Key Benefits:
Arrangement of the State Secretary for Education, Culture and Science of 4 June 2007 nr. VO/OK/2007/13731, adopting the examination programmes v.w.o., h.a.v.o. and v.m.b.o. (Scheme of examination programmes continuing education)
The Secretary of State for Education, Culture and Science,
Also on behalf of the Minister for Agriculture, Nature and Food Quality;
Having regard to Article 7 of the Eindex Decision v.w.o.-h.a.v.o.-m.a.v.o.-v.b.o. ;
Decision:
The examination programmes v.w.o. and h.a.v.o. shall be adopted as indicated in: Annex 1 This scheme.
The exam programs v.m.b.o. are fixed as indicated in Annex 2 This scheme.
The following arrangements shall be repealed:
a. Scheme of examination programmes v.w.o./h.a.v.o. Dutch and modern foreign languages
b. Scheme of examination programmes of profiles v.w.o./h.a.v.o. Frieze
c. Scheme of exam programmes profiles v.w.o. classical languages and culture
e. Scheme of examination programmes of sections v.w.o./h.a.v.o. natural science subjects
f. Scheme of examination programmes sections v.w.o./h.a.v.o. social subjects
g. Scheme examination programmes for economic subjects v.w.o./h.a.v.o
h. Scheme of examination programmes profiles v.w.o ./h.a.vo. CKV 1
i. Arrangementprogrammes of profiles v.w.o./h.a.v.o. CKV 2,3
k. Scheme of examination programmes quality information/information technology
l. Scheme of examination programmes profiles v.w.o./h.a.v.o. physical education 1
m. Scheme examination programs quality v.w.o./h.a.v.o. physical education 2
p. Order adjustment lighting measures profiles havo/vwo
q. Arrangement designation domains central examination geography vwo and havo 2001 to 2005
r. Obligation on CKV2.3 and AIC examination in 2001 and subsequent years .
s. Scheme for exemption scheme examination old vwo/havo to new ,
t. Regulation on admission central examination vwo and havo .
The following arrangements shall be repealed:
b. Scheme examination programs mathematics and natural science subjects vmbo
c. Scheme examination programmes economics and the social subjects vmbo
d. Scheme examination programs Art Boxes II vmbo
e. Staff learning and art classes I vmbo examination programmes
f. Scheme examination programmes physical education vmbo
g. Scheme examending's administration vmbo
h. Arrangement examination programmes trade and sale vmbo
i. Arrangement examination programs consumer and consumer-wide vmbo
j. Arrangement examination programs fashion and commercie vmbo
k. Arrangement examination programs construction technology and construction-wide vmbo
l. Arrangement examination programmes metalworking technique vmbo
m. Arrangement examination programs electrical engineering vmbo
n. Scheme examination programs Vehicle engineering vmbo
o. Arrangement examination programs installation technique vmbo
p. Scheme examending's graphics technology vmbo
q. Scheme examending programs transport and logistics vmbo
r. Scheme examination programs care vmbo
s. Arrangement exam program's outward care vmbo
u. Scheme in the course of the programme is metalelectro vmbo
w. Scheme intrasectoral program care-and-well-being-wide vmbo
The provisions in the schemes, mentioned in Article 4 (g) to (w) , with respect to the blended learning pathway for the period from 1 August 2007 to 31 July 2008, remain applicable to the pupils starting the fourth year of school in the school year 2007-2008 and may, by the competent authority of the School, be able to to determine, instead of the examination programmes mentioned in: Annex 2 to Article 2 .
This arrangement shall enter into force with effect from 1 August 2007 and shall apply for the first time to the pupils starting the fourth year of school in the school year 2007-2008 and those starting in the school year 2007-2008. with the fourth year of teaching vmbo.
The exam programs 2.47 engineering-wide, 2.48 ICT pathway, 2.49 technology in the mixed learning pathway, 2.50 intersector, 2.51 sports, service and safety and 2.52 physical education 2 as mentioned in Annex 2 apply for the first time to apprentices starting training in the third year of VBO in the school year 2008-09. For the schools that are based on the Education Planning Policy Rule Continuing Education 2007 and 2008 -, thanks to the Policy rule LO2 in the vmbo , already started with these exam programmes, these programmes also apply to apprentices starting training in the fourth year vmbo during the school year 2008-2009.
This scheme is cited as: Exchanges of education and continuing education.
This arrangement will be placed in the Official Journal, with the exception of the annexes, which will be made available to the Library of the Ministry of Education, Culture and Science.
TheState Secretary
of Education, Culture and Science,J.M. van Bijsterveldt-Vliegenthart
1. Dutch language and literature
2. modern foreign languages and literature (not: elementary)
3. Latin/Greek language and culture
4. Chinese language and culture vwo
5. Frisian language and culture/Fryske language and kultuer
6. civics
7. general natural sciences
8. cultural and artistic formation
9. Physical education
10. mathematics A
11. mathematics B
12. mathematics C
13. mathematics D
14. physics
15. chemistry
16. biology
17. nature, life and technology
18. computer science
19. geography
20. history
21. economy
22. management and organization
23. civics
24. philosophy
25. art (general)
26. art (visual design)
27. art (music)
28. art (drama)
29. art (dance)
30. music
31. signs
32. manual skill
33. textile design
34. modern foreign languages and literature (elemental)
35. Chinese language and culture vwo (elemental)
36. moving, sport and society
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
Domain A Reading Skill
Domain B Verbal language proficiency
Domain C Writing Skill
Domain D Argumentative skills
Domain E Literature
Domain F Guidance on study and occupation.
In implementing the examination programme, the reference levels of the Dutch language referred to in Article 2 (c) and (d) of the Decision shall be taken into account as reference levels of the Dutch language and numeracy of the test.
The Central Exam
The central examination covers domain A and domain D insofar as it concerns analysis and assessment.
School names
The school exam shall cover:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may:
-determine the text of text to which a text or a text part belongs;
-indicate the main idea of a text (part);
-indicate relationships between parts of a text;
-draw conclusions with regard to intentions, views and feelings of the author;
-recognize and distinguish viewpoints and types of arguments;
-recognizing arguments schematics.
2. The candidate can assess an enchanting text or enchanting text on acceptability and recognize dry grounds in this text.
3. The candidate can summarise texts and text parts succincly.
4. The candidate may for the benefit of a nomination, discussion or debate (at the choice of the school):
-collect and process relevant information;
-adequately presenting this information with a view to its purpose, public and voice form,
-respond adequately to contributions from listeners or call participants.
(5) The candidate may, for the purposes of a documented presentation, consider and address:
-collect and process relevant information;
-adequately presenting this information with a view to the purpose, the public, the text and the language conventions for written language;
-revise drafts of the text based on a delivered comment.
6. The candidate can make a speech:
-analysis;
-assess;
-set up and present themselves, in writing and orally.
7. The candidate may report on his reading experience with a number of literary works selected by him.
* Minimum number: havo 8; vwo 12 of which not less than 3 for 1880.
* The works were originally written in the Dutch language.
8. The candidate can recognize and discern literary text types, and wield literary notions in the interpretation of literary texts.
9. The candidate can give an overview of the main lines of literature history, and place the read literary works in this historical perspective.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Reading skill |
| Domain B |
Look and listening skills |
| Domain C |
Call skill |
| Domain D |
Write skill |
| Domain E |
Literature |
| Domain F |
Orientation to study and occupation. |
The central exam is for domain A.
The school exam shall cover:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may:
-indicate which information is relevant given a fixed need;
-indicate the main idea of a text (part);
-indicate the significance of important elements of a text;
-indicate relationships between parts of a text;
-draw conclusions with regard to intentions, views and feelings of the author.
2. The candidate may:
-indicate which information is relevant given a fixed need;
-indicate the main idea of a text;
-indicate the significance of important elements of a text;
-draw conclusions with regard to intentions, views and feelings of the speaker (s);
-anticipate the most likely continuation of a conversation;
-take notes as a strategy to address a text.
3. The candidate may:
-respond adequately to social contacts with target language users;
-ask and supply information;
-express feelings;
-describe cases or persons and put forward positions and arguments;
-apply strategies to make a conversation progress.
4. The candidate may present acquired information adequately for the purpose of purpose and audience, describing issues or persons and utting views and arguments.
