plan, implement, evaluate and develop physicical / chemistry education that develops elevers ' ability to wonder, ask questions, formulate hypotheses and perform studies, and assess, conclude and generalize from own investigations,
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natural methods of investigation and the knowledge of the importance of the students ' own investigations,
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plan, implement, evaluate and develop physicical / chemistry training that develops the ability of students to use and evaluate models for understanding of physical and chemical phenomena and contexts ;
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natural models, including nature and nature models, and assessment criteria for natural trade models,
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plan, implement, evaluate and develop physici/chemistry teaching which develops the ability of students to communicate in nature and issues related to natural business issues ;
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the linguistic characteristics of nature and the language of nature and student groups, professional language and conceptual formation in the natural professors ;
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plan, implement, evaluate and develop physics / chemistry teaching which includes examples of the use of natural sciences and technology in society ;
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the use of natural scientists in social terms ;
technology and commercial contexts, as well as disco
knowledge of the involvement of the outside world in the teaching,
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plan, implement, evaluate and develop physicical / chemistry teaching which develops the skills of the pupils in relation to human interaction with nature and technology ;
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Interest of interests, capacity for action and sustainable development in relation to production and human interaction with nature, society and technology ;
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plan, implement, evaluate and develop physicical / chemistry education in the field of professional discussions of ethical and societal interest ;
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natural technical arguments and societal interest in interest ;
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plan, implement, evaluate and develop physics / chemistry teaching with historical and philosophical aspects of natural sciences ;
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the main features of the history and philosophy of the natural scientists ; and
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Plan, implement, evaluate and develop physics / chemistry education, where natural science and technology foresee common knowledge.
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Nature of nature's contribution to general education and understanding of the outside world.
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Competencerange 3 : Interdisciplinary cooperation in interdisciplinary cooperation provides knowledge and skills to reflect how natural professionals, together and in cooperation with other subjects, can contribute to the development of natural skills and create understanding. of natural phenomena and man-made relationships.
Competency goal : The student may use natural knowledge and skills to plan, implement, evaluate and develop a differentiated physicist / chemistry class in cross-disciplinary interaction with other subjects to promote pupils ' natural vocational training ; skills and their understanding of natural phenomena and man-made conditions.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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plan, implement, evaluate and develop physicical / chemistry training, starting with interdisciplinary issues which develop the natural skills of pupils ;
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indivisible work on the formulation of issues and nature skills in a multidisciplinary perspective,
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plan, implement, evaluate and develop physics / chemistry training with cross-disciplinary perspectives on the universe, solar system, earth and life of life and development ;
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cross-disciplinary perspectives on the universes, solar system, earth and life of life,
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plan, implement, evaluate and develop physics / chemistry teaching involving cross-disciplinary perspectives on energy sources, energy flows, energy sources and energy use,
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cross-disciplinary perspectives on energy and energy flows and energy sources, including sustainable energy supply at local and global level,
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plan, implement, evaluate and develop physicisical / chem training involving cross-disciplinary perspectives on fabric of fabric ;
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interdisciplinary perspectives on substance-circuits, including the importance of the individual and society's discharges of substances in nature,
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plan, implement, evaluate and develop physics / chemistry teaching involving cross-disciplinary perspectives on the human use of the natural base, and
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cross-disciplinary perspectives on the sustainable use of the natural base, including sustainable production, and
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plan, implement, evaluate and develop physics / chemistry teaching involving cross-disciplinary perspectives on technological development and the impact of technology on human health and living conditions.
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cross-disciplinary perspectives on technological development and the impact of technology on human health and living conditions.
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Competencearea 4 : In the field of physics / chemi, core areas concern core areas of physics and chemistry, as well as the relationship to the science / science / chemistry class.
Competency goal : The student can use natural knowledge and skills to plan, implement, evaluate and develop differentiated physics / chemistry education with core concepts from the world of physique and chemistry.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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plan, implement, evaluate and develop physicical / chemistry education on matter and fabric of fabric,
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the structure, characteristics, transformations and circuits of the substances in nature ;
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plan, implement, evaluate and develop physics / chemistry class on particulates, waves and radiation ;
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the establishment, characteristics and characteristics of parties, and the light, sound and other wave phenomena,
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plan, implement, evaluate and develop physicical / chemistry teaching on energy turnover,
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energy, energy and energy flows, and electrical and magnetic phenomena,
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Plan, implement, evaluate and develop physicical / chemistry education on Earth and the universe ;
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astronomy and astrophysics,
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plan, implement, evaluate and develop the science / chemistry class on production and technology ; and
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production and processing operations and technological development, including digital management ; and
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plan, implement, evaluate and develop physicical / chemistry education in accordance with the applicable safety provisions.
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laboratory work, risk-taking and safety.
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|
Geography
Geography deals with the interaction between people and the nature and the consequences of this, as it manifestaches through the exploitation, the environment and human living conditions of the natural environment in various regions. The Education Fame is based on current issues, as well as regional and global patterns and analyses, using geographical theory and working methods. The teaching profession integrates professional and professional knowledge, which are prerequisites for a professional, innovative and engaging education in the school profession. The European Union is involved in ensuring that students are able to enjoy teaching, which develop world understanding for pupils in a globalised world, and to work with student development, including concepts, conceptual development and educational differentiation.
Competent areas
Competent area 1 : Natural-fiction, wilderness perspectives for student learning in geography teaching
Skilled Area 2 : Nature of science in relation to geography
Competent area 3 : Geography in cross-disciplinary cooperation
Competent area 4 : Undershowing in geography core areas
Competencerange 1 : In the field of geography learning in geography training, in the field of geography education, the skills and knowledge of students in geography is a part of the geography class and provides for skills and knowledge to reflect on the what, how and why and the way through. Building a teaching professionalism in geography class.
Competency goal : The student may use natural and geography skills and knowledge to plan, implement, evaluate and develop differentiated teaching in geography.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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develop own learning-driven teaching in geography, inter alia, on a natural habitat practice,
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the importance of the nature of the geography class in geography and associated research ;
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arranging educational situations that develop elevers ' ability to wonder, ask questions, and select appropriate methods of investigation, and design, execute and evaluate studies in geography,
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Natural and geographic testing methods and their geographic knowledge of the meaning of elevers ' own studies in the teaching,
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plan and implement learning-driven geography training, which develops the ability of students to use and evaluate models to understand geographical phenomena and contexts ;
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geographical models, including the characteristics and assessment criteria for geographical models,
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plan and implement geography lessons which, among other things, encourage the pupils ' development of natural skills and have been taken into account in the professional and developmental progression of pupils ;
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nature and geography skills, including survey, modeling, perspective and communication skills, and elemental and developmental progression ;
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apply various educational resources ;
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geography training resources such as textbooks, laboratories, multimodal and Web-based apprentice, science centres, subderums, businesses, museums, and IT ;
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plan and implement classes supporting the literal and literal skills of the pupils in the geography profession ;
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reading in the trade, including oral and written genre in geography and natural studies and dissemination through digital media,
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plan and conduct instruction to support student language development from context bound everyday languages to context independent professional languages ; and
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students and student groups, including bilingual pupils, everyday languages, professional languages, and conceptual formation in geography and
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justifiable evaluates geography education and student's apprentitional yield.
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Forceptive and summative evaluation in geography class.
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Competent area 2 : The area of science, the importance of nature science in society, historically and scientific knowledge in the context of sustainable and technological development, is the area of science, the importance of nature science and in the context of sustainable and technological development.
Competency goal : The student can plan, implement, evaluate and develop differentiated geography training with natural vocational and socieal perspectives for the development of the general education of students.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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|
plan and implement the geography training with historical and philosophical aspects of natural sciences ;
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the main features of the history and philosophy of nature scientists and geography, and how nature and social sciences are discussed and developed ;
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|
plan and implement geography teaching where natural sciences and technology are provided algeable,
|
Nature of nature's contribution to general education and understanding of the outside world,
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include examples of the use of natural sciences and technology in society in the geography class ;
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the application of natural assets in societal, technological and commercial contexts, as well as a tactical knowledge of the involvement of the outside world in the teaching ;
|
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plan and implement geography training that develops the powers of the pupils in relation to human interaction with nature, culture and technology ; and
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skills and sustainability in relation to the interactions of human nature, culture and technology ; and
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|
plan and implement geography training in the field of professional discussions on political and economic conflicts of interest ;
|
arguments and societal interest ;
|
|
include examples of recent scientifically scientific and social sciences in geography teaching.
|
recent research in the field of nature and social sciences.
|
|
Competencerange 3 : Interdisciplinary cooperation in Geography, which deals with the nature of nature and in cooperation with other subjects, may create an understanding of the interaction between natural and man-made conditions as it comes to the human living conditions in different places. The ground.
Competency goal : Students can plan, perform, evaluate and develop geography training in multidisciplinary interaction with other subjects.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
|
|
plan, implement, evaluate and develop training-driven interdisciplinary training, with the starting point of issues which, inter alia, develops pupils ' diverse and natural skills ;
|
the work of elevers with cross-disciplinary issues that promote their diverse and natural skills ;
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|
plan and implement cross-disciplinary training, on the basis of newer interdisciplinary research,
|
newer interdisciplinary research relating to geography,
|
|
plan and implement cross-disciplinary training, which deals with drinking water in various places on the globe and which includes future prospects on the supply of drinking water from a resource perspective,
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drinking water for future generations ;
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|
plan and implement cross-disciplinary training, which deals with the sustainable energy supply, including how different technologies for solving the energy supply problem can affect people's living conditions in a local and global perspective ;
|
sustainable energy supply at local and global level,
|
|
plan and conduct cross-disciplinary training, which deals with drug-circuits and human discharges into the surrounding environment ;
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the circulation of fabric and the individual and of the society of substances to the surrounding environment ;
|
|
plan and implement cross-disciplinary training that gives students knowledge of and leads to the students to reflect on the impact of different business and production methods, in the light of different nature and social vision, and different strategies for : land use and physical planning ;
|
the production of the sustainable use of the natural base,
|
|
plan and conduct cross-disciplinary training, which deals with the nature and human presence of radiation and
|
causes of nature and man-made radiation, including the effects of radiation on living organisms, and
|
|
plan and conduct multidisciplinary training, which deals with the impact of technology on human health and living conditions.
|
the impact of technology on human health and living conditions.
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Competencearea 4 : Teaching geography in geography is geographically : identity, identification skills, world understanding and ability to act, seeking explanation for the diversity of life and people's interaction in local, regional and global context.
Competency goal : The student may plan, implement, evaluate and develop varied, differentiated geography training with geography concepts.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
|
|
plan and implement education that makes the pupils capable of understanding causes of demographic, urban and professional patterns, as well as understanding of inequality in living conditions, and enables them to discuss solution options ;
|
demographics and professions, division, interaction and development based on natural conditions, as well as historic, social, economic and political conditions ;
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|
plan and implement lessons which enable the students to understand and relate to the building and development of the planet, as well as the pladetectiveness of influencers on a resource, production and living conditions in different places on the planet ;
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the dynamic development of the earth and its influence on people's living conditions at a global, regional and local level ;
|
|
plan and implement education that makes the students able to understand and relate to weather and weather phenomena and changes in climatic conditions and their impact on the changed living conditions of the world, regional and local conditions ;
|
the soil and its climate in a sustainable perspective, globally, regional and local,
|
|
plan and implement lessons which enable the students to understand the causes and consequences of globalisation, including the involvement of the role of students as world citizens ;
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globalisation and its influence on culture, nature, living conditions and relationships between the world's States and peoples ;
|
|
plan and conduct training that explains the formation, raw materials and living conditions of the country, as well as the different interests of interest in land use and in the natural view of which it is expressed ;
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the natural habitat and living conditions ;
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|
plan and implement training involving the justified use of excursions and field work, together with different geography methods and auxiliary means of inter-location and analysis of spatial patterns by means of different types of card, models, statistics, films, written communications satellite images and GPS ; and
|
the geographical methods of the teaching and,
|
|
include the students ' own experiences, measurements, observations and interpretations in the geography class, and make them able to understand, argue, perspectives and communicate these.
|
student's own experiences and studies in the teaching.
|
|
History
Historically, justified planning, execution and development of education in history in trade union and cross-disciplinary processes, which aim to give pupils the necessary conditions to develop chronological overview of and visibility into interpretations for historical courses and contexts to develop the history of students and historian in terms of identity and social perspective.