5. The candidate may:
-respond adequately in written contacts to target language users;
-ask and supply information;
-adequately presenting acquired information for the purpose and the public, describing issues or persons, and expressing feelings and views;
-write a report. For havo: applies only to English and Turkish language and literature. For vwo: does not apply to Russian language and literature.
6. The candidate can use:
-write a text processing program;
-draw up texts for reference (electronic).
7. The candidate may report on his reading experiences with at least three literary works.
8. The candidate can recognize and discern literary text types, and wield literary notions in the interpretation of literary texts.
9. The candidate can give an overview of the main lines of literature history and the read literary works places in this historical perspective.
Greek language and culture (GTC) vwo
Latin language and culture (LTC) vwo
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
Domain A Reflection on classical texts (subdomain 1) and antique culture (subdomain 2)
Domain B Reflection on relations between the ancient culture and the later European culture
Domain C Self-formation
Domain D Guidance on study and occupation
Domain E Information skills.
The central exam relates to the domains A (subdomain 1: reflection on classical texts), B 1 (B. 3) and C (C. 5).
The central examination refers to authentic and translated texts from one or more authors, belonging to the same genre.
The CvE shall determine the number and duration of sessions of the Central Examination.
The CvE shall publish a specification of the test substance of the Central Examination.
School names refer to domains A, B, C, D, and E.
These domains shall be addressed by:
-a selection of approximately 30 pages (Oxford Classical Text) Greek texts. This selection contains texts of at least two genres from the Greek literature (such that together with the author of the central examination come to prose as well as poetry). This selection does not contain any texts from the author (s) established for the Central exam, unless these texts belong to a different genre and theme.
In addition, these areas will be addressed on the basis of:
-a selection of at least 45 pages of classical, translated texts;
-if the competent authority chooses to do so: review the translation of one or more unseen passages;
-if it has the power to control the (creative) processing of one or more cultural domains,
-if the competent authority chooses to do so, dust from the central examination, in addition to the above mentioned substance for school windows;
-if the competent authority chooses to do so: other professional components, which may vary from one candidate to another.
The authority elects at least three of the following cultural domains to which the final terms relate to: storybook, drama, visual arts, architecture, philosophy.
The competent authority may also add, in addition to the domains mentioned above, own cultural domains.
Domain A : Reflection on classical texts and antique culture
subdomain 1 : Reflection on classical texts
1. The candidate can demonstrate his understanding of Greek and classical, translated texts by:
-to translate an unseen passage;
-to analyse and interpret a passage from linguistic, literary and cultural historical perspective;
-to compare a passage from linguistic, literal and cultural historical perspective with other cultural expressions of antiquity or later periods.
2. The candidate may:
- place antique cultural expressions of different cultural domains in their historical and cultural context and link them;
- examine antique cultural expressions and formulate his findings.
Domain B : Reflection on relations between the ancient culture and later European culture
3. The candidate can go through the examination of Greek and classical, translated texts against the background of antique culture:
-updating subjects arising from a confrontation between these texts and contemporary developments;
-place the contemporary culture in the perspective of the classical tradition in which Europe stands.
4. (Only applicable to school windows):
- recognize examples from the history of reception, refer to these places in the context of the relevant period of time in European culture and the applicable mechanisms of action;
- to compare cultural expressions from the later European culture with ancient cultural expressions.
Domain C : Self-sustaining ear-sharpisation
5. The candidate may formulate a argued response to the contents of submitted texts and other cultural expressions (out of Antiquity and later times).
6. (Only applicable to school windows)
The candidate can compare cultural expressions of the later European culture with ancient cultural expressions, and give an argument on this.Domain D : Guidance on study and occupation
Domain E : Information skills
7. The candidate may:
-identify, assess, select and process information and source material, including by using the dictionary;
-process (acquired) information and draw conclusions from it;
-use different ICT applications at GTC,
-to communicate adequately in writing, orally and digitally in the public domain, on subjects from the relevant subject area;
-to reflect on their own interest, motivation and learning in the acquisition of professional skills and skills.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
Domain A Reflection on classical texts (subdomain 1) and antique culture (subdomain 2)
Domain B Reflection on relations between the ancient culture and the later European culture
Domain C Self-formation
Domain D Guidance on study and occupation
Domain E Information Skills
The central exam relates to the domains A (subdomain 1: reflection on classical texts), B 2 (B. 3) and C (C. 5)
The central examination refers to authentic and translated texts from one or more authors, belonging to the same genre.
The CvE shall determine the number and duration of sessions of the Central Examination.
The CvE shall publish a specification of the test substance of the Central Examination.
The school exam shall cover:
-the domains A, B, C, D and E. These domains will be addressed using a selection of at least 30 pages (Oxford Classical Text) Latin texts. This selection contains texts of at least two genres from the Latin literature (such that together with the author of the central examination come to prose as well as poetry).
This contains no texts from the author (s) established for the central exam, unless these texts belong to a different genre and theme.
In addition, these areas will be addressed on the basis of:
-a selection of at least 45 pages of classical, translated texts;
-if the competent authority chooses to do so: review the translation of one or more unseen passages;
-if it has the power to control the (creative) processing of one or more cultural domains,
-if the competent authority chooses to do so, dust from the central examination, in addition to the above mentioned substance for school windows;
-if the competent authority chooses to do so: other professional components, which may vary from one candidate to another.
The authority elects at least three of the following cultural domains to which the final terms relate to: storybook, drama, visual arts, architecture, philosophy.
The competent authority may also add, in addition to the domains mentioned above, own cultural domains.
Domain A : Reflection on classical texts and antique culture
subdomain 1 : Reflection on classical texts
1. The candidate can demonstrate his understanding of Latin and classical, translated texts by:
-to translate an unseen passage;
-to analyse and interpret a passage from linguistic, literary and/or cultural historical perspective;
-to compare a passage from linguistic, literal and cultural historical perspective with other cultural expressions of antiquity or later periods.
subdomain 2 : ( apply only to school windows ) Reflection on antique culture
2. The candidate may:
- place antique cultural expressions of different cultural domains in their historical and cultural context and link them;
- examine antique cultural expressions and formulate his findings.
Domain B : Reflection on relations between the ancient culture and later European culture
3. The candidate can go through the study of the Latin and classical, translated texts against the background of ancient culture:
-updating subjects arising from a confrontation between these texts and contemporary developments;
-place the contemporary culture in the perspective of the classical tradition in which Europe stands.
4. (Only applicable to school windows):
- recognize examples from the history of reception, refer to these places in the context of the relevant period of time in European culture and the applicable mechanisms of action;
- Compare cultural expressions of the later European culture with ancient cultural expressions
Domain C : Self-sustaining ear-sharpisation
5. The candidate may formulate a argued response to the contents of submitted texts and other cultural expressions (out of Antiquity and later times).
6. (Only applicable to school windows)
The candidate can compare cultural expressions of the later European culture with antique cultural expressions and give an argument on this.Domain D : Guidance on study and occupation
Domain E : Information skills
7. The candidate may:
-search for, assess, select and process information and source material, including using the dictionary
-process (acquired) information and draw conclusions from it;
-use different ICT applications at LTC,
-to communicate adequately in writing, orally and digitally in the public domain, on subjects from the relevant subject area.
-to reflect on their own interest, motivation and learning in the acquisition of professional knowledge and skills
The final exam consists of the school windows.
The final examination program consists of the following domains:
Domain A Reading Skill
Domain B Look and listening skills
Domain C Call Skill
Domain D Writing Skill
Domain E Chinese culture
Domain F Guidance on study and occupation
The school exam shall cover:
-at least all domains of the final examination,
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may:
-indicate which information is relevant given a fixed need;
-indicate the main idea of a text (part);
-indicate the significance of important elements of a text;
-indicate relationships between parts of a text;
-draw conclusions with regard to intentions, views and feelings of the author.
2. The candidate may:
-indicate which information is relevant given a fixed need;
-indicate the main idea of a text;
-indicate the significance of important elements of a text;
-draw conclusions with regard to intentions, views and feelings of the speaker (s);
-anticipate the most likely continuation of a conversation;
-take notes as a strategy to address a text.
3. The candidate may:
-respond adequately to social contacts with target language users;
-ask and supply information;
-express feelings;
-describe cases or persons and put forward positions and arguments;
-apply strategies to make a conversation progress.
4. The candidate may present acquired information adequately for the purpose of purpose and audience, describing issues or persons and utting views and arguments.
5. The candidate can with the use of manually written characters :
-respond adequately in written contacts to target language users;
-ask and supply information;
-adequately presenting acquired information with a view to the purpose and the public, describing issues or persons and expressing feelings and views.
6. The candidate can use a Chinese electronic word processor and (electronic) reference material:
-respond adequately in written contacts to target language users;
-ask and supply information;
-adequately presenting acquired information with a view to the purpose and the public, describing issues or persons and expressing feelings and views.
7. The candidate may report on his reading experiences with at least three literary works.
8. The candidate may:
-(by means of examples) to give an overview of different Chinese cultural expressions,
-to report on his experience with some Chinese cultural expressions.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Reading skill |
| Domain B |
Oral language proficiency |
| Domain C |
Write skill |
| Domain D |
Literature |
| Domain E |
Frisian language and culture |
| Domain F |
Orientation to study and occupation. |
The central exam is for domain A.
The school exam shall cover:
-the domains E (except the curated part) and F, and at least two domains from the fields B, C, D and E (the curated part);
-in the case where the competent authority chooses, the domain A, to which the central examination relates;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate can be from articles and reports written in Frisian:
-indicate the main idea of a text (part);
-indicate relationships between parts of a text;
-draw conclusions with regard to intentions, views and feelings of the author;
-recognize and distinguish points of view and arguments.
2. The candidate can speak of a speech or speech in the Frisian language:
-rephrase the main idea of the text or text parts;
-appointing views and feelings of the speaker;
-recognize and distinguish points of view and arguments;
-appoint the intended public and the intended purpose.
3. The candidate may present acquired information adequately in the Fries for the purpose of purpose and audience, thereby verting views and arguments.
4. The candidate may be in a conversation in the Fries adequate:
-requesting or providing information for the purposes of purpose, public and call-in-form;
-respond to contributions from listeners or call participants.
5. The candidate can be adequate in the Fries:
-ask and provide information in writing;
-presenting written information in writing, taking into account the purpose and the public, and expressing views and arguments or expressing feelings;
-write a report.
6. The candidate may report on his reading experience with a number of literary works selected by him. The works were originally written in the Frisian language.
* Minimum number: havo 6; vwo 9 of which not less than 3 for 1945.
7. The candidate can recognize and discern literary text types, and use literary concepts in the interpretation of literary texts.
8. The candidate can give an overview of the outlines of the Frisian literature history and the read literary works places in historical perspective.
9. The candidate may:
-outline the historical development of the Frisian language;
-examples of language change and interferences,
-the present-day position of the Frisian language as minority languages within the regional, Dutch and European societies;
-to describe the role and societal significance of the Frisian language in public life;
- To report on the basis of his studies or experiences with a linguistic phenomenon in Friesland.
10. The candidate may:
-(by means of examples) give an overview of different Frisian cultural expressions;
- To report on his experiences with some Frisian cultural expressions.
It einekTogether bestiet út it sintraal ekTogether and in skoalekTogether.
It ekcollaborates the neikomining domains:
| Domain A |
Lêsfeardigens |
| Domain B |
Mûnlinge language feardigens |
| Domain C |
Skriuwfeardigens |
| Domain D |
Literatuer |
| Domain E |
Fryske language and kultuer |
| Domain F |
Oriintaasje on stúdzje and berop. |
Slaughting it sintrally on domain A.
It slaughes skoalek together on:
-the domains E (útsein it kursivearre diel) and F, and on syn least twa domains út domains B, C, D and E (it kursivearre diel);
-axis it foechhawwend gesach dêrfoar chooses: it domain A, tho it sintraal ekTogether on slaughter;
-axis it foechhawwend gesach dêrfoar chooses: oare fakûnderdielen, dyt per candidate ferskille kinne.
1. The candidate kin fan Frysk skopune articles and fereting gene:
-the haadThought fan in text (dielte) oanjaan,
-the railing of a dielen fan in text oanjaan,
-konklúzjes lûke oangeande yntinsjes, opfettings and gefoelens fan the author;
-stânpoints and argumints werkenne and ûnderskiede.
2. The candidate kin fan in either way or fan in útiensetting yn it Frysk:
-the inclined fan the text or text dielten ûnder wurden bringe;
-fettings and foelens fan the spread beneame;
-stânpoints and argumints werkenne and ûnderskiede;
-it publyk that the sprekker foar eagen hat and it sprekpurpose beneame.
3. The candidate chin bemighty ynformaasje adekwaat yn it Frysk presintearje mei it each op goal en publyk en dêrby stânPoints and arguminten ûnder wurden bringe.
4. The candidate kin yn in petear yn it Frysk adequat:
-ynformesh freegje or jaan mei it each on purpose, publyk and petearfoarm;
-respond to bywear fan harkers or peteardielnimmers.
5. The candidate chin adekwaat yn it Frysk:
-skriftlike ynformaasje freegje and jaan;
-bemighty ynformaasje skriftlik presintearje, hâldt racks mei it aim en publyk en kin dêrby stânding and arguminten ûnder wurden bringe of utering jaan oan gefoelens;
-in ferslach skriuwe.
6. The candidate kin beärgumintearre ferslach útbringe fan de lêsûnderfinings May in oantal troch himsels selektearre literêre wurken. The wurken binne oarjump click skreaun yn it Frysk.
* Minimum level: hafû 6; twities 9 of the minimum 3 fan foar 1945 binne.
7. The candidate chin literêre textsoarten werkenne en ûnderskiede, and literêre begripen hantearje by the ynterpretaasje fan literêre texts.
8. The candidate kin in oersicht jaan fan de haadlinen fan de Fryske literatuerskiednis en de lêzen literêre wurken pleatse yn histoarysk perspektyf.
9. The candidate ' s chin:
-haadlinen oanjaan fan de histoaryske ûnevolen fan de Fryske language;
-foarbylden jaan fan language pheroarings and ynterferinsjes;
-the hjoeddeiske posysje fan de Fryske language as minority language yn de regional, de Nederlânske en Europeeske customskippij ûnder wurden bringe;
-the role and the customsskiplike betsjutting fan de Fryske language yn it iepenbiere libben beskriuwe;
- beärgumintearre ferslach útbringe fan de stúdzje nei or ûnderfinings May in language kundich ferskynsel yn Fryslân.
10. The candidate ' s chin:
-(oan the hân fan foarbylden) in oersicht jaan fan ûnderskate Fryske kultueruterings;
- beärgumintearre ferslach útbringe fan de ûnderfinings May in oantal Fryske kultueruterings.
The final exam consists of the school windows.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
State of |
| Domain C |
Parliamentary democracy |
| Domain D |
Welfare State |
| Domain E |
Plural society. |
School names refer to Domain A to E, and where the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may:
-acquire and select data from the source of a demand;
-to process (acquired) information, among other things, using ICT and drawing conclusions from them;
-exercise, defend and combat an argument, both orally and in writing, and use arguments of argument.
2. The candidate can analyze concrete societal issues and developments, and in doing so:
-make the relationship between the problem/problem and the rule of law, parliamentary democracy, welfare state and plurality of society;
-to argue that the question of the rule of law, parliamentary democracy, welfare state and pluralism of society, is at stake,
-describe the relationship between the social problem/problem and social inequality in society.
3. The candidate may:
-examples of freedom rights and obligations that residents of the Netherlands have, redirecting them into laws and articles in the Constitution;
-name the values underlying those basic principles;
-explain the principles of the rule of law.
(4) The candidate may, on the basis of examples, reflect the tension between the principles of the rule of law, on the one hand, and the practice as experienced by groups of citizens on the other.
5. The candidate may:
-to compare the values and practice of the rule of law in the Netherlands with those of some other Western countries;
-give examples of international influence on Dutch policy and the Dutch legislation on the practice of the rule of law.
6. The candidate may:
-examples of political rights that residents of the Netherlands have, redirecting them into articles in the Constitution;
-to mention the values that underpin democracy;
-explain the structure of representative democracy in the Netherlands at municipal, provincial, national level;
-explain the structure of the representation at EU level.