Competent areas
Competent area 1 : Education and learning in history
Competent region 2 : History of History, History, History, History
Competency Area 3 : Historical overview and interconnection understanding
Competencearea 4 : Source work, interpretation and dissemination
Competencerange 1 : Education and learning in history addresses historian tactical theories, studies and educational forms.
Competency goal : Students can plan, implement, evaluate and develop history lessons aimed at meeting the varying apprentitions of students.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
|
|
justify history class history with reference to history and history concepts and positions,
|
history class and history as a life-world and as a profession,
|
|
plan, implement and evaluate the learning-driven history classes for the purpose of the set of sets in applicable control documents ;
|
the evolution of history and current status in grade school ;
|
|
develop history learning in interaction with student history of awareness and history,
|
theories and empirical studies of elevers ' history and history.
|
|
plan and conduct actionable analyses and evaluations of student differentiated learning assumptions and learning processes in history ;
|
theories about and empirical studies of student learning in history,
|
|
plan, implement and evaluate a training in the profession that develops the ability of students to face future opportunities and challenges ;
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Concerned history of history,
|
|
use various forms of apprentiship in the history class,
|
varied didatives and non-didated, including image and file management,
|
|
apply various didames to the basis of a interaction between historian content areas and the different learning conditions of the students ; and
|
Arctic methods for learning differentiation in the history profession, and
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|
support the student learning and read in history through the formulation of differentiated submissions tasks.
|
professional reading and bilingual pupils ' conceptual development in the second language of the second language.
|
|
Competent area 2 : History of history, history and history are concerned with societal and individual history and memory in a interaction between preinterpretation, contemporary understanding and anticipation of the future.
Competency goal : Students can plan, implement, evaluate and develop history classes with sections of history's societal and identity-making.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
|
|
include examples and perspectives on history cultures, memory policy and history from history and present in the history class,
|
History culture and history uses in different kinds of memory communities,
|
|
use varied forms of history dissemination in the history class,
|
different types of media history in a history-user perspective,
|
|
plan, implement and evaluate history classes involving and develop elevers history awareness ; and
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theories of history and awareness ;
|
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involve multicultural perspectives and different identity-bearing memories communities in the history class.
|
interaction between history, identity and cultures.
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Competencerange 3 : Historical overview and contexts of cooperation relate to interaction between actors and structures in the history of spreading throughout time, space and subject to strengthen the understanding of being a history-made and historian-creating.
Competency goal : Students can plan, implement, evaluate and develop history lessons, which are professionally and interdisciplinary, historical themes, themes and events, and for the heterogeneous classes, the life and the time of the heterogeneous groups.
|
Proficiency Target : The student has knowledge of
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Knowledge objectives : The student has knowledge of
|
|
select, structure and thematic history content from Danish history for the purposes of history teaching in national and local control documents ;
|
historian events, actors, periods and items from Danish history of public school history class ;
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select, structure and thematic history content from European and world history with a view to the reasons for history teaching in national and local control documents ;
|
historian events, players, periods and items from European and world history of relevance to public school history class,
|
|
plan, implement and evaluate the teaching process with perspective shift in the vision of events, contexts and developmental flows ;
|
local, regional, national, global contexts and perspectives on history ;
|
|
evaluate causality explanations and take various perspectives on history material in the teaching,
|
historian concepts for chronology, causes, and interaction between actors and structures ;
|
|
evaluating causal explanations by taking political, economic, social, cultural and mentalities ' prospects ;
|
historian perspectives,
|
|
involve the importance of social categories in historical events and events ; and
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social categories such as class, gender, nationality, ethnicity, and religiosity ; and
|
|
include historical examples of people's creativity in the meeting with various forms of social challenges, with a view to developing the skills and historical imagination of the pupils.
|
innovation in a historical perspective.
|
|
Competencearea 4 : Source work, interpretation and dissemination deals with historian theories and methods of manufacturing, interpretation and assessment of historical knowledge, as well as knowledge of various historical intermediate forms.
Competency goal : The student can justify planning, implement, evaluate and develop history learning that enables students to identify issues, analyse sources and provide substantiated bids for historical interpretations and tales.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
|
|
analyze historical exhibitions with a view to designating different interpretative frameworks and explanation types,
|
science-oretical approaches to the creation of historical knowledge ;
|
|
to apply source critical analysis of different source types in history class,
|
historian methods,
|
|
include IT and digital media in history teaching for the strengthening of historical recognition and dissemination,
|
IT and Digital Media in Recognition and dissemination,
|
|
develop the preconditions of own and pupils to analyse historical scenarios, narratives and exhibitions in different forms of expression and
|
narrability in the design and dissemination of history ; and
|
|
develop its own and pupils ' work to create historic interpretations and tales.
|
different historical modes of production.
|
|
Crafts and designs
Crafts and designs are designed for artisanal activities linked to design processes, innovation and entrepreneurial activities to understand, create and develop material culture. Enforceptions and designs provide access to the mandatory classes of 4. 7. class steps, as well as the subject of an election and cross-disciplinary subject
Competent areas
Skill and Technology Competent Area 1 : Craft and Technology
Competent area 2 : Design process and product
Competency area 3 : Innovation, construction and material culture
Competencearea 4 : Fagdidactik
Competencerange 1 : Crafts and technology cover a wide range of materials, methods, technologies and expatable real instruments.
Competency goal : The student may plan, carry out, evaluate and develop varied teaching procedures in professional workshops with relevant materials and technologies in relation to shared goals and the preconditions of the students.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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select relevant materials that can be processed in the teaching,
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the characteristics and applications of materials, in particular wood, metal and textile,
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masters artisanal technologies in order to disseminate differentiated in relation to the objectives and the lift groups ;
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craft-handling technologies,
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evaluate the customer's customer and interests as a starting point for the selection of craft technologies and content,
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eleverse form language development,
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guided the differentiated in relevant working times for the pupils ' s work with the formulation and manufacture of artisanal products in the workshop ;
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workflows and differentiation in artisanal techniques and classrooms in the workshop ;
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use and weighed in the sound use of relevant elevators machinery and tools ; and
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machine-use and tool-learning, and the working environment and safety of the workshop ; and
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guided pupils about resource utilisation and sustainability in different processes and materials in the teaching.
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material use, resource utilisation and the environment and sustainability.
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Competent area 2 : Design, process and product provide for the analysis of material culture, ideas development, artisanal experiments and design processes.
Competency goal : Students can plan, implement, evaluate and develop education, where design processes are developed in a creative and innovative environment through creative, artisanal work.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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plan and implement different forms of ideal as a starting point for the principal design processes in education ;
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methods for the development of ideas,
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organising and facilitating meaningful methods for testing and conceptual development ;
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methods for testing and conceptual development,
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framework varied design processes with relevant materials and technologies, individually and in the class community,
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analytical, experimenting, troublesome, innovative and fabulating design processes ;
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Analyzing design as an expression of taste, need and time spirit with the students,
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design in an aesthetic, functional and communicative perspective ;
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plan and conduct training where the opportunity is created to experiment with expressions and meaning ; and
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formulae verbal means and theories on form, colour, function and composition, and
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evaluate design processes with targets of increasing progression in education.
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presentation, documentation and evaluation of design processes.
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Competencerange 3 : Innovation, entrepreneurship and material culture relate to innovative, creative and entrepreneurship and ways of understanding and developing material culture.
Competency goal : Students can plan, implement, evaluate and develop education with the material culture such as the source of inspiration and the framework for the technologies and forms of contemporary cultures and forms of innovation in the development of innovative products.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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work with innovative and entrepreneuriant processes ;
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innovation and entrepreneuriship ;
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work exploratory, troublesome and appraisal through practical craft and design processes, starting with material culture ;
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workmanship and design in everyday life, in different cultures and time periods,
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the communicative meanings of the genre are analysed, related to the time and place of teaching,
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material culture in the form of the communitised importance of the genus ;
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in practical and theoretical dissetional education in sustainable design ;
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sustainable design in terms of the environment, climate, economy and ethics,
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use the practice of the world's practices as a starting point for user-oriented design in education and
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current practice-close issues and
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cooperation with workshops, museums, establishments and institutions in relation to the development of material culture.
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the capabilities of the profession to open school.
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Competencearea 4 : Fagdidactik refers to include training in craft and design studies as a class in elementary school and as an element in cross-disciplinary themes.
Competency goal : Students can plan, implement, evaluate and develop differentiated and innovative education in crafts and design.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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justified learning-driven learning by craft and design ;
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didative and didational research in the craft and design,
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use artisanal skills and experience of master-teacher processes with students ;
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silent knowledge and body experience forming,
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develop education that provides an innovative and entrepreneuriant approach to problem solving,
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innovation and entrepreneuriship ;
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plan and implement classes where experience, analysis, phrasing, craft and communication are included in the learning-driven education ;
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aesthetic apprentitiship processes ;
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implement differentiated and inclusive education, with choice of varied materials, techniques and processes ;
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Inclusion and educational differentiation in workshop subjects,
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exchange between different learning roles and workshop's special pedagogical opportunity,
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class of complaelation in the workshop ;
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use digital apprentiges to support learning and design processes ;
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digital apprentiges,
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apply appropriate methods to evaluate the learning, processes and products of each student, including the use of characters in the learning process ; and
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varied evaluation methods ; and
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participate in professional debates, so as to be able to shape the profession in the future.
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current areas of focus in national and international research within the area of the trade area.
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Ikilt, 1. -6. class steps
Sport refers to the interscientific importance of the body and of the movement for the development and learning of individual human beings.
Competent areas
Skills Area 1 : Deliverable and alsiability of the liver.
Skills Area 2 : Deliverability and training in the field of development and training ;
Competency Area 3 : The ice slain in the in-school and in the intermediate stage
Competent area 4 : the values and culture of the sport
Competencearea 1 : The field of competence is concerned with the development of diverse mobility skills and competences.
Competency goal : Students can perform, analyse and disseminate allateral movements with a view to developing eleventional and athletic skills.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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control altitude movements and cropexpressions ;
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movement skills and body expressions,
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analyzing and evaluating movement skills and expressions,
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anatomy, biomechanics and content-specific concepts and analysers,
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develop and disseminate physical movements, drills and interdisciplinary themes based on different perspectives, didatical methods, models and theory,
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Arctic methods, perspectives, models and theory in the movement, drills and cross-disciplinary themes in sport ;
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establish and lead processes of motor-learning, including the use of IT,
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motor learning, learning strategies and relevant IT tools ;
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apply appropriate technical and technical concepts and models in planning, implementation and evaluation of physical education and training ;
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technical terminology and the discipliniactic concepts and models of relevance for education in sport at school and
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analyse and assess aspects which are relevant to the implementation of a safety-related sport education.
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safety in the sports class.
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Competent area 2 : The field of competence is concerned with knowledge and education in transverse approaches to body, training and well-being.
Competency goal : Students can use knowledge and teach in correlations between physical training, health and well-being.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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provide training in theory and practice on heating, basic training and training planning ;
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training physiology, training, training and principles for heating,
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select, execute and provide account of relevant physical measurements and tests,
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physical tests and measurement of motor skills, strength, conditioning, speed and movement-including the use of IT,
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Prevent and handle acute physical education and training in theory and practice on the prevention and handling of physical injury ;
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prevention and handling of physical and physical injury ;
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provide training in various approaches and actions promoting health and well-being,
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interaction between living conditions, sports habits and health ;
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provide for training, which creates reflection and understanding of connections between body, training and well-being, and
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correlations between body, training and well-being and
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analyze and disseminate education that develops the body's body and understanding of the interconnections between bodies, emotions and consciousness.