7. The candidate may:
-describe the stages in the process of political decision-making at municipal, provincial and national level;
-to describe the difference between a parliamentary system and a presidential system, as well as between a majority system and a system of proportional representation;
-to describe the role of mass media in political decision making;
-outline the factors which affect the political participation of citizens and why not make use of each of their political rights;
-explaining that there is tension between representation and representativeness;
-recognising the dilemmas associated with the principles of democracy and reflecting the broad outlines of the political discussion on this issue.
8. The candidate may indicate the consequences that the formation of the European Union has on the political rights of European citizens.
9. The candidate can explain under the influence of which factors the welfare state has developed in the Netherlands after the second world war and which actors are involved.
10. The candidate may:
-examples of social rights and duties that residents of the Netherlands have, redirecting them into laws and articles in the Constitution;
-name the values which form the basis of the welfare state;
-to describe the features of the Dutch welfare state.
11. The candidate may:
-outline the broad outlines of political discussions on the practice of the welfare state and the views of political parties on this matter;
-to describe the process of a possible retreading role of the welfare state and the interaction between politics and society;
-explain the relationship between the welfare state and social inequality.
12. The candidate may:
-make a comparison between the Dutch welfare state and those in another western country;
-indicate the effects of the formation of the European Union on the social rights of the European citizen.
13. The candidate can explain under the influence of which factors the present pluriform society has emerged in the Netherlands and which actors are involved.
14. The candidate may:
-examples of fundamental rights associated with the plurality of society, redirecting them into articles in the Constitution;
-name the values on which fundamental rights are based;
-explain the difference between moral obligations and duties;
-to describe the features of a plural society.
15. The candidate may:
-explain, on the basis of sources, differences in living conditions, habits and practices of (descendants of) migrants on the one hand, and the indigenous majority of the population on the other,
-explain the phenomena associated with increasing or declining social cohesion;
(i) the policy of politics with regard to ethnic minorities and foreigners/asylum seekers return to (inter) national documents;
-compare and comment on the positions of political parties with regard to refugees and migrants;
-to reflect different visions for the possibility of formulating values as a basis for declarations in which all human beings are granted certain rights.
16. The candidate may:
-outline the implications of European integration for Dutch culture and identity;
-to make a comparison between the Dutch society and another Western European country to the positions and opportunities of migrants.
The final exam consists of the school windows.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
State of |
| Domain C |
Parliamentary democracy |
| Domain D |
Welfare State |
| Domain E |
Plural society. |
School names refer to Domain A to E, and where the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may:
-acquire and select data from the source of a demand;
-to process (acquired) information, among other things, using ICT and drawing conclusions from them;
-exercise, defend and combat an argument, both orally and in writing, and use arguments of argument.
2. The candidate can analyze concrete societal issues and developments, and in doing so:
-make the relationship between the problem/problem and the rule of law, parliamentary democracy, welfare state and plurality of society;
-to argue that the question of the rule of law, parliamentary democracy, welfare state and pluralism of society, is at stake,
-describe the relationship between the social problem/problem and social inequality in society.
3. The candidate may:
-examples of freedom rights and obligations that residents of the Netherlands have, redirecting them into laws and articles in the Constitution;
-name the values underlying those basic principles;
-explain the principles of the rule of law.
(4) The candidate may, on the basis of examples, reflect the tension between the principles of the rule of law, on the one hand, and the practice as experienced by groups of citizens on the other.
5. The candidate can compare the values and practice of the rule of law in the Netherlands to those of some other Western countries.
6. The candidate may:
-examples of political rights that residents of the Netherlands have, redirecting them into articles in the Constitution;
-to mention the values that underpin democracy;
-to explain the structure of representative democracy in the Netherlands at municipal, provincial and national level;
-explain the structure of the representation at EU level.
7. The candidate may:
-describe the stages in the process of political decision-making at municipal, provincial and national level;
-to describe the role of mass media in political decision making;
-recognising the dilemmas associated with the principles of democracy and reflecting the broad outlines of the political discussion on this issue.
8. The candidate may indicate the consequences that the formation of the European Union has on the political rights of European citizens.
9. The candidate can explain under the influence of which factors the welfare state has developed in the Netherlands after the second world war and which actors are involved.
10. The candidate may:
-examples of social rights and duties that residents of the Netherlands have, redirecting them into laws and articles in the Constitution;
-name the values which form the basis of the welfare state;
-to describe the features of the Dutch welfare state.
11. The candidate may:
-outline political discussions on the practice of the welfare state;
-explain the relationship between the welfare state and social inequality.
12. The candidate may indicate the consequences that the formation of the European Union has on the social rights of European citizens.
13. The candidate can explain under the influence of which factors the present pluriform society has emerged in the Netherlands and which actors are involved.
14. The candidate may:
-examples of fundamental rights associated with the plurality of society, redirecting them into articles in the Constitution;
-name the values on which fundamental rights are based;
-explain the difference between moral obligations and duties;
-to describe the features of a plural society.
15. The candidate may:
-explain, on the basis of sources, differences in living conditions, habits and practices of (descendants of) migrants on the one hand, and the indigenous majority of the population on the other,
(i) the policy of politics with regard to ethnic minorities and foreigners/asylum seekers return to (inter) national documents;
-compare and comment on the positions of political parties with regard to refugees and migrants.
16. The candidate may indicate the consequences of European integration for Dutch culture and identity.
The final exam consists of the school windows.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Analysis and reflection on natural science and technology |
| Domain C |
Life |
| Domain D |
Biosphere |
| Domain E |
Matter |
| Domain F |
Solar system and universe. |
This examination programme is also applicable to HAVO, where the school for havo chooses to include general natural sciences as a separate subject in the final examination, except that a selection can be made for the havo in the field. examending. Domains A and B are always part of the exam substance.
The school exam shall cover:
-domains A and B,
-at least three of the four remaining domains at least one sub-domain,
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may adequately communicate in writing and oral science on natural science topics.
2. The candidate may apply a number of relevant arithmetic/mathematical skills to solve natural scientific problems.
3. The candidate can, also with the help of ICT, select, process, assess and present information.
4. The candidate can deal responsibly with relevant organisms and substances, tools, devices, and ICT applications in a responsible manner.
5. The candidate may prepare, execute, test, and evaluate a technical design.
6. The candidate can prepare, execute, process, process the collected research results, and draw a conclusion from this.
7. The candidate may recognize and appoint applications and effects of natural sciences and engineering in different societal situations.
8. The candidate can depict how natural scientific knowledge arises, what questions natural science researchers can ask and how they come up with reliable answers.
9. The candidate can analyze how natural scientific and technical knowledge is applied and can reflect on the interplay between natural science, engineering and society.
10. The candidate can judge the reliability of applied natural science knowledge and form an opinion on social and scientific questions.
11. The candidate can explain to laymen that living beings possess traits to maintain themselves and the species in order to identify how they can adapt to changes in their environment.
12. The candidate knows the development of views, techniques and products in health care and can discuss positive and negative effects of it.
13. The candidate may describe the development of thinking about the origin of life and associated with knowledge theoretical, philosophical and sociological views.
14. The candidate can explain to the layman what conditions are related to life on earth and how they can change them.
15. The candidate can explain what sustainable development entails, critical discussion of the impact of interventions in the biosphere, and differentiate between economic, environmental, socio-cultural and global aspects.
16. The candidate knows that substances in the living and non-living nature are constructed out of elements and how substances can react with each other.
17. The candidate has knowledge of the development and meaning of substances and materials over time and may call features of modern production methods.
18. The candidate may describe the development of models for the building blocks of matter in the course of time.
19. The candidate can explain the construction and history of the solar system and the universe to laymen.
20. The candidate can indicate the influence of and knowledge about the solar system and the universe on daily life and describe how data about the solar system and the universe are collected.
21. The candidate can describe the development of knowledge and ideas about the construction and history of the solar system and universe.
The final exam consists of the school windows.
The exam program consists of the following domains:
| Domain A |
Explore |
| Domain B |
Widening |
| Domain C |
Deepen |
| Domain D |
Connect |
School names refer to domains A to D, and where the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate can describe and reflect on their own experience of art, artful interests, knowledge of, and views about art, and record the result documented.
(2) The applicant may indicate:
-what the art experience of art has been, what knowledge he has of art and what his art estimates are;
-how his experience, interests, knowledge, and views on art have been formed;
-how his experience, interests, knowledge, and views relate to those of others, among whom are fellow pupils.
3. The candidate can view and appreciate experiences with new artful activities that are offered in a lifelike, professional context.