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relationships between bodies, feelings and consciousness.
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Competencerange 3 : The field of competence is concerned with the training of 1-6 sports education. class steps.
Competency goal : Students can plan, implement, evaluate and develop a diverse physical education that is particularly targeted at graduations of 1-6. class steps.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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justifiable implementing an alsist, inclusive and differentiated training-driven training-driven sports class, with emphasis on learning goals, including, progression and evaluation ;
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the learning and learning requirements of students and in the intermediate stage,
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justified use of motor tests as the basis for the development and learning of students ' s motor and learning ;
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evaluation methods and tests for the analysis and assessment of motor development and learning ;
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justified development of legal activities in different learning areas,
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Pale as the goal and the pedagogical agent in the teaching,
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justified implementation of thematic and interdisciplinary training courses on body, training and sport ; and
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the opportunities of thematic and interdisciplinary training courses in the collection and intermediate stages of the collection and in the intermediate stage ;
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develop and implement the heating and training programmes.
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Heat and basic training elements, principles and purposes.
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Competencearea 4 : The field of competence is concerned with the cultural diversity and development of sport, as well as the coherence of social and personal development of the pupils.
Competency goal : Students can analyse, disseminate and develop diverse sports structures, norms and values, and the coherence of eleverse social and personal development.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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analysing and disseminated heterogeneous athletic cultures ;
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the structure, standards and values of sports structures ;
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analyse the development of the sports profession in the Danish sports culture ;
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the explanatory statement, form and content of the class in an historical, cultural and social perspective ;
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develop physical, innovative and entrepreneurial development across genre, disciplines and alsistic athletic rooms ;
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Sport as a culture of culture, including the cultures and subcultures of sport, organised and self-organised sport and the versatile space of sport,
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developing learning communities that support student's personal and social development, and
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inclusions, responsibilities and social relations in sporting communities and
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develop and implement sports education and humanist and social sciences, on the basis of national and international research and development work.
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sports theories, testing methods and results of relevant national and international research.
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Sport, 4. 10. class steps
Sport refers to the interscientific importance of the body and of the movement for the development and learning of individual human beings.
Competent areas
Skills Area 1 : Deliverable and alsiability of the liver.
Skills Area 2 : Deliverability and training in the field of development and training ;
Competency Area 3 : The ice slain in the middle step and in the training
Competent area 4 : the values and culture of the sport
Competencerange 1 : The field of competence is concerned with the development of diverse mobility skills and competences.
Competency goal : Students can perform, analyse and disseminate allateral movements with a view to developing eleventional and athletic skills.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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control altitude movements and cropexpressions ;
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movement skills and body expressions,
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analyzing and evaluating movement skills and expressions,
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anatomy, biomechanics and content-specific concepts and analysers,
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develop and disseminate physical movements, drills and interdisciplinary themes based on different perspectives, didatical methods, models and theory,
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Arctic methods, perspectives, models and theory in the movement, drills and cross-disciplinary themes in sport ;
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establish and lead processes of motor-learning, including the use of IT,
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motor learning, learning strategies and relevant IT tools ;
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apply appropriate technical and technical concepts and models in planning, implementation and evaluation of physical education and training ;
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technical terminology and the discipliniactic concepts and models of relevance for education in sport at school and
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analyse and assess aspects which are relevant to the implementation of a safety-related sport education.
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safety in the sports class.
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Competent area 2 : The field of competence is concerned with knowledge and education in transverse approaches to body, training and well-being.
Competency goal : Students can use knowledge and teach in correlations between physical training, health and well-being.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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provide training in theory and practice on heating, basic training and training planning ;
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training physiology, training, training and principles for heating,
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select, execute and provide account of relevant physical measurements and tests,
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physical tests and measurement of motor skills, strength, conditioning, speed and movement-including the use of IT,
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Prevent and handle acute physical education and training in theory and practice on the prevention and handling of physical injury ;
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prevention and handling of physical and physical injury ;
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provide training in various approaches and actions promoting health and well-being,
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interaction between living conditions, sports habits and health ;
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provide for a period of reflection and understanding of the correlation between body, training and well-being and,
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correlations between body, training and well-being and
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analyze and disseminate education that develops the body's body and understanding of the interconnections between bodies, emotions and consciousness.
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relationships between bodies, feelings and consciousness.
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Competencearea 3 : Competent area employs medium-class education (4).-10. class steps.
Competency goal : Students can plan, implement, evaluate and develop a diverse physical education, which is particularly targeted at four to ten. class steps.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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justified implementation of an alsium, inclusive and differentiated education in sport, with the emphasis on student learning, including and co-determination,
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the learning and learning conditions of students in the middle step and in the training,
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justified application of different digital technologies and forms of evaluation, including the organisation and liquidate grading of the elementary school test in sport,
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evaluation methods, relevant digital technologies and formal requirements for the elementary school departure test in sport,
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justified development of physical education and training, with a focus on inclusion, motivation and training of bilingual pupils ;
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the specific challenges and conditions which have been used to work with physical, exercise and movement in the middle step and in the training,
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justified implementation of thematic and interdisciplinary training courses in the school of body, training and sport ;
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the opportunities of thematic and interdisciplinary training courses in the intermediate step and in the training,
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disseminating knowledge that makes the students able to analyse and prepare heating and training programmes ; and
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the purpose, structure and variation of heat and training programmes ; and
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provide for education which creates a reflection and understanding of physical and psychological change and the interaction between the body, identity and society.
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relationships between the body, identity and society.
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Competencearea 4 : The field of competence is concerned with the cultural diversity and development of sport, as well as the coherence of social and personal development of the pupils.
Competency goal : Students can analyse, disseminate and develop diverse sports structures, norms and values, and the coherence of eleverse social and personal development.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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analysing and disseminated heterogeneous athletic cultures ;
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the structure, standards and values of sports structures ;
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analyse the development of the sports profession in the Danish sports culture ;
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the explanatory statement, form and content of the class in an historical, cultural and social perspective ;
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develop physical, innovative and entrepreneurial development across genre, disciplines and alsistic athletic rooms ;
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Sport as a culture of culture, including the cultures and subcultures of sport, organised and self-organised sport and the versatile space of sport,
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developing learning communities that support student's personal and social development, and
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inclusions, responsibilities and social relations in sporting communities and
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develop and implement sports education and humanist and social sciences, on the basis of national and international research and development work.
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sports theories, testing methods and results of relevant national and international research.
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Christianity / Religion
Christianity / religion deals with religious diatrics and different uses of religion, philosophy and ethics, historically and topical, in Danish, European and global perspective and with people's collective and individual world-human, and community perceptions in both religious and non-religious contexts and the actions that are associated with it.
Competent areas
Competency Area 1 : Religious Didactik
Competent area 2 : Education through Christianity
Competent Area 3 : Undershowing in the subject of Islam and other religions
Competent area 4 : Education in the subject of philosophy, including ethics and non-religious life scis;
Competencerange 1 : Religious policy deals with justified planning, implementation, evaluation and the development of religious education.
Competency goal : The student can make a valid plan, carry out, evaluate and develop religious education.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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plan, implement and evaluate lessons which are based on the different preconditions of religion and life scissors,
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student different preconditions for working with religious and philosophical questions ;
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plan, implement and evaluate a class in the profession and in
cross-disciplinary procedures,
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common objectives, religious dimes and interdisciplinary training,
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plan, implement and evaluate training that challenges the pupils for action, enterprise and imagination ;
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entrepreneurial, creativity and innovation ;
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use a variation of teaching methods, apprenticers ;
and practical-muse working methods and IT,
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teaching methods, training methods, practical-muse characteristics and digital media ;
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plan, implement and evaluate education that develops the skills of the pupils in terms of professional and professional reading.
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the professional language and reading of the professional languages of students and student groups and the conceptual development of the second language of the second language,
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decide on the professional methods and methods relevant to the organisation of a specific teaching situation,
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professional theories and methods with which religion can be described and analysed, and theories about what religion can be,
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analyse the current provisions of religious and lifetime education training in elementary school,
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school-based Christianity's final destination and its content in historical and current prospects,
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develop factored in specific action proposals and
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development trends in the profession as well as pedagogical and
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justified learning-driven learning in the profession.
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religious diatrics and religious dilactic research.
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Competent area 2 : Education in the subject of Christianity talks about Christianity in present and past, local and global, and as a teaching subject.
Competency goal : The student can substantiated plans, implement, evaluate and develop education in the subject of Christianity.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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account for examples of key events and people of Christianity in Denmark, historical and contemporary,
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Christianity in Denmark, historical and contemporary,
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formulate conceptions of Christianity and its importance as religion in Denmark,
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Christianity as contemporary religion in Denmark,
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describe the central features of the origin of the Christianity and its texts, the main events and various versions of the religion, including orthodox, Catholic and Protestant Christianity and selected sects and free churches ;
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Christianity as world religion in history and present,
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analyse understandings of Christian basic concepts and the use and meaning of myths, performances, rituals, subtitles and visual culture, including images, clothing, architecture, salms and music,
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Christian myths, performances, rituals, lyrics, lyrics, visual culture
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give examples of how biblical tales can be used for typering of basic life-style questions ;
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The Bible, life styling,
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give examples of the use of biblical tales culturally in languages, art and society,
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The Bible and culture.
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describe examples of the different challenges of Christians in the present and the present time and
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Christianity in the meeting with other religions and world views, and
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formulate examples of the use of the virtual space for communication and mission by all Christians.
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Christianity in the virtual space.
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Competencerange 3 : Teaching Islam and other religions is about Islam and other religions in the present and the past, local and global, religious innovation and as a teaching subject.
Competency goal : Students can plan, implement, evaluate and develop education in the subject of Islam and other religions, as well as religious innovation.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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account for the central features of the origins of Islam, the main events and various editions ;
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Islam as world religion,
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formulate perceptions of Islam in Denmark and its significance as religion in Denmark,
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Islam as present-day religion in Denmark,
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analyse examples of basic concepts and the use and importance of myths, performances, rituals, subtitles and visual culture, including images, clothing, architecture and music in Islam ;
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central myths, performances, rituals, lyrics, and visual culture in Islam,
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analyze the use and meaning of myths, performances, rituals, texts and visual culture, including images, clothing, architecture and music, from other religions, and their place and importance in the world today,
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other religions, including religions in Denmark,
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describe examples of religious innovative currents in the world and in Denmark, their origins and contemporary proportions and meaning ;
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religious and spiritual changes,
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assess the different meanings of religion and life scions, depending on cultural and historical context,
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religion and life scisals as dynamic cultural expressions,
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describe how people with different religions deal with challenges in the present, and
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religions in the meeting with other religions and rooms perceptions and
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formulate people's use of virtual space for communication and mission on the basis of a religious and worrisome view of the world.
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religions and religious currents in the virtual space.
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Competencearea 4 : Teaching in the subject of philosophy, including ethics and non-religious life scisals, relate to philosophy, ethics and non-religious life scisals in present and past, locally and globally and as a teaching subject.
Competency goal : Students can plan, implement, evaluate and develop education in philosophy, ethics and non-religious life scisals.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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give examples of what philosophy is involved in,
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The history of philosophy, different traditions and contemporary philosophical discussions,
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give examples of ethical problems and
dilemmas,
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different ethical positions,
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account for the philosophy of life philosophy,
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life philosophy and Danish philosophical tradition,
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the reasons for different opinions on philosophy,
with / for children and arranging paths, where students
philosophies in education,
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philosophy for children,
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the outlook of different life-perceptions of life in one
non-religious thinking and
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life perceptions without religion and
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formulate questions relating to belief and doubt,
grounds of values and moral practice.
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philosophical and ethical questions in Christianity, other religions and perceptions.
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Food knowledge
Food knowledge is both a practical and a theoretical subject that combines professional and scientific excellence with creative and innovative work, artisanal work, aesthetics, personal positions and ethical opinions. The basis for this work is being worked on skills and knowledge of food, taste, health, food, cooking and meals to qualify for the choice and reflection of their own flavouring and food elections in an obligation practice.
Competent areas
Competent area 1 : health, food, quality of life and well-being
Skillet Area 2 : Food awareness, sustainability, cooking and food selection
Skillet Area 3 : Targeting, cooking and food culture
Competencearea 4 : Madknowledge didactik
Competencerange 1 : Health, food, quality of life and wellbeing are to dedicate themselves to skills and knowledge of health awareness, what affects it, nutrition, energy needs, diet and hygiene, and how the work on food and cooking can promote the learning of the area. content.
Competency goal : The student may plan, implement, evaluate and develop a material associated with basic concepts, practices and relationships within health, nutrition, diet and hygiene.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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use alsious broad and positive health concepts ;
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health concepts and theories on health and diet,
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justifiable reference to health education, which motivates students to seek knowledge of nutritional concepts and contexts ;
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concepts within the nutritional sense, as a theoretical understanding of energy requirements, the energy requirements, fibres, vitamins, minerals and secondary substances, for disease and health,
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Masters a reasoned composition and evaluation of meals based on various costants and digital dietary calculations,
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diet, diet calculations, dietary habits, diet methods-and recommendations and their application ;
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justified implementation of a differentiated class of critical inclusion, costantings, IT calculations and various current cures with targets of health, well-being and quality of life ;
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the official costants, their scientific background and their relationship with lifestyle and living conditions ;
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justified implementation of the students ' ability to act in a conscious and critical way in relation to health, well-being and quality of life,
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the coherence of costumes of emotional, ethical, aesthetic and cultural aspects, and the involvement of the broad and positive health concept,
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justified application of general hygiene principles, including personal hygiene, at the preparation, storage and preservation of foodstuffs ; and
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the hygiene of the micro-organism, the importance, growth conditions and propagation of the micro-organism, and the microbiological background of the preservation and preservation methods ; and
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substantiated practice in practical food production, taking into account and clarifying the importance of micro-organisms in relation to favourable and harmful effects.
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micro-organisms and the handling of foodstuffs in the home, industry and retail trade.
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Competent area 2 : Food awareness, sustainability, cooking and food choices are about being able to make reasoned food choices in relation to the production conditions of food, season, taste, sustainability, use in the cooking and other quality parameters.
Competency goal : Students can analyse and assess food, food production, food consumption and food quality, and translate this into a specialised educational-based teaching practice.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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justified implementation of the quality of food and food groups in food and physical cooking, health, environment, ethics, ethic and aesthetics and prices ;
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roads for food groups from soil to soil in relation to a broad quality of quality, e.g. sustainability, ecology, functional foods, climate prints and flavour ;
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justification for the assessment of goods from a declaration of goods and various labelling schemes in relation to function, hygiene and the environmental aspect ;
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food processing, labelling schemes and institutions in the area ;
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to master the preparation of food for basic cooking techniques and methods of covering the manufacturing methods of industry,
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food production techniques and physico-chemical meanings for sensory qualities, durability and preparation methods ;
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make purchases, work processes, manufacture, product wishes and cleanup,
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cooking methodology, logistics and considerations for food manufacturing processes ;
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experimentation with food-composition and pottles with a view to creating aesthetical impressions, expressions and communication, and how it controls our consumption,
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sensor and connection between taste, flavourings and consumations,
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perform experimental training capable of promoting innovation and creativity in the creation of ' new ' products with the possibility of development of entrepreneurial development ;
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aesthetic expressions their interpretations and communication, creators and the development of creativity as part of the formation,
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substantiated implementation of the principles of the impact of food and household work in the area of the environment, health and quality of life, and
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theories on societal and cultural factors of food consumption, impasse and ways of showing care for the environment and
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justified implementation of a class which promotes a critical choice of food.
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consistency between scientifically analytic apprentitiesprocesses, ethically-taking and aesthetic apprentitiship processes
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Competencerange 3 : Targeted meals, cooking and food culture relate to the eating, meals and food preparation in a social, cultural and historical perspective, both nationally and internationally.
Competency goal : Students can plan, implement, evaluate and develop a diverse, inclusive and differentiated education that develops the knowledge of students in cultural, historical and social anchoring for meals and food selections.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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justified use of aesthetic and cultural criteria in the teaching of meals and use of certain foodstuffs,
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the concept of target and its pedagogical opportunity,
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the basis for the preparation of the composition and preparation of meals and meals, which are characteristic of different situations, historical periods and cultures ;
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the determination of the measurements within a period of different time periods and parameters that affect the development of the target both locally and globally and on a time basis ;
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assess food, cooking methods, flavour, and meals in a social, cultural and historical perspective ;
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impasse, cooking, flavouring and measuring patterns in different communities and on the conditions of societal, technological and cultural nature affecting them ;
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justified involvement of joint craft-generation, target time learning and target space, as part of an inclusive teaching practices and
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target time strategies in pedagogical practice, class invocation in workshops and practical / craft work, and
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substantiated use of cooking as a demonstration of cultural techniques, using tools and food as a lesson to be used.
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theories and research activities in food culture and food sociology.
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Competencearea 4 : In the field of knowledge, it deals with the teaching of the teaching methods of teaching, practical and scientific learning and business forms in a society-based approach.
Competency goal : Students can plan, implement, evaluate and develop education that can develop self-esteestive, imagination, catering and realisation, and link knowledge with desire and action in an obligation of food-taking practice.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
|
|
justified learning-driven learning learning in food knowledge,
|
food knowledge, and food knowledge, and
|
|
a valid implementation of studies showing a clear correlation between training surveys and the content of the notification ;
|
training and their importance for the human handling of food as a life area ;
|
|
justification for education, which is exemplary, in relation to learning and vocational training in food knowledge,
|
food formation, interpretations of this and importance for the context of lifelong learning and health care ;
|
|
substantiated practice in reflecting action and overwriting in relation to food, barriers, meals, food consumption,
|
man, as a reflective critic, causasive, ethically-intented individual with ethical intentions and caring.
|
|
masters turnover in food knowledge in a reasoned teaching position and practice ;
|
professional surveys and their coherence with regard to education, human vision and public health,
|
|
reasons for planning and implementing the training courses to accommodate the learning of the subspace fields related to food with clear learning objectives and signs of learning ;
|
Candidate categories, learning models, professional adaptive models, learning-driven education, tearful forms, such as corporate forms and their scientific knowledge.
|
|
justification for learning in food knowledge based on a general plan based on human vision, training, professional surveys and apprenticeships in a learning-driven education ; and
|
the organisation of teaching and learning, classroom, measuring time management, training, training, training, methods and learning space ; and
|
|
contain an exemplary learning in food knowledge, which includes the teaching of learning space and the selection in both professional and multidisciplinary training.
|
the meaning and location of the profession in relation to values and training.
|
|
Math, 1. -6. class steps
Mathematics deals with interactions between mathematical issues, mathematical competences, mathematics, mathematics, and the mathematicians ' practice in elementary school and contribute to the description, analysis and critical position of current and future options, and limitations in a high-technological and globalised world.
Competent areas
14th Competent Area 1 : Mathematical Topics
Skills Area 2 : Mathematical Competencies
Competent Area 3 : Mathematics Dicit
Competent area 4 : the mathematician of mathematics
Competencerange 1 : Mathematical issues involve mathematics teaching in elementary school, useful representation, analoguing, illustrations, examples and explanations of ways that are understandable to students of 1. 6. class steps. This includes mathematical conceptual formation in pre-school age, nursery school, and so on, as well as the possibilities and limitations of mathematicians as description and analysis in interdisciplinary contexts.
Competency goal : Students can plan, implement, evaluate and develop math training where the mathematical issues through knowledge in science-based mathematics and its use and historical development are related to pupils, teaching and readyance.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
justify the structure of the system and the use of numbers for the purposes of teaching in the concept of numbers,
|
the concept of the concept of children's development of the term, the structure of the speech and the history of the enlargement of the nightly figures of the figures for the rationale numbers,
|
|
plan, implement and evaluate training in calculating processes and early algebra, including the use of digital tools,
|
calculating processes, early algebra, use of digital tools in aritherical processes, algebraic turnover and equation solution ;
|
|
use variable and simple functions as well as discreetly mathematics as a means of resolution and modeling in the use of digital tools ;
|
the variable concept, simple functions, selected topics in discreet mathematics, e.g. number theory and combinatorics, and the use of digital tools for visualization, calculation and analysis ;
|
|
reasons for the purposes of plan and flight geometry, including the carrying out of evidence and experimentation as a background to the teaching ;
|
plan geometry with the inclusion of digital tools, design and methods, descriptions of positions and direction, flight geometry, with analysis of symmetry and patterns as well as investigative activities and evidence,
|
|
the characteristics of space characters and their rendition in space geometry, inter alia, with the inclusion of digital tools ;
|
space geometry, spatient figures and their properties, examples of simple drawing from three to two dimensions, as well as possible uses of digital tools ;
|
|
use different probability perceptions in the teaching and simulating stocastic processes, including using digital tools,
|
probability, subjective, statistical and combinant probability, and simulation of stocastic situations in the other games and using digital tools,
|
|
analyze systematically collected data by means of descriptors and graphical illustrations for the purposes of learning in statistics, such as using digital tools and
|
statistics, systematic collection, description, analysis and assessment of data, descriptors, location, dissemination and contexts, and use of digital tools for analysis and presentation ; and
|
|
use mathematics as description and analysis tool in cross-disciplinary themes / problem positions.
|
the possibilities and limitations of mathematicians as description and analysis in other professional connections to 1.-6. class steps.
|
|
Competent area 2 : Mathematical competences deal with systematic methodological development and investigative work on mathematical issues.
Competency goal : Students can stimulate the development of mathematical competences that are characterised by the question of whether and by mathematics and the ability to use language and tools in mathematics related to education on 1. -6. class steps.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
to make distinctive mathematical questions and distinguish between different mathematical statements ;
|
arithmetic thinking,
|
|
problem-handling by detecting, formulating, demarred and resolving mathematical problems in the systematic selection of strategies and tools ;
|
mathematical problem handling,
|
|
models by divising, structuring, structuring, maths, interpreting and criticizing mathematical models ;
|
mathematical modeling,
|
|
reasoning mathematical by following and judging a mathematical reasoning and developing and implementing the mathematical reasoning of visualization and evidence,
|
mathematical reasoning,
|
|
use mathematical representations by understanding, using, choosing and translating different forms of representation, including understanding their interconnections, strengths and weaknesses ;
|
mathematical representations,
|
|
use symbolic statements through decoding, translations and treatment with awareness of the special role, effective symbol treatment in mathematics,
|
mathematical token processing and formalism,
|
|
communicate in, if and by mathematics, by entering and interpreting mathematical in writing, oral and visual statements, and express themselves professionally and varied and varied ;
|
mathematical communication and
|
|
assess the possibilities and limitations of the use of a wide range of aid funds, including the use of digital tools.
|
Math remedies.
|
|
Competencerange 3 : Mathematical theory deals with the scientific work area, which includes the study of mathematics training and learning in practice and the development of a theoretical basis for such a class.