4. The candidate may consider the content, form and meaning of expressions in at least three art disciplines from one or more of the following dimensions:
-fact and fiction;
-beauty and ugliness;
-autonomous and applied;
-craft and industrial,
-entertainment and engagement;
-digital and analogue;
-individual and cooperative,
-tradition and innovation;
-recognition and alienation;
-monodisciplinary, multidisciplinary, interdisciplinary,
-Local and global.
5. The candidate can examine, individually and/or in a small team of fellow pupils an artistic creative process or an aspect of it.
6. The candidate may hereby make use of:
-appropriate processes, in the form of practical activities and research, for the purposes of such research or trial;
-the necessary training and analytical skills required for the purposes of the present investigation;
-various sources in different media,
-his cultural environment.
7. The candidate may make use of the artificial theoretical and/or cultural historical knowledge acquired under Domain B (havo/vwo). The vwo candidate can further critically analyze and contextualize this knowledge (vwo).
8. The candidate can document and justify the insights obtained in an appropriate form, such as a presentation, exhibition, report, debate, image, film, performance.
9. The candidate may establish links between the experiences and insights gained in domains A, B and C with respect to artful processes.
10. The candidate can indicate what the meaning is for his (further) artistic and cultural development.
11. The candidate can explain this reflection in an appropriate form; to think falls into a conversation, a film, a presentation, a (digital) dossier or a combination of these forms.
The final exam consists of the school windows.
The final exam consists of practical movement activities.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Move |
| Domain C |
Move and arrange |
| Domain D |
Movement and health |
| Domain E |
Move and society. |
The school exam applies to the fields A to E (except that the terms of the domains A and C, D and E are only in connection with domain B), and where the competent authority chooses to do so: other professional components, may vary from one candidate to another.
1. The candidate can participate in the movement culture in a responsible and perspective manner and with pleasure in moving and controlling roles, and may indicate the extent to which he can and will participate in it-including in the future.
(2) The candidate may participate in a variety of movement activities, with the following:
-widening (learning of new activities) and deepening (in terms of level, tasks and contexts) of movement activities offered in the under-construction;
-in each case from the activity area, play a stroke and running game, two target games and a return game, preferably by electing the candidate;
-at least two of the candidate's choice of movement from a school offer for the activity areas of gymnasticism, athletics, movement of music and self-defence;
-at least three should be chosen by the candidate and for the candidate for new movement, preferably not belonging to one of the areas of activity mentioned above.
3. The candidate can perform (together with others) supporting and leadership roles in motion situations, with regard to:
-initiate, initiate, and keep motion for motion;
-at least two of the trainee's chosen roles of instructor, coach/handler, referee/juror and organiser.
4. The candidate can work with and understand the meaning of sport and move for the (perception of) health in a broad sense responsibly with taxation and risk in motion situations, and draw up a training programme that will enable the candidate to be able to do so in a way that is likely to be a source of risk. fits with its own capabilities.
5. The candidate may, on the basis of an understanding of the characteristics of the offer and in the wishes and possibilities of sports participation, make a conscious choice in terms of the supply of sport and movement in society.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Algebra and counting |
| Domain C |
Connections |
| Domain D |
Change |
| Domain E |
Statistics and probability of probability |
| Domain F |
Selection topics |
The central exam applies to domains B, C and D in combination with the skills from domain A.
The CvE shall determine the number and duration of sessions of the Central Examination.
The CvE shall, if necessary, publish a specification of the examination substance of the central examination.
The school exam refers to domain A and:
-domains E and F,
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate has knowledge of the role of mathematics in society, can gather focused information on this and the results communicate with others.
2. The candidate can analyze profile-specific problem situations in mathematical terms, resolve them, and translate the result back to the relevant context.
3. The candidate controls the mathematical skills appropriate to the exam program, including modelling and algebraic, ordering and structuring, analytical thinking and problem solving, manipulating formulas, abstraction, and logical reasoning-and can using ICT functionally.
4. The candidate can perform computations with numbers and variables, using arithmetic and algebraic basic operations, and of working with brackets.
5. The candidate can structure and schematize telproblems and use that for calculations and reasoning.
6. The candidate can recognize and use the attributes in graph, table and formula, from first-council functions, second-degree functions, power functions, trigonometric functions, exponential functions, and logarithmic functions.
7. The candidate can draw up and edit formulas and function regulations, draw the accompanying graphs, solve equations and inequalities with algebraic methods without using ICT, and where necessary with numeric or graphic methods with commitment of ICT, and interpret the outcome in terms of a context.
8. The candidate can recognize and describe the behavior of a row and carry out calculations in a row, at least in the case of arithmetic and geometric rows.
9. The candidate can relate the change behavior of graphs or functions to differential quotients, increased charts, and gradient graphs, and to establish a relationship with the problem situation.
10. The candidate can use primary functions, second-degree functions, power functions, exponential functions and logarithmic functions, use the calculation rules for differentiating and on the derivative of the derivative. describe the change behaviour of a function.
11. The candidate may, in a problem setting that lenes to a statistical approach, create a plan to obtain response to the problem setting, choosing suitable variables.
12. The candidate can process obtained data into a suitable table or chart and interpret them by value.
13. The candidate can sum up the obtained data in appropriate dimensions for the problem theorem and connect them with interpretations.
14. The candidate may use the notion of chance to determine the probability of a given outcome or event by means of a diagram, combinatorics, probability lines, and simulation in an influx process.
15. The candidate may indicate the situation in which a random variable has a certain probability distribution and that the distribution of the characteristics is expected to be expected and standard deviation of the characteristics.
16. In a problem situation, the candidate may rule on a population, quantify its reliability and indicate the result in terms of the context.
17. The candidate controls statistical ICT use in relation to the subdomains E1, E2, E3, E4, E5, and E6 to interpret and analyze large datasets.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Algebra and counting |
| Domain C |
Connections |
| Domain D |
Change |
| Domain E |
Statistics |
The central exam covers domain C and the subdomains B1, B2, E1, E2, E3, and E4 in combination with the skills from domain A.
The CvE shall determine the number and duration of sessions of the Central Examination.
The CvE shall, if necessary, publish a specification of the examination substance of the central examination.
The school exam refers to domain A and:
-domain D and the sub-domains B3 and E5;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate has knowledge of the role of mathematics in society, can gather focused information on this and the results communicate with others.
2. The candidate can analyze profile-specific problem situations in mathematical terms, resolve them, and translate the result back to the relevant context.
3. The candidate controls the mathematical skills appropriate to the exam program, including modelling and algebraic, ordering and structuring, analytical thinking and problem solving, manipulating formulas, abstraction, and logical reasoning-and can using ICT functionally.
4. The candidate can perform computations with numbers using the arithmetic basic operations and from working with parentheses.
5. The candidate can perform computations with variables and use the algebraic basic operations and of working with parentheses.
6. The candidate can structure and schematize telproblems and use that for calculations and reasoning.
7. The candidate can draw up a table based on data from a text, a graph, a formula or other tables and tables reading, interpreting and related to other tables, graphs, formulas or text.
8. The candidate can draw a graph based on data from a text, a table, a formula or other graphs and data and read relevant information from graphs, interpret graphs and relate it to other graphs, formulas or text.
9. The candidate can calculate or modify a formula based on information given by substitution in a formula with one or more variables.
10. The candidate can draw up a formula in a linear relation and draw a graph, perform calculations with linear relationships such as interpolation and extrapolation, solve linear equations and inequalities, and apply outcomes in Profile-specific problem situations.
11. The candidate can recognize exponential links, describe with formulas, display in graphs, and perform calculations.
12. The candidate can make a chart statement about rising, decreasing, maximum and minimum and can describe changes using differences, ramps, and tunamon charts.
13. The candidate can interpret and/or summarally interpret data that are in various ways and assess it by relevance in relation to a research question.
14. The candidate can process, organize, edit, display in graphs, tables, and charts, and characterize suitable center and spread sizes.
15. The candidate can analyze data and describe attributes of a breakdown.
16. The candidate can
-on the basis of sampling data, to decide on a population size or population average and to quantify the reliability of the population,
-quantify the difference between groups,
-describe the relationship between two variables,
and interpret the result in terms of context.
Subdomain E5: Statistics with ICT17. The candidate controls statistical ICT use in relation to the subdomains E1, E2, E3, and E4 to interpret and analyze large datasets, at least in the context of the empirical cycle.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Formulas, Functions, and Charts |
| Domain C |
Differential and integral reckoning |
| Domain D |
Trigonometric functions |
| Domain E |
Geometry with coordinates |
| Domain F |
Selection topics |
The central exam covers the domains B, C, D, and E in combination with the skills from domain A.
The CvE shall determine the number and duration of sessions of the Central Examination.
The CvE shall, if necessary, publish a specification of the examination substance of the central examination.
The school exam refers to domain A and:
-sub-domain E1,
-domain F,
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
Sub-domain A1: General skills
1. The candidate has knowledge of the role of mathematics in society, can gather focused information on this and the results communicate with others.
Sub-domain A2: Profile-specific skills
2. The candidate can analyze profile-specific problem situations in mathematical terms, resolve them, and translate the result back to the original problem.
Subdomain A3: Mathematical skills
3. The candidate controls the mathematical skills appropriate to the exam program, including modelling and algebraic, ordering and structuring, analytical thinking and problem solving, formulas manipulating, abstraction, and logical reasoning; evidence-and may use ICT functionally.
Subdomain B1: Formulas and functions
4. The candidate can interpret and edit formulas, in a connection between two variables draw a graph in a class system and determine whether a given formula can be rewritten as a function requirement.
Subdomain B2: Standard functions
5. The candidate can draw and recognize graphs of the following standard functions: power functions with rational exponents, exponential functions, logarithmic functions, goniometric functions and the absolute value function and may be of this different types of functions naming and using the characteristic properties.
Subdomain B3: Functions and graphs
6. The candidate can draw, edit, combine, draw the corresponding graphs and, based on a function requirement without tools, make qualitative pronouns about the function and its graph.
Subdomain B4: Inverse Features
7. The candidate may use the inverse of a function conceptual, elaboration and use.
Subdomain B5: Comparisons and inequalities
8. The candidate can solve equations, inequalities, and systems of two linear equations and interpret the solutions.
Subdomain B6: Asymptoten and Limit behavior of functions
9. The candidate can determine the asymptotic behavior of functions and show this with limit calculation.
Subdomain C1: Derive Functions
10. The candidate can interpret and use the first and second derivative of a function in order to investigate that function and use the first and second derivative uses in applications.
Subdomain C2: Techniques for differentiating
11. The candidate can determine the first and second derivative of functions using the rules for differentiating and using algebraic techniques.
Subdomain C3: IntegraalAccount
12. The candidate may establish and accurately calculate in suitable applications a certain integral.
13. In the case of periodic phenomena, the candidate may draw up and edit formulas, draw the corresponding graphs, solve equations and use the periodicity with insight.
Sub-domain E1: Measuring skills
14. The candidate can examine and prove geometrical properties of objects, and may use measurement and algebraic techniques and of ICT.
Subdomain E2: Algebraic methods in the flat geometry
15. The candidate can examine properties and interposition of points, lines, circles and other suitable figures using algebraic performances, can algebraic performances of any given or self-chosen coordinate system. Draw figures and can use algebraic representations to solve geometric problems.
Subdomain E3: Vectors and Inproduct
16. The candidate can use vectors and inproducts to derive properties from figures in the plane and perform computations.
Subdomain E4: Applications
17. The candidate may apply the indicated techniques in appropriate natural scientific and technical situations.
Selection topics
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Functions, graphs, and equations |
| Domain C |
Geometric calculations |
| Domain D |
Applied analysis |
The central exam refers to the domains B, C and D in combination with the skills from domain A.
The CvE shall determine the number and duration of sessions of the Central Examination.
The CvE shall, if necessary, publish a specification of the examination substance of the central examination.
The school exam refers to domain A and:
-domain D;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
Sub-domain A1: General skills
1. The candidate has knowledge of the role of mathematics in society, can gather focused information on this and the results communicate with others.
Sub-domain A2: Profile-specific skills
2. The candidate can analyze profile-specific problem situations in mathematical terms, resolve them, and translate the result back to the relevant context.
Subdomain A3: Mathematical skills
3. The candidate controls the mathematical skills appropriate to the exam program, including modelling and algebraic, ordering and structuring, analytical thinking and problem solving, formulas manipulating, abstraction, and logical reasoning; evidence-and may use ICT functionally.
Subdomain B1: Standard functions
4. The candidate can apply standard functions (power functions, exponential and logarithmic functions and trigonometric functions), interpret within a context, describe the graphs and in a function requirement capture and work with simple transformations.
Subdomain B2: Comparisons and inequalities
5. The candidate can solve equations, inequalities, and systems of two linear equations, in common cases graphically solving or numerically approach the solutions and interpret the solutions in context.
Sub-domain B3: Proportionality Proportionality
6. The candidate can recognize the connections between the two values a and b of the form a=cvariables b ^ d, apply and draw graphs, from the description of such bandage draw a formula, determine the proportionality constant and can Expect and reason about the connections of this form and the effect of scale enlargement.
Subdomain B4: Periodic Functions
7. The candidate may describe periodic phenomena by means of sinus or cosine functions, draw the associated sinusoids and the characteristic properties of it, and all solutions of a goniometric equation on a set interval.
Sub-domain C1: Distences and angles in concrete situations
8. The candidate can calculate distances and angles using goniometric ratios, Pythagoras theorem, and sinus and cosine rule.
Subdomain C2: Algebraic methods
9. The candidate can perform analytical-algebraic calculations according to contexts and figures.
Subdomain D1: Changes
10. The candidate can describe the change behavior of a function, given by graph, table or formula, through increments diagrams and differential quotients and can calculate and interpret differential quotients, including from a Profile-specific problem situation.
Subdomain D2: Derive Features
11. The candidate can interpret the derivative function comprehension and can approach local changes of function values both with a differential quotient and with a numerical-graphical method.
Subdomain D3: Determination derived functions
12. The candidate can determine the derived function of power functions with rational exponents, and may use the sum, difference and chain rule to determine the derived function.
Subdomain D4: Application sourced functions
13. The candidate can perform analytic algebraic calculations focused on profile-specific contexts.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Algebra and counting |
| Domain C |
Connections |
| Domain D |
Changes |
| Domain E |
Statistics and probability of probability |
| Domain F |
Logical reasoning |
| Domain G |
Shape and space |
| Domain H |
Selection topics |
The central exam covers the domains B, C, D, F, and G in combination with the skills from domain A.
The CvE shall determine the number and duration of sessions of the Central Examination.
The CvE shall, if necessary, publish a specification of the examination substance of the central examination.
The school exam refers to domain A and:
-the fields E and H,
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate has knowledge of the role of mathematics in society, can gather focused information on this and the results communicate with others.
2. The candidate recognizes the meaning of mathematics in society and in cultural historical contexts and can describe them in concrete situations.
3. The candidate controls the mathematical skills appropriate to the exam program, including modelling and algebraic, ordering and structuring, analytical thinking and problem solving, manipulating formulas, abstraction, and logical reasoning-and can using ICT functionally.
4. The candidate can perform computations with numbers and variables, and can use arithmetic and algebraic basic operations.
5. The candidate can structure and schematize telproblems and use that for calculations and reasoning.
6. The candidate can use first-council functions, second-degree functions, power functions, exponential functions and logarithmic functions the different representations, can solve related equations, where necessary using ICT, and can describe periodic phenomena.
7. The candidate can describe and use the change behavior of first-rate functions, second-degree functions, power functions, exponential functions and logarithmic functions, and the regularity in rows.
8. The candidate may, in a problem setting that lenes to a statistical approach, create a plan to obtain response to the problem setting, choosing suitable variables.
9. The candidate can process obtained data into a suitable table or chart and interpret them by value.
10. The candidate can summarizes the obtained data in for the problem-setting suitable sizes and connect them with interpretations.
11. The candidate may use the notion of chance to determine the probability of a given outcome or event by means of a diagram, combinatorics, probability lines, and simulation in an influx process.
12. The candidate may indicate the situation in which a random variable has a certain probability distribution and that distribution of the characteristics is expected to be expected and standard deviation of the characteristics.
13. The candidate controls statistical ICT use in relation to the subdomains E1, E2, E3, E4, and E5 to interpret and analyze large datasets.