Competency goal : Students can describe, analyze, and evaluate the teaching of mathematics, with the support of mathematics in mathematics.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
apply the applicable objectives and curricula for the mathematics classes in relation to planning and implementing differentiated teaching,
|
the interconnection of objectives and curricula with societal and scientific challenges over time ;
|
|
take a position on education which is based on different views on student mathematical learning ;
|
different views of mathematicisation, including language and dialogue, for insight and understanding and the concept of conceptual formation and conceptual development ;
|
|
schedule, execute and evaluate the teaching procedure in Math 1. -6 class steps based on a reasoned apprentition view,
|
math training, which can facilitate student learning and professional progression, including the interaction between pupil, teacher and mathematics with inductive and deductive ways of working ;
|
|
assess the different evaluation principles, including their capabilities and limitations in order to diagnose pupils ' professional profitability,
|
different evaluation principles, their possibilities and limitations, including the difference between summary and formative evaluation,
|
|
take a position on specific actions, possible prevention of difficulties, and the opportunities for an inclusive education, from e.g. differentiation in targets, time, assistance, subject, teaching or training,
|
lifts which may have difficulties or have particular talent in math, and their potential characteristics ;
|
|
plan, implement and evaluate education, which includes the putrefaction of knowledge and the teaching of knowledge, as well as oral writing and visual mathematical texts ; and
|
students ' knowledge of knowledge, as well as oral writing and visual mathematical texts, including authentic texts and apprentitions, and
|
|
plan, implement and evaluate education with focus on eleverse linguistic development in mathematics in 1. -6. Class.
|
the linguistic development of pupils, including everyday languages, languages and bilingual language students language and language development in the other language.
|
|
Competencearea 4 : The mathematicism of mathematics deals with mathematics and educational challenges linked to the mathematicism of the mathematicians of 1. -6. class steps.
Competency goal : Students can plan, implement, evaluate and develop mathematics training in practice with professional and professional overview and judgment.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
design training objectives,
|
models for the planning of learning-driven teaching in mathematics,
|
|
plan, implement and evaluate motivating and inspiring math training, which makes students engage in mathematical activities and creative activities ;
|
teaching methods, learning potential in a committed and enduved teaching role, motivation, creative activity, activities in and outside the class ;
|
|
Observe elevers ' mathematical learning, conceptual misconceptions, and conceptions of mathematics and attitudes to mathematics.
|
observation methods, interpretation of student mathematical learning, conceptual misconceptions, conceptions of and attitudes to mathematics ;
|
|
evaluate the profitability and skills of pupils and skills ;
|
the evaluation methods and instruments, the test associated with the age group and of relevance to the mathematics class ;
|
|
use, develop and evaluate appropriate training for mathematics ;
|
apprentitionaids to the age group 1-6-grade level, including digital learning, concrete materials and tools, supplemental materials and textbooks,
|
|
collaborate with professional colleagues and other colleagues on age-relevant training in a professional / cross-disciplinary subject or professional area of issues, as well as cooperation with parents, administration and authorities on frameworks for education and training ;
|
professional team cooperation, professionally, interdisciplinary cooperation with colleagues, formal and informal cooperation relations with parents, administration and authorities ; and
|
|
develop its competence as a mathematician by reflecting on their own education, to identify developmental needs, keep abreast of mathematical research and development work, as well as new trends, new materials and new literature.
|
skills development as a math teacher, the updating of mathematical research and development work, pathways to new trends, new materials and new literature.
|
|
Math, 4. -10. class steps
Mathematics deals with interactions between mathematical issues, mathematical competences, mathematical skills, mathematical theory, and the mathematicians ' practice in elementary school and contribute to the description, analysis and critical position of current and future actions. opportunities and limitations in a high-technological and globalised world.
Competent areas
14th Competent Area 1 : Mathematical Topics
Skills Area 2 : Mathematical Competencies
Competent Area 3 : Mathematics Dicit
Competent area 4 : the mathematician of mathematics
Competencerange 1 : Mathematical issues involve mathematics teaching in elementary school, useful representations, reasoning, illustrations, examples and explanations of ways that are understandable to students of 4. class steps. This includes the continuing mathematical conceptions of the students and the further progress towards youth education and the possibilities and limitations of the mathematics of the mathematics and analysis in interdisciplinary contexts.
Competency goal : Students can plan, implement, evaluate and develop math training where the mathematical issues through knowledge in science-based mathematics and its use and historical development are related to pupils, teaching and readyance.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
justify the structure of the system and the use of numbers for the purposes of teaching figures and numerital theory ;
|
the concept of the expression, the structure and history of the speech system, elementary numbers, and the talking theory and its application ;
|
|
plan, implement and evaluate training in calculating processes, algebraic turnover and equation solution using digital tools ;
|
calculating processes and algebra with calculations and solution of the equation systems, the use of digital tools in calculating processes, algebraic turnover and the equation solution ;
|
|
use features and growth models as a means of resolution and modeling in the education and inclusion of digital tools ;
|
the concept of function, including growth features and growth models and uses of e.g. economy, and the use of digital tools for calculation, analysis and visualization,
|
|
justify contexts in the field of plangeometry, including the mathematical arguments and the evidence of the use of digital tools as a background to the teaching of plangeometry,
|
planometrics, relocations and geometric patterns, composite, analytical geometry, including position and direction, trigonometry and its use, and the use of digital tools for construction, investigative activities and the evidence ;
|
|
describe the characteristics and links between spatious figures, including the use of digital tools, in order to study space geometry,
|
space geometry, description and study of spatical figures, including the use of digital tools,
|
|
use different probability perceptions in the teaching and simulating stocastic processes and working with probability allocations, including the use of IT,
|
Probability, subjective, statistical and combinant probability, simulation of static situations in samples, as well as examples of probability allocations and use of IT,
|
|
analyze the systematic collection of data by means of statistical descriptors and diagrams, as well as assessing the uncertainty in random sampling, including the use of digital tools and
|
statistics, systematic collection, description, analysis and evaluation of data, including with digital tools and the use of descriptors for the location, dissemination and contexts, and uncertainty in random sampling and
|
|
use mathematics as description and analysis tool in cross-disciplinary themes / problem positions.
|
the possibilities and limitations of mathematicians as description and analysis in other technical matters of relevance for 4. -10. class steps.
|
|
Competent area 2 : Mathematical competences deal with systematic methodological development and investigative work on mathematical issues.
Competency goal : The student can stimulate the development of student mathematical skills through challenging questions and answers in, about, and by mathematics, and the use of languages and tools in mathematics related to education on 4. -10. class steps.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
to make distinctive mathematical questions and distinguish between different mathematical statements ;
|
arithmetic thinking,
|
|
problem-handling by detecting, formulating, demarred and resolving mathematical problems in the systematic selection of strategies and tools ;
|
mathematical problem handling,
|
|
models by divising, structuring, structuring, maths, interpreting and criticizing mathematical models ;
|
mathematical modeling,
|
|
reasoning mathematical by following and judging a mathematical reasoning and developing and implementing the mathematical reasoning of visualization and evidence,
|
mathematical reasoning,
|
|
use mathematical representations by understanding, using, choosing and translating different forms of representation, including understanding their interconnections, strengths and weaknesses ;
|
mathematical representations,
|
|
use symbolic statements through decoding, translations and treatment with awareness of the special role, effective symbol treatment in mathematics,
|
mathematical token processing and formalism,
|
|
communicate in, if and by mathematics, by entering and interpreting mathematical in writing, oral and visual statements, and express themselves professionally and varied and varied ;
|
mathematical communication and
|
|
take a position on the possibilities and limitations of the use of a wide range of aid funds, including the use of digital tools.
|
Math remedies.
|
|
Competencerange 3 : The math class refers to the scientific work area, which includes the study of mathematics training and learning in practice and the development of a theoretical basis for such a class.
Competency goal : The student can describe, analyze, and evaluate education in and student learning by mathematics with support in mathematical theory.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
relate to the applicable objectives and curricula for the mathematics classes in relation to differentiated education,
|
the interconnection of objectives and curricula with societal and scientific challenges over time ;
|
|
take a position on education which is based on different views on student mathematical learning ;
|
different views of student math, including language and dialogue, for insight and understanding ;
|
|
schedule, execute and evaluate the teaching procedure in math of 4. -10. class steps based on a reasoned apprentition view,
|
math training, which can facilitate student learning and professional progression, including the interaction between pupil, teacher and mathematics with inductive and deductive ways of working ;
|
|
assess various forms of evaluation, including their scope and limitations, in order to diagnose pupils ' trade profitability ;
|
different evaluation principles, their possibilities and limitations, as well as the difference between summary and formative evaluation,
|
|
take a position on specific actions, possible prevention of difficulties, and the opportunities for an inclusive education, from e.g. differentiation in targets, time, assistance, subject, teaching or training,
|
lifts which may have difficulties or have particular talent in math, and their potential characteristics ;
|
|
plan, implement and evaluate education, which includes the putrefaction of knowledge and the teaching of knowledge, as well as oral writing and visual mathematical texts ; and
|
students ' knowledge of knowledge, as well as oral writing and visual mathematical texts, including authentic texts and apprentitions ; and
|
|
Plan, implement and evaluate education with focus on eleverse linguistic development in math in 4. 10. Class.
|
The language development of eliver, including everyday languages, languages and bilingual language, language and literacy in other languages.
|
|
Competencearea 4 : The mathematicism of mathematics deals with mathematics and educational challenges linked to the mathematicism of the mathematicians of 4 to 10. class steps.
Competency goal : Students can plan, implement, evaluate and develop mathematics training in practice with professional and professional overview and judgment.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
design training objectives,
|
models for the planning of learning-driven teaching in mathematics,
|
|
plan, implement and evaluate motivating and inspiring math training, which makes students engage in mathematical activities and creative activities ;
|
teaching methods, learning potential in a committed and enduved teaching role, motivation, creative activity, activities in and outside the class ;
|
|
Observe elevers ' mathematical learning, conceptual misconceptions, and conceptions of mathematics and attitudes to mathematics.
|
observation methods, interpretation of student mathematical learning, conceptual misconceptions, conceptions of and attitudes to mathematics ;
|
|
evaluate the profitability and skills of pupils and skills ;
|
the evaluation methods and instruments, the test associated with the age group and of relevance to the mathematics class ;
|
|
use, develop and evaluate appropriate training for mathematics ;
|
training for the age group 4. -10. class steps, including digital learning, concrete materials and tools, additional materials and textbooks,
|
|
collaborate with professional colleagues and other colleagues on age-relevant training in a professional / cross-disciplinary subject or professional area of issues, as well as cooperation with parents, administration and authorities on frameworks for education and training ;
|
professional team cooperation, professionally, interdisciplinary cooperation with colleagues, formal and informal cooperation relations with parents, administration and authorities ; and
|
|
develop its competence as a mathematician by reflecting on their own education, identifying developmental needs, keeping track of mathematical research and development work, as well as new developments, new materials and new literature.
|
skills development as a mathematician, analysis and reflection of their own education, identification of development requirements, updating mathematical research and development work, new trends, new materials and new literature.
|
|
Music
Music relates to the specific experience of experience, recognition and expression, with an impact on santhematic, motor-numbness, aesthetic, intellectual and social development. It enables students to complete music education and to develop elevers ' education.
Competent areas
Competent area 1 : Musical exercise
Competent area 2 : Musical property
Competency Area 3 : Music understanding
Competent area 4 : Musikdidactik
Competencerange 1 : Musical training involves the inclusion of musical executions in the class community, as well as in smaller groups on the basis of individual musical skills.
Competency goal : The student can substantiate musical expression in an Inclusion Class Community.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
lead and acomers sing and music activities on the piano expressive in a wide variety of styles,
|
musical theory, game technique, repertoire, styles, instruction and management in the case of piano playing ;
|
|
use their own voice musical and nuanced as an ancillor and work tool in the teaching,
|
voting work in relation to musical and linguistic development and the development of their own and others ' votes,
|
|
express musical language through instrumental playing with understanding of genre and engineering,
|
musical genres, motor / engineering oestprocesses, musical interpretations,
|
|
lead vocal work, joint singing and one-or multi-voting chorus in a wide range of genres,
|
the development of children's voices, linguistic development, choir / sanction methodology, study, sangble cultures and traditions ;
|
|
guided, differentiated, differentiated, in the light of their own control of appropriate instruments,
|
waste methodology and instrumentation and analogue and digital technology ;
|
|
lead musical activities with games, dancing, movement and dramatisation, with an eye for student potential and assumptions ; and
|
the importance of the body, the movement and the Games for musical development and learning ; and
|
|
Estonian teaching room for pupils ' self-employed work in music training.
|
learning and organizing.
|
|
Competent area 2 : Musically, it's all about arranting, improvising and composing music, and initiating and leading creative musical activities.