14. The candidate can analyze logical reasoning on correct usage.
15. The candidate can make views of a spatial object and create perspective drawings, carry out calculations and draw conclusions about this object on the basis of that.
The final exam consists of the school windows.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Probability and statistics |
| Domain C |
Dynamic Systems |
| Domain D |
Geometry |
| Domain E |
Complex numbers |
| Domain F |
Mathematics in science |
| Domain G |
Selection topics |
The school exam refers to domain A and:
-domains B, C, D, E, F and G;
-if the competent authority chooses to do so, in addition to the choice of areas referred to in domain G: other subject areas, which may vary from one candidate to another.
Sub-domain A1: General skills
1. The candidate has knowledge of the role of mathematics in society, can gather focused information on this and the results communicate with others.
Sub-domain A2: Profile-specific skills
2. The candidate can analyze profile-specific problem situations in mathematical terms, resolve them, and translate the result back to the original problem.
Subdomain A3: Mathematical skills
3. The candidate controls the mathematical skills appropriate to the exam program, including modelling and algebraic, ordering and structuring, analytical thinking and problem solving, formulas manipulating, abstraction, and logical reasoning; evidence-and may use ICT functionally.
Subdomain B1: Combinatorics
4. The candidate can recognize permutations and combinations and apply them to combinatorial problems and interpret and explain the corresponding formulas.
Sub-domain B2: Discharge
5. The candidate can explain an influx experiment in a probability model, apply the concepts independent event and conditional chance, calculate odds using sum, complement and product rule, and of a discrete random random variable. Calculate an expectation value.
Sub-domain B3: Condition variables
6. The candidate can calculate the expectation value and variance on finite probability models using a probability distribution and apply the calculation rules for expectation value and variance for both dependent and independent flow variables. repeated probability experiments.
Subdomain B4: Disparts
7. The candidate can explain in binomial and the (standard) normal distribution model the methods for probability distribution, mean and variance, and use for calculating odds, relative frequencies, limits, averages and Standard deviations of discrete and continuous distributions.
Subdomain B5: The keys to hypotheses
8. The candidate may formulate zero and alternative hypotheses, reflect on them critically, and perform accompanying one-or two-sided keys in binomial or normal-divided random random variables.
Subdomain B6: Correlation and Regression
9. The candidate can examine coherence between variables with correlation regression calculus, outsourced the computational work to ICT, and can interpret and assess the results.
Subdomain B7: Profile-specific Floor
10. The candidate can use the fabric of mathematics B for a profile-specific floor.
Subdomain C1: Discrete dynamic systems
11. The candidate can relate rows to recursive relationships, iterations, web graphs and contexts and can describe their behavior in terms of idling, convergent, or divergent.
Subdomain C2: Continuous dynamic systems
12. The candidate may relate in differential equations of form y ' = f (y, t) properties of f to properties of solutions, such as whether or not idling, monotony and asymptotic behaviour and in simple cases a solution Define explicitly.
Subdomain C3: Applications of discrete and continuous dynamic systems
13. The candidate can apply the substance from subdomains C1 and C2 in profile-specific problem situations.
Sub-domain D1: Analytic and synthetic methods
14. The candidate may apply analytical and synthetic methods and reasoning to geometrical problem situations and thus prove properties.
Subdomain D2: Kegelcuts: synthetic and coordinates
15. The candidate can describe conic cuts both synthetic and algebraic, and on the basis of a synthetic or algebraic description position and properties to the corresponding figures investigate and prove.
Subdomain D3: Space
16. The candidate can use the description of spatial figures with three coordinates, and use the concepts of distance, angles, in-and out, vector and normal-vector.
Subdomain D4: Applications and ICT
17. The candidate can investigate geometrical applications, also using ICT.
Subdomain E1: Basic Operations
18. The candidate can count with complex numbers, the conjugated, the argument and the absolute value, can use the theorem of De Moivre, can count with the formula of Euler as a representation of polar coordinates, and may, in reasoning, the relationship use between the complex numbers and the geometry of the flat plane.
Subdomain E2: Profile-specific Floor
19. The candidate can use the fabric of subdomain E1 for a profile-specific floor.
20. The candidate has knowledge of a profile-specific topic that is consistent with the way in which mathematics is used in higher education.
Selection topics
The final exam consists of the school windows.
The exam program consists of the following domains:
Domain A Skills
Domain B Statistics and probability
Domain C Space science
Domain D Mathematics in technology
Domain E Choices
The school exam refers to domain A and:
-domains B, C, D and E;
-if the competent authority chooses to do so, in addition to the subjects of choice referred to in domain E: other subject areas, which may vary from one candidate to another.
Sub-domain A1: General skills
1. The candidate has knowledge of the role of mathematics in society, can gather focused information on this and the results communicate with others.
Sub-domain A2: Profile-specific skills
2. The candidate can analyze profile-specific problem situations in mathematical terms, resolve them, and translate the result back to the relevant context.
Subdomain A3: Mathematical skills
3. The candidate controls the mathematical skills appropriate to the exam program, including modelling and algebraic, ordering and structuring, analytical thinking and problem solving, formulas manipulating, abstraction, and logical reasoning; evidence-and may use ICT functionally.
Subdomain B1: Visualization and interpretation of data
4. The candidate can process data in a suitable table or graph, applying center and spread sizes, expressing the statistical relationship between two variables in a measure and using them in a forecast.
Subdomain B2: Combinatorics
5. The candidate can recognize permutations and combinations and apply them to combinatorial problems and interpret and explain the corresponding formulas.
Sub-domain B3: Disadvantaged
6. The candidate can determine an influx process the chance of a particular outcome or event by using a diagram, combinatorics, probability lines, and simulation.
Subdomain B4: Disparts
7. The candidate may indicate the situation in which a random variable is binomially or normally distributed and may calculate opportunities, expectation values and standard deviations using the distribution of opportunities.
Subdomain B5: Applications of statistical processing methods
8. The candidate may draw statistical conclusions in a given problem situation, for example by means of hypothesisation or correlation and regression account, and may use statistical software appropriately.
Subdomain B6: Profile-specific Floor
9. The candidate can use problem situations from other beta boxes to give floor to this domain.
Sub-domain C1: Surface and content
10. The candidate can calculate the surface area of flat and spatial figures, from spatial figures calculate and estimate content and argue the effect of scaling on both content and surface.
Subdomain C2: fragmenting spatial objects
11. The candidate can construct, construct, draw, interpret, perform calculations, perform calculations, and draw out of a series of parallel intersected conclusions on the form and content of such an object.
Sub-domain C3: Underlying location of points, lines, surfaces in concrete situations
12. The candidate may determine the interposition of points, lines and planes, and may use the concepts of crossing, cutting, parallel and intercating.
Subdomain C4: Coordinates and vectors
13. The candidate can perform simple calculations with coordinates and vectors in the two-and three-dimensional space and, also in a profile-specific context, can use the internal product.
14. The candidate has knowledge of a profile-specific topic that is consistent with the manner in which mathematics is used in higher education.
Selection topics
The final exam
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Waves |
| Domain C |
Movement and Interaction |
| Domain D |
Load and Field |
| Domain E |
Radiation and matter |
| Domain F |
Quantum world and relativity |
| Domain G |
Life and Earth |
| Domain H |
Natural laws and models |
| Domain I |
Research and design |
The Central Exam
The Central exam covers the (sub) domains B1, B2, C1, C2, C3, D1, D2, E2, F1 and H in combination with the skills from domain A.
The CoE may provide that the central examination relates in part to other sub-domains, provided that the subdomains of the central examination together have the same study load as the ones mentioned in the previous sentence.
The CvE shall determine the number and duration of sessions of the Central Examination.
The CvE shall, if necessary, publish a specification of the examination substance of the central examination.
School names
The school exam refers to domain A and:
-subdomains E1, I1, I2 and I3,
-a choice of two sub-domains E3, F2, G1 and G2, either with the power of choice, or leave the choice of candidate;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
Subdomain A1: Use information skills
1. The candidate can target targeted information, assess, select, and process.
Subdomain A2: Communicating
2. The candidate may adequately communicate in the public domain in writing, oral and digital, on subjects from the relevant subject area.
Subdomain A3: Reflecting on learning
3. The candidate can reflect on his own interest, motivation and learning process in the acquisition of professional knowledge and skills.