Competency goal : Students can plan, implement, evaluate and develop creative musical processes on challenging and recognizable ways that develop the pupils ' ability to create and develop music independently.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
organise music and musical activities in a wide range of styles for varied target groups with different pedagogical purposes ;
|
musical theory, notation, arrangement, instrumentation and satslearn and musical apprentice,
|
|
create music on the basis of their own vocal and instrumental skills with musical curiosity, authenticity and overview ;
|
creative processes, musical and varnished forms of expression,
|
|
use IT and other technology as a working tool and creative tool ;
|
sound processing, computer writing computer, IT and Internet resources ;
|
|
lead creative musical processes in vocal, movement and instrumental activities, including both the composition and improvisation of the area.
|
creative processes, experimental work, theories of improvisation and composition, and the aesthetic and innovative potential of the music.
|
|
Competencerange 3 : Music understanding is about the analysis and experience of music in a structurally, culturally and historically, as well as a general aesthetic perspective, both in relation to its own employment and music and in relation to general music education.
Competency goal : Students in music can be educated as aesthetically, culturally, and historically a phenomenon.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
perspectives as structurally, aesthetic, culturally and historically a phenomenon,
|
music in historical, psychological, experience, aesthetic and social perspective, including different music cultures, children and youth cultures, as well as music and media,
|
|
interpret music in a wide variety of styles and genres,
|
Musical theory and musical analysis,
|
|
express musical understanding through vocal and instrumental exercise,
|
Reaslearning, musical phrasing, instrument and vocal technique and use in different musical styles,
|
|
disseminating music in different genres and styles from different historical periods and
|
musical genres, styles and music history, and
|
|
plan, implement and evaluate varied and enabling training in music and music experience.
|
Musical and musical development methods.
|
|
Competencearea 4 : The music class is about theoretically a, professional and development-orientated music education class in elementary school.
Competency goal : Students can make plans, execute, evaluate and develop education in music.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
formulate and apply differentiated teaching and learning objectives for music training,
|
the significance of the music as existential, aesthetic, cultural and identity-creating phenomena, reasons for the musical profession, the purpose and content of the music industry,
|
|
select subdisplay content for both individual activities and longer flow differentiated and inclusive,
|
musical learning and progression, educational differentiation, readout in music and training in the music business,
|
|
act in different music teacher roles from the cumulative leader and conductor to the sound and inspiring initiator of music,
|
teaching methodology, classroom, music teacher roles, mediation strategies, formal and informal learning processes ;
|
|
provide training with an eye for the students ' musical preconditions, development and potential ;
|
music pedagogical theory, students ' musical development, aesthetics learning processes, musical theory theory,
|
|
analyse your own and other people's music classes for the development of music education in primary school through the use of data from evaluations ;
|
Evaluation methods and observation and observation as methods for creating knowledge of music education in elementary school,
|
|
analyse the training of the teaching equipment in relation to the objectives and central findings of the notification and the results of research and development work,
|
apprentiges and results from research and development work,
|
|
use musical factions in interaction with other classes and activities at school and
|
interdisciplinary and interdisciplinary,
|
|
contribute to the school's education faction, both in the music profession and in the school in general.
|
the importance of the music as motor-physical, psychological, social and cultural phenomenon.
|
|
Nature / technology
Nature / technology is acting in thematic in nature and technology, which is relevant to the education and training of elementary school students in 1-6. Class. In fact, the development of the ability to work with the goal-driven and skill-based education and the ability and the will to carry out their own and educational professional development is central to the profession. The educational profession is an integrated science class and is based on experiences, activities and studies that are suitable as a starting point for thought, dialogue, and the development of learning skills, the art and trade.
Competent areas
Skill area 1 : Natural science class for student education and general education in nature / technology
Competent Area 2 : Nature / technology education in a skill perspective
Competent area 3 : Undershowing in the core areas of human health (1) : human, health and living conditions, technology-generation and use and human interact with the natural basis
Competent area 4 : Undershowing in the core areas of the natural / technology (2) : the universe, the earth and life of life, development and description
Competencerange 1 : Natural studies for student learning and education in nature / technology provide for knowledge and skills to reflect the why, what and how and through the construction of a learning professionalism in the area nature / technology training.
Competency goal : The student may use natural knowledge and skills to plan, implement, evaluate and develop education in nature / technology.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
the basis for planning, implementing, evaluating and developing the learning-driven teaching in nature / technology on a natural and natural-life basis shall be evaluated,
|
natural science class and natural adaptive scientists, g
|
|
apply different teaching resources and select a physical framework in relation to the nature and content of the subcommittee, taking into account both the professional and principal processes of each student, as well as by the student body of pupils.
|
teaching resources in science classes such as textbooks, laboratories, multimodal and Web-based apprentice, science centres, subderums, businesses, museums, and IT ;
|
|
evaluate the dividends of pupils by pupils of pupils by nature / technology, as well as in summary as summarize in relation to the learning objectives of the profession ;
|
evaluation in natural vocational training,
|
|
develop nature / technology training, which develops the ability of students to use professional languages to communicate nature and problem positions ;
|
students and student groups, including bilingual pupils, everyday languages, professional languages and conceptual formation in the natural areas ;
|
|
develop and maintain the pupils ' motivation and interest of the pupils ' interests and interests ;
|
conditions that affect the maintenance and development of the interest and motivation of the pupils of general nature and of the benefits of the student body ;
|
|
include examples of the use of natural sciences and technology in society in the nature / technology class.
|
the use of natural scientists in societal, technological and commercial contexts, as well as knowledge of the involvement of the outside world in the teaching.
|
|
Competent area 2 : In the context of a competence, the competence of the competence of competencies deals with the application of the concept of competence in a professional and professional context, as well as the arguments for the four selected natural technical skills as a background to the development of the vocational training.
Competency goal : Students can plan, implement, evaluate and develop natural / technology education to develop the natural skills of pupils.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
the basis for planning, implementing, evaluating and developing education, which develops the pupils of the pupils of study,
|
Arctic theory of investigative work in the class education class ;
|
|
the basis for planning, implementing, evaluating and evolving evolving natural / technology training, which has been the subject of the professional and developmental level of the student body ;
|
natural skills, including survey, modeling, perspectives, and communication skills ;
|
|
the basis for planning, carrying out, evaluating and developing nature / technology training shall be provided on the historical and philosophical aspects of the natural sciences ;
|
the main features of the history and philosophy of nature scientists and technology ;
|
|
the basis for planning, implementing, evaluating and developing nature / technology teaching which develops the ability of the students to design, apply and evaluate models to understand nature and contexts ;
|
use of models in the teaching profession and in the natural sciences ;
|
|
the basis for planning, implementing, evaluating and developing education that develops the communicative and perspectives of the students in relation to issues where the knowledge of science can contribute to the assessment and the position of the taking ;
|
the impact of interest groups for discussion and assessment of issues in which natural knowledge can contribute to the assessment and position of the Commission ;
|
|
include examples of recent scientific research in education and
|
recent research in the field of science and
|
|
reasons for planning, implementing, evaluating and developing nature / technology training in cooperation with the other classes and compulsory subjects.
|
nature scientists ' contribution in interdisciplinary cooperation with other areas of knowledge.
|
|
Competencerange 3 : Teaching in the core areas of technology (1) : human, health and living conditions, technology generation and use, and human interacts with the natural basis.
Competency goal : Students can plan, implement, evaluate and develop education on human interaction with the nature and use of technology.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
reason for planning, implementing, evaluating and developing resources, resource consumption and energy flows with sustainability as a perspective,
|
resources and energy streams, renewable and non-renewable forms of energy ;
|
|
the basis for planning, implementing, evaluating and developing education in human physiology and anatomy with health competence as a perspective ;
|
human physiology, anatomy, health education,
|
|
the basis for planning, implementing, evaluating and developing education where students receive insight into and use processes for design and production of products ;
|
technology development, innovation and design processes ;
|
|
the basis for planning, carrying out, evaluating and developing education involving the local community ;
|
the design of local development and infrastructure ;
|
|
the basis for planning, implementing, evaluating and developing nature / technology teaching, where emphasis is placed on natural sciences and technology-forming potentials and technologies ;
|
the contribution of natural science to general education through the perspective of elements and understanding of the outside world and the understanding of the world ;
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|
the basis for planning, implementing, evaluating and developing the teaching of interest groups associated with people's living conditions in various places on Earth.
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The concept of sustainability is seen in relation to different types of society in which human beings interact with the natural base.
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Competencearea 4 : Teaching in the core areas of the environment (2) : the construction, development and description of the universe, the development and description of the universe, and the natural phenomena and technological orientions such as students enlisted in everyday life.
Competency goal : The student may plan, implement, evaluate and develop education in nature / technology that strengthens the pupils ' ability to understand and relate to the natural and technological development processes of the general application of the universe ; and the present both on the microplane and on the macro plane.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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the basis for planning, carrying out, evaluating and developing the teaching of natural vocational phenomena, as students enlisted in everyday life,
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Natural and technological everyday phenomena,
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|
involve the local nature of the teaching,
|
living organisms, landscapes and habitats,
|
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the basis for planning, implementing, evaluating and developing education on the development of life in a scientifically scientific perspective,
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systematics and evolution,
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|
the basis for planning, implementing, evaluating and developing the teaching of substances and materials, as students typically encounters in everyday life, and
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basic substances and the characteristics and use of materials and materials, materials and energy turnover ; and
|
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reasons to plan, execute, evaluate and develop education on the universe, the solar system and the planet Earth.
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the steel and development of the universe, the solar system and the planet Earth.
|
|
Samfound
Social studies are dealing with concepts, theories and methods of social disciplines, politology, economics, sociology, international politics, scientific theory, and technical and professional studies and social studies as part of the development of : social insight and capacity to act in elementary school students, as well as their ability to see the everyday life of an historical and social perspective.
Competent areas
Competent area 1 : Policy, democracy and participation
Competencezone 2 : Social and cultural conditions and globalisation
Competent Area 3 : Economic and economic behavior
Competent area 4 : Collaborators working methods and sociegetic didatives
Competencerange 1 : Politics, democracy and participation are about political and democratic education to strengthen the skills of pupils in relation to the self-employed critical position and active participation in the social life.
Competency goal : Students can plan, implement, evaluate and develop education in political issues and democracy in social studies in the eighth grade of primary school. -10-grade class.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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engage in the democratic act and participation of students in social studies,
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democracy, democracy perceptions and democratic processes,
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motivating students to adopt a position on the Danish public administration by means of civimentary education,
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political systems, power-shapes, ideologies, interests, resources and influence,
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analyse the current parliamentary situation of the use of relevant theories and empirical studies,
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the conduct of the current parliamentary situation, the behaviour and the behaviour of political parties,
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include in electronic communications, including IT, to strengthen the democratic participation and decision-making powers of students ;
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different forms of democratic participation, including through the use of IT,
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|
develop the basis of the students in order to reflect on Danish participation in EU cooperation in a democratic perspective ;
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Denmark's membership of the EU and the Danish political system's relationship with the EU, EU institutions, decision-making procedures and integration,
|
|
analyse selected current political issues at European level and discuss how these can be included in the social studies class in grade school ;
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current European political issues in the European Union,
|
|
strengthen the skills of students in reflecting on Denmark's participation in regional, European and global cooperation ; and
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Denmark's participation in regional, European and global cooperation, including the concepts of sovereignty and interpenal and interpenal and
|
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strengthen student skills in analysing different kinds of power and resource's influence on social participation and policy-making locally and globally.
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interactions between the power, resources and scope of different actors at local and global level.
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Competent area 2 : Social and cultural relations, as well as globalisation, deal with the position of students and trade in social and cultural contexts and issues, as well as globalisation.
Competency goal : Students can plan, implement, evaluate and develop education in social and cultural matters, as well as globalisation in social studies in elementary school 8. -10-grade class.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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promote the understanding of the students ' understanding of the relationship between identity, group formation and their own positions ;
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the contexts of the formation of identity, group formation and the position of the establishment ;
|
|
promote the identity of the students and of the identity and socialization of others in an ethnic, cultural and religious heterogeneous country,
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identity formation, socialization, communities and gender equality at local and global level, as well as sociological theories of modernity and mumodernity,
|
|
include concepts of social differentiation in the description of social differences in Denmark and in the world in the teaching ;
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sociological theory and studies of social differentiation and social integration ;
|
|
involve the everyday life of students in understanding of contexts between cultural concepts, norms, values, lifestyles and participatory forms,
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sociological and cultural interconnections between standards, values, vilices and participatory forms,
|
|
strengthen the understanding of the interpretation of everyday life and lifestyle of the students in a welfare society,
|
social philosophical and sociological perspectives on the relationship between human and society,
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strengthen student skills in analysing contexts between regional, European and global processes and local cultural and ethnic expressions ;
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contexts between local, national, regional, European and global events and development and sociological theories on migration,
|
|
strengthen student capabilities to reflect on political, cultural and economic globalisation ; and
|
the theory and empirical studies of political, economic and cultural globalisation and
|
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include elemental IT and media consumption with a view to the development of their critical thinking.
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mass media in a global perspective, including the Internet and IT, as well as the meaning of local communities.
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Competencerange 3 : The Committee on Economic and Monetary Affairs deals with the student's ability to critical reflections on economic behaviour and economic policy in a society of society.
Competency goal : Students can plan, implement, evaluate and develop education in social economy and private economics and consumer behaviour in social studies in elementary school 8. Class.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
|
|
include elevers consumer behaviour and understanding of price formation, including through the use of it,
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the market, supply and demand ;
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|
strengthen the economic behaviour and social development of the economic and social development of other actors, including outlining opportunities for entrepreneurial development ;
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the interconnection between the national and the national economy ;
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|
enable the students to use the economic cycle as a model of economic activity,
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the labour market and the economic cycle and the interconnections between consumption, production, productivity, growth and employment,
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|
use correlations between political and ideological observation and macro-economic conceptions in social studies ;
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different economic schools, including keynesianism and monetarism,
|
|
strengthen the ability of students to reflect on the importance of the economy to the Danish welfare state, as well as on different welfare models in a distribution perspective,
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welfare models, as well as correlations between the state of the market and the state, the market and the civil society ;
|
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include elevers ' consumption and understanding of socio-economic connections in the work of sustainable development, innovation and economic growth,
|
interactions between consumption, environmental impact, sustainable development, growth and innovation ;
|
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include elevers ' consumer behaviour and ability to reflect sociological reflection over private economic arrangements ;
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interconnection between consumption, segment, lifestyle, and status ; and
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Enrades young people's economy and economic understanding in private economics in a society's own perspective.
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Private economic concepts and young people's private economy.
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Competencearea 4 : Interdisciplinary working methods and social studies are concerned with methodologies for social studies and skills within planning, implementation and evaluation of social studies.
Competency goal : Students can plan, implement, evaluate and develop education in social studies with the application of different forms of work and in the use of statistics and other empiri in the treatment of social issues in the eighth grade of the population. -10. Class.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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|
perform simple empirical studies and analyze different data types, including using it, and discuss the scientific issues in relation to an investigation ;
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quantitative and qualitative method, as well as social scientifical scientific theory,
|
|
justified learning-driven learning-driven social studies,
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sociedical and technical research,
|
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formulate learning goals for teaching courses in social studies and discuss the reasons for these with the inclusion of studies of the student group,
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the formulation of objectives and learning objectives in social studies, studies on pupils ' preconditions in the field of the field, methods of assessing the preconditions of students in social studies,
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formulate descriptions of the learning of social studies and use and design suitable methods for evaluating students ' s education and providing forward-looking feedback to students ;
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evaluation, descriptions of "characters in learning" and feedback to the students in a social class ;
|
|
make professional-based material choices, including digital learning,
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the use and analysis of different sources of sources and apprentices to the social studies class ;
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provide training with the focus on professional concepts and the reading of professional texts ;
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the pupils of professional language and professional concepts in social studies, including professional reading,
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|
plan, search, implement and evaluate project palate and cross-disciplinary training, with the involvement of each student's different training assumptions ; and
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problem formulation, project work and problem formulation, as a teaching form, and the involvement of the surrounding communities in the teaching, interdisciplinary, and
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|
plan and conduct training with a set of sets in the legal basis for the social profession.
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the legal basis of public school law and social studies.
|
|
German
German is about language and culture in a multilingual perspective with the processes of dedication, the dissemination processes and the foreign language skills, communication skills and intercultural competence.
Competent areas
Competent region 1 : Communications, culture and internationalisation
Competent region 2 : Langus;
Competency Area 3 : Language Accutency
Competent area 4 : Promedingual dico
Competencerange 1 : Communication, culture and internationalisation are about the cultural and communitised competency of students, with special focus on language German in a globalised world.
Competency goal : The student can analyse explicit cultural and societal phenomena, put them into a professional approach and communicate appropriately orally and in writing to this effect.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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|
the basis for planning, implementing and evaluating faculty-driven German education, contributing to the development of student cultural awareness and intercultural communications skills ;
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The link between language and culture, as well as intercultural competence, German tactics and German-level research,
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|
understand the main content of variated texts, put them into their historical context and to analyse, select, and apply texts and media that fit the German school education class.
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social and cultural relations in a historical perspective, as is reflected in literature, films, music and media,
|
|
use digital technologies and interactive media appropriately in the twinting of the German ; and
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IT and Media in the German View and
|
|
plan, implement and evaluate international and interdisciplinary cooperation virtual and in fact with a language of German as a communication language.
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Intercultural meetings and German in the international context, both in the course of education, culture and professions.
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Competent area 2 : Language deals with oral and written communication with regard to pragmatism, vocabable, grammar and pronouns.
Competency goal : Students can communicate spontaneously, clear and fluent orally and in writing in German, and apply formal and functional knowledge of languages in relation to the German language development of its own and its students.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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|
analyse the form system of the German language and its functional use in a communication link in writing and in writing ;
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the German language system and its functional use in a communication link in writing and in writing,
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|
express suitably verbal and in writing in German in the heterogeneous contexts and to be a language model for the students and
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German language communication in different diculprial contexts and
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support the development of eleverse interlinguistic production and linguistic growth points.
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Interlanguage and interlanguage development.
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Competencerange 3 : Language appropriation deals with the learning processes and the communicative processes of relevance to the language and language reception and the production of students.
Competency goal : The student can use theories on language training with a focus on reception and production, as well as communication strategies in relation to the development of its own and pupils ' communicative skills in German.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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plan, implement and evaluate the dedication processes of the German language, including the formula system and vocabal advice, based on analyses of linguistic understanding and production processes ;
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language-making processes, including the German language system and the worshiping in relation to reception and production,
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motivating students to self-employed and experimentation with the language of interaction with others ;
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the conditions and factors of the processers ;
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provide appropriate learning strategies for pupils with different learning conditions ;
|
language learning strategies,
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the use of technologies and the possibilities for the development of both the language and the pupils of the pupils, as well as students ;
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the possibilities of information technology in relation to the language of their own and of the students ' languages ;
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collaborate with colleagues on the inclusion of foreign language skills in other subjects.
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interdisciplinary.
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Competencearea 4 : Foreign language tactics in relation to the organisation and development of language learning and the development of the innovative competences of students.
Competency goal : Students can plan, implement, evaluate and develop differentiated German education with heterogeneous groups of groups.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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|
analyze the correlation between language surveys, language learning and linguistic knowledge ;
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the grounds, technical, content and historical developments of the school profession ;
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apply the legal basis and the provisions in force for the planning of learning-driven education in cooperation with the students and with the inclusion of data from evaluations ;
|
legal basis, applicable rules and guides nationally and internationally, including knowledge of apprentitionship, on training-driven teaching and evaluation,
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|
the basis for planning, implementing and evaluating apprentices of apprentices with the application of various methods, training activities, cooperation forms and evaluations relating to heterogeneous groups ;
|
learning-driven teaching, teaching differentiation and progression, implementation and evaluation of education courses, German dimes and German-Arctic research ;
|
|
select the apprentiges and media and adapt them to specific teaching targets and target groups ;
|
training and the media for use in the twints,
|
|
the use of research findings and observations on the analysis and development of their own education ; and
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action-learning and other fact-finding methods,
|
|
use theories, tools and tools for the development of innovative skills in the pupils.
|
theories, tools and tools for innovation in education.
|
|
Appendix 3
Practice the Competency Targets
Practise deals with the (1) internship-educational dimension, which is directed at the teacher's work with students and (2) the analytical dimension that is aimed at investigating the practices of their own and others. Practik ties up teacher training courses and students ' work at internship school.
Competent areas :
Skill Area 1 : Didatives
Competent area 2 : Threat :
Competent Area 3 : Relationwork
Competencerange 1 : Didatives are concerned with objectives, planning, implementation, evaluation and development of education, including learning-driven education.
Competency goal : In cooperation with colleagues, the student can plan, plan, implement, evaluate and develop education.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
|
|
1. internship level
|
|
target, plan, execute and evaluate educational sequences in cooperation with co-students and colleagues,
|
the purpose of public school and readmission, the principles of teaching planning, teaching methods and organisation of pupils, taking into account the preconditions of the students ;
|
|
account for the value of the students ' s benefit from the education in relation to formulated objectives and
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Evaluation forms and signs of elementary target performance at the internship school,
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|
analysis of the educational sequences for the development of the teaching,
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observation, data collection and documentation methods,
|
|
2. internship level
|
|
plan, implement and evaluate a differentiated show of education in cooperation with co-students with the use of a variety of methods, including application-oriented teaching methods and movement in the teaching,
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teaching methods, principles of educational differentiation, training and IT ;
|
|
evaluate the teaching courses and student's learning clipping,
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Forceptive and summary evaluation methods and tests,
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Observe their own practice and the learning of individuals for the development of education ;
|
Observation of observation, data collection and documentation.
|
|
3. internship level
|
|
plan, execute and evaluate long-term education flow, taking into account the student and annual plans of cooperation with fellow students and the other resource people in school ;
|
organization, notification, and forms of cooperation,
|
|
evaluate student ' s learning training and the effect of the notification and
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methods of formative and summative evaluation and
|
|
develop the practice of own and other people on an empirical basis.
|
Observation of observation, data collection and documentation.
|
|
Competent area 2 : It deals with the organisation and development of pupils ' professional and social learning environments.
Competency goal : Students can lead education as well as establish and develop clear and positive frameworks for student learning, and the social community of the class.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
|
|
1. internship level
|
|
guide the students ' participation in the teaching,
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classroom,
|
|
2. internship level
|
|
develop a clear framework for learning and for the social life of the class in cooperation with the pupils and
|
classroom, learning environment and class social relations ; and
|
|
3. internship level
|
|
conduct include processes in collaboration with the students.
|
learning environment, inclusion, conflict management and bullying.
|
|
Competencerange 3 : Relational work relates to contact and relationships with pupils, colleagues, parents, and the school's resource people.
Competency goal : Students can carry out positive cooperation with students, parents, colleagues and other resources and reflectors of the importance of relationships in education and student learning and well-being in school.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
|
|
1. internship level
|
|
communicate learning and trivelling with students,
|
communications , litivation, motivation, learning and student relations,
|
|
communicate with parents about the training and school purpose and task of school,
|
school-home cooperation,
|
|
2. internship level
|
|
cooperation dialoguing with pupils and colleagues to adjust the teaching and the active participation of students ;
|
communications, engaging learning environments, motivation and well-being,
|
|
communicate in writing and orally with parents for the purpose and content of scheduled training courses ;
|
professional communications-orally and digitally,
|
|
3. internship level
|
|
support the active participation of each student in education and in class social life, cooperation with various parties at the school, and
|
recognising communication, and equitable cooperation, including processes ; and
|
|
communicating with parents about the students ' schooners.
|
Processes that promote good school-home cooperation and forms of cooperation at PTA meetings and parental calls and contact groups.
|
|
Appendix 4
Competency for the undergraduate project
Competency area : The Professional Pro project deals with the knowledge search, study, development and dissemination as the basis for professional analysis, assessment and action aimed at the perspective of learning-professional tasks and issues.
Competency goal : Students can systematically analyze teacher professional issues and to be able to propose actions in municipalities, schools, classes in accordance with the perspectives of the professionsundergraduate project.
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Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
identify, apply analytical and evaluate knowledge of the school and teacher work ;
|
the functioning and development of primary school and teachers, as well as dilemmas in school practices,
|
|
reflect on and develop their own professionalism with understanding of cross-disciplinary and interprofessional cooperation relationships ;
|
the ethical responsibilities of the teacher with regard to children / pupils, parents, colleagues and other informants in field work, analysis, conclusion and action ;
|
|
analyse key and current issues related to school and education and cooperation with external actors ;
|
professional knowledge of school and education,
|
|
use their own and national and international findings of empirical studies of relevance to the practice and practice of the school and teacher ;
|
national and international research and development results of relevance to public school,
|
|
develop and apply a theoretical frame of reference, survey designs, and carry out field work,
|
innovative didac design for school development and learning environments,
|
|
use scientific methods in own empirical studies and in the assessment of other people's studies ; and
|
research and development and field working methods ; and
|
|
disseminate the results of their own empirical studies as a basis for the development of the practice and practice of the school and teacher.
|
academically working and dissemination, as well as corrosive production and performance.
|
|
Appendix 5
Competency for voluntary courses
Finistlearn
Competency area : In the case of ferry services, traffic behaviour is understood as the interaction between individual and traffic, as well as responsibilities, responsibilities, obligations and security. Unlucky handling deals with the stop-up of accidents, life-support first aid, minor injuries and accidents, and help and care.
Competency goal : Students can plan, implement and evaluate training for the students ' education lessons in elementary school.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
plan, implement and evaluate lessons from specific training materials for road-learning materials,
|
behaviour, attitudes and responsibilities of traffic ;
|
|
account for drills that promote safe traffic behaviour, and explain their theoretical background,
|
Dry rules, secure traffic behaviour, and interact in traffic,
|
|
prioritize the order of interventions in the event of an accident in traffic or school connections and organising training in this, taking into account what students at different classes are able to view and mak.
|
accident management in relation to injury and accident in traffic and working day : safety, assessment of injury, call for help and provide first aid ;
|
|
demonstrating life-saving first aid, including the application of defibrillator, in a number of thought situations,
|
lifesaving first aid,
|
|
account for the handling of minor accidents such as the stopping of hemorrhaging and processing of joint injuries and
|
management of minor accidents ; and
|
|
place a person in locked-down page and know when to be used.
|
locked sidelegate.
|
|
Health and Sex Education and Family Endoleties and Family Entity
Competency area : Health and sex education and family learning in teacher training involve the development of students ' skills to plan, implement and evaluate health promotion education.
Competency goal : Students can plan, implement and evaluate health-promoting education in the compulsory subject of health, sex education and familial education.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
apply a positive, broad and open health concept to the promotion of student health competence in education on health,
|
health-promoting health education for the development of student health skills ;
|
|
plan, implement and evaluate education and conducting discussions on health and sexuality, with respect for elevers understanding, diversity, rights, personal boundaries, feelings and different values ;
|
family and collaborator classes, including ethical matters concerning elevers ' understanding, diversity, rights, personal boundaries, emotions and different values ;
|
|
adapt health education to the prerequisites, requirements and requirements of life-style and life-style impact on sexuality, diet, smoking, alcohol and exercise,
|
Life-style and life-conditions influence on sexuality, diet, smoking, alcohol and exercise,
|
|
plan, implement and evaluate health education in interdisciplinary interconnections, where collaborating with resource people can also be part,
|
cross-disciplinary in primary school education and the use of resource persons ;
|
|
plan, implement and evaluate a differentiated class taking account of developmental challenges in different age groups ; and
|
development from child to adult and physical and mental change in puberty and
|
|
the organisation of health-promoting education, with a view to the recognition of diversity in terms of gender roles, body-side areas, and sexuality, and the importance of lifestyle and living conditions.
|
Identification of identity, including sexual orientation, gender roles, and the development of understanding of the diversity of gender, body and sexuality, and the importance of lifestyle and living conditions.
|
|
Training and job
Competency area : Education and jobs are about promoting the desire and ability of each student to take independent education and career choices, as well as to act in the labour market.
Competency goal : Students can plan, implement and evaluate training in educational and labour relations, as well as career planning in grade school 0. -TEN. Class.
|
Proficiency Target : Student can
|
Science objective : The student has knowledge of
|
|
Plan, implement and evaluate training that enhances the ability of students to see links between the choice of education and professional and job opportunities within different industry areas, as well as motivating each student to uncover their own wishes ; opportunities and potentials ;
|
interactions between industries, business opportunities and educational paths ;
|
|
plan, implement and evaluate education that facilitates students ' insight into education and labour relations locally, nationally, in the EU and globally ;
|
education in the labour market locally, nationally, in the EU and globally ;
|
|
create a learning space which makes the various labour market and wage forms in concrete form and motivate students to discuss opportunities to establish and operate their own activities ;
|
the working term, including self-employed entrepreneurs, entrepreneurial developer, innovation, wage earners, and unpaid work ;
|
|
plan, implement and evaluate training, which may, where applicable, be given ; the involvement of students ' time work facilits their understanding of and knowledge of rights and obligations in the labour market,
|
children and young people's working conditions,
|
|
plan, implement and evaluate learning activities which, with the involvement of each student's everyday life, strengthens the learner to reflect on the correlation between living conditions and life-forms and training and career opportunities ;
|
living conditions and life-forms,
|
|
create learning space that motivates the students to discuss and reflect on equality and inequality in the labour market,
|
equality and inequality in the labour market in relation to education, gender and cultural differences,
|
|
plan, implement and evaluate learning activities which, in practice, promote the skills of students ' ability to education and job search, inter alia, by using it ; and
|
different techniques in the training and job search, including the use of the Internet ; and
|
|
plan, implement and evaluate training to ensure the students know of the Danish labour market model and skills to act in the labour market, including the organization of project workflows with various job functions, where students produces a product with ex post evaluation.
|
the Danish labour market model, including trade unions, employers ' associations, the collective bargaining system, the flexicurity concept, A-boxes and job centres.
|
|
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
plan, implement and evaluate training that enhances the ability of students to see connections between the choice of education and professional and job opportunities within different industry areas, as well as motivating each student to uncover their own desires ; opportunities and potentials ;
|
interactions between industries, business opportunities and educational paths ;
|
|
plan, implement and evaluate education that facilitates students ' insight into education and labour relations locally, nationally, in the EU and globally ;
|
education in the labour market locally, nationally, in the EU and globally ;
|
|
create a learning space which makes the various labour market and wage forms in concrete form and motivate students to discuss opportunities to establish and operate their own activities ;
|
the working term, including self-employed entrepreneurs, entrepreneurial developer, innovation, wage earners, and unpaid work ;
|
|
plan, implement and evaluate training, which may, where applicable, be given ; the involvement of students ' time work facilits their understanding of and knowledge of rights and obligations in the labour market,
|
children and young people's working conditions,
|
|
plan, implement and evaluate learning activities which, with the involvement of each student's everyday life, strengthens the learner to reflect on the correlation between living conditions and life-forms and training and career opportunities ;
|
living conditions and life-forms,
|
|
create learning space that motivates the students to discuss and reflect on equality and inequality in the labour market,
|
equality and inequality in the labour market in relation to education, gender and cultural differences,
|
|
plan, implement and evaluate learning activities which, in practice, promote the skills of students ' ability to education and job search, inter alia, by using it ; and
|
different techniques in the training and job search, including the use of the Internet ; and
|
|
plan, implement and evaluate training to ensure the students know of the Danish labour market model and skills to act in the labour market, including the organization of project workflows with various job functions, where students produces a product with ex post evaluation.
|
the Danish labour market model, including trade unions, employers ' associations, the collective bargaining system, the flexicurity concept, A-boxes and job centres.
|
|
The practical-mumsical area of expertise
Competency area : The practical-mumsical area of expertise.
Competency goal : Students can analyse, assess and integrate practical-muse activities in the context of planning, implementation and evaluation of primary school education.
|
Proficiency Target : The student can
|
Knowledge objectives : The student has knowledge of
|
|
use practical-mutilate approaches to learning, which enhancers the ability of students to express themselves in and through practical-mutism and aesthetic forms of expression ;
|
aesthetic learning and the practical-muse as expression and learning and realisation,
|
|
plan, implement and evaluate training courses which integrate practical-muse activities in primary school studies to facilitate and stimulate student learning ;
|
the practical-muse, such as the entry into motivation and stimulation of students ' desire to learn,
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use the practica-muse in a teaching conducive to the general development of pupils and creates a framework for experience, deepness and operation ; and
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non-verbal and sanical expression and the versatile development of pupils and pupils of pupils ;
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plan, execute and evaluate the teaching process that stimulates the students ' desire for innovation and enterprise through practicality through practical-mumsical activities.
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Innovation and entrepreneurship.
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Writing and rhetoric
Competency area : Writing and rhetoric deals with the communicative tasks of the teacher, orally and in writing, and how they are implemented appropriately.
Competency goal : The student can use the voice, body, media, auxiliings, and the right to communicate with students, colleagues, parents and other actors in a rereadable readyship, consignon and proper language.
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Proficiency Target : The student can
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Knowledge objectives : The student has knowledge of
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use the media and language instruments for supporting communication in a given communications situation ;
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the communicative tasks of the teacher ;
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support student output and dissemination of texts in various media and with different media,
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text production in a variety of media and with different media, including hand writing,
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assess the voice, mimics and librium as express means and
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the voice as an expression of expression and
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use rhetorical terms in their own reading and in other forms of the transmission of text.
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text performance.
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Appendix 6
The adoption subjects and levels of modules that qualify for the following subeducation
Image art
Cultural understanding B, Media class B, Image art C, or Design C.
Biology
Technical-A-process, foodstuff and health.
Biology B, Physics B, Kemi B, or nature geography B.
Danish 1. -6. class steps
Danish A.
Danish fourth-10. class steps
Danish A.
English 1. -6. class steps
English B.
English 4. 10. class steps
English B.
French
French start or sequitator B.
Physics / Chemistry
Techniques A or Biotechnology A.
Biology B, Physics B, Kemi B, nature geography B or Technology B.
Geography
Biology B, Physics B, International Economic B, Kemi B or of Natural Geography B.
History
History B, Idéstory B, Society program B or Sam-time Story B.
Food knowledge
Biotechnology A or Tekniksubject A-process, foodstuff and health.
Biology C or Kemi C.
Craft & Design
Techniques A-Design and Production or Techniques A-Building and Energy.
Mediesubjects B, Culture understanding B, Picture C or Design C.
Ikilt 1. 6. class steps
Ikilt B or Dan B.
-10. class steps
Ikilt B or Dan B.
Christianity / Religion
Philosophy B, history B, Idétale B, Cultural understanding B, psychology B, religion B, Society in B, or the Samerio B.
Math 1. -6. class steps
Math B.
Math 4. -10. class steps
Math B.
Music
Music B.
Nature / technology
Techniques A or Biotechnology A.
Biology B, Physics B, Kemi B, nature geography B or Technology B.
Samfound
Statement B, History B, International Economics B, Social Business B, Interstate B, or Corporate Economics B.
German
German commentator, or sequitzer B.