Sub-domain A4: Study and appeal
(4) The candidate may indicate the manner in which natural scientific knowledge is used in study and occupation, and may also, on the basis of that, give his interest in studies and professions.
Subdomain A5: Investigating
5. The candidate can analyze questions of question in contexts, using relevant notions and theory, translating into a subject-specific survey, conducting research, and drawing conclusions from the research results. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Subdomain A6: Design
6. The candidate can prepare, execute, test, and evaluate technical design in contexts based on a posed problem, using relevant notions, theory, and skills, and valid and consistent reasoning.
Subdomain A7: Model formation
7. The candidate can analyze a relevant problem in contexts, curtail it to a manageable problem, translate to a model, generate and interpret model outcomes, and assess and assess the model. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Sub-domain A8: Natural science instrumentation
8. In contexts, the candidate may use an instrument of relevance for the natural sciences, focusing on risks and safety, including tools for data collection and processing, subject language, subject conventions, symbols, etc. Formulary and arithmetic operations.
Subdomain A9: Whatting and judging
9. The candidate can give in contexts a argued judgment about a situation in nature or a technical application, and differentiate between scientific arguments, normative societal considerations and personal information. views.
Subdomain A10: Knowledge development and application
10. The candidate can analyze in contexts how physics and technological knowledge is developed and applied.
Subdomain A11: Technical-instrumental skills
11. The candidate can handle in a responsible manner with physics relevant materials, instruments, devices and ICT applications.
Subdomain A12: Mathematical and mathematical skills
12. The candidate can apply a number of arithmetic and mathematical skills relevant to physics correctly and have been applied to physics specific problem situations.
Subdomain A13: Craft
13. The candidate can interpret and produce the specific subject language and professional terminology, including formula language, conventions and notations.
Subdomain A14: Trade-specific use of the computer
14. The candidate can use the computer to model and visualize phenomena and processes, as well as for processing data.
Subdomain A15: Quantifying and interpreting
15. The candidate can quantify physical quantities and create mathematical expressions related to relations between physical concepts.
Subdomain B1: Information Transfer
16. The candidate may use properties of vibrations and waves in contexts when analyzing and explaining, among other things, information transmission.
Subdomain B2: Medical imaging
17. The candidate may describe properties of ionizing radiation and the effects of this radiation on humans and the environment. Also, the candidate can describe and analyze medical imaging techniques according to physical principles and explain the diagnostic function of these imaging techniques for health.
Sub-domain C1: Power and movement
18. The candidate can, in contexts, analyze and explain the relationship between strength and motion changes qualitatively and quantitatively using Newton ' s laws.
Sub-domain C2: Energy and interaction
19. In contexts, the candidate can use the concepts of energy conservation, efficiency, labor and heat to describe and analyse energy conversions.
Subdomain C3. Gravitational
20. The candidate can analyze and explain at least in the context of the universe movements according to the gravitational interplay
Sub-domain D1: Electrical systems
21. The candidate can analyze electrical circuits in contexts with the help of the laws of Kirchhoff. In doing so, the candidate can analyze energy conversions.
Subdomain D2: Electric and magnetic fields
22. The candidate can describe, analyze and explain electromagnetic phenomena in contexts using electrical and magnetic fields.
Sub-domain E1: Properties of substances and materials
23. The candidate can describe in contexts physical properties of substances and materials and can explain and analyze these properties using particle models.
Subdomain E2: Electromagnetic radiation and matter
24. In astrophysical and other contexts, the candidate can describe and explain the interplay between radiation and matter based on the concepts of atomic spectrum, absorption, emission and radiation energy.
Subdomain E3: Core and Particle Processes 3
25. The candidate may use conservation laws and the equivalence of mass and energy in the description and analysis of particle and core processes.
Subdomain F1: Quantumworld
26. In contexts, the candidate can apply the wave-particle board and the uncertainable relationship of Heisenberg, and explain the quantization of energy levels in a few examples by using a simple quantum physics model.
Sub-domain F2: Relativity 4
27. The candidate may in thought experiments and applications explain the phenomena time and length rimp according to the concepts of light speed, concurrency, and reference system.
Subdomain G1: Biophysics 5
28. The candidate can describe, analyze and explain physical phenomena and processes in the context of living systems.
Subdomain G2: Geophysics 6
29. The candidate can describe, analyse and explain physical phenomena and processes in the context of geophysical systems.
30. The candidate can identify, appoint and apply basic physics principles and legal acts in examples that fall within subdomains of the central exam.
The candidate can also apply a model and assess the limits of the applicability and reliability of a particular model for a physical phenomenon.
Subdomain I1: Experiment
31. The candidate may do research through experiments and interpret and interpret the results in contexts that fall within sub-domains of central examination.
Subdomain I2: Model Study
32. The candidate can do research in contexts that fall within subdomains of central exam research through model studies and analyze and interpret model outcomes.
Subdomain I3: Design
33. The candidate may prepare, execute, test, and evaluate in contexts that fall within sub-domains of the central exam based on a posed problem.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Sound and sound engineering |
| Domain C |
Movement and energy |
| Domain D |
Materials |
| Domain E |
Earth and Universe |
| Domain F |
Human body |
| Domain G |
Measuring and controlling |
| Domain H |
Physics and technology |
| Domain I |
Research and design |
The Central Exam
The central exam refers to the (sub) domains B1, B2, C1, C2, D1, E1, G1 and H in combination with the skills from domain A.
The CoE may provide that the central examination relates in part to other sub-domains, provided that the subdomains of the central examination together have the same study load as the ones mentioned in the previous sentence.
The CvE shall determine the number and duration of sessions of the Central Examination.
The CvE shall, if necessary, publish a specification of the examination substance of the central examination.
School names
The school exam refers to domain A and:
− the subdomains D2, I1, I2 and I3;
-a choice of two of (sub) domains B3, E2, F and G2, which may include the choice of authority, or leave the choice of candidate;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if it has the power to do so: other professional components, which may vary from one candidate to another.
Subdomain A1: Use information skills
1. The candidate can target targeted information, assess, select, and process.
Subdomain A2: Communicating
2. The candidate may adequately communicate in the public domain in writing, oral and digital, on subjects from the relevant subject area.
Subdomain A3: Reflecting on learning
3. The candidate can reflect on his own interest, motivation and learning process in the acquisition of professional knowledge and skills.
Sub-domain A4: Study and appeal
(4) The candidate may indicate the manner in which natural scientific knowledge is used in study and occupation, and may also, on the basis of that, give his interest in studies and professions.
Subdomain A5: Investigating
5. The candidate may perform in contexts instructions for research based on demand theorems and draw conclusions from the research results. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Subdomain A6: Design
6. The candidate can prepare, execute, test, and evaluate technical design in contexts based on a posed problem, using relevant notions, theory, and skills, and valid and consistent reasoning.
Subdomain A7: Model formation
7. The candidate can analyze a problem in contexts, select an adequate model, and generate and interpret model outcomes. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Sub-domain A8: Natural science instrumentation
8. In contexts, the candidate may use an instrument of relevance for the natural sciences, focusing on risks and safety, including tools for data collection and processing, subject language, subject conventions, symbols, etc. Formulary and arithmetic operations.
Subdomain A9: Whatting and judging
9. The candidate can give in contexts a argued judgment about a situation in nature or a technical application, and differentiate between scientific arguments, normative societal considerations and personal information. views.
Subdomain A10: Knowledge development and application
10. The candidate can analyze in contexts how physics and technological knowledge is developed and applied.
Subdomain A11: Technical-instrumental skills
11. The candidate can handle in a responsible manner with physics relevant materials, instruments, devices and ICT applications.
Subdomain A12: Mathematical and mathematical skills
12. The candidate can apply a number of arithmetic and mathematical skills relevant to physics correctly and have been applied to physics specific problem situations.
Subdomain A13: Craft
13. The candidate can interpret and produce the specific subject language and professional terminology, including formula language, conventions and notations.
Subdomain A14: Trade-specific use of the computer
14. The candidate can use the computer to model and visualize phenomena and processes, as well as for processing data.
Subdomain A15: Quantifying and interpreting
15. The candidate can quantify physical quantities and create mathematical expressions related to relations between physical concepts.
Subdomain B1: Information Transfer
16. The candidate may use properties of vibrations and waves in contexts when analyzing and explaining, among other things, information transmission.
Subdomain B2: Medical imaging
17. The candidate may describe properties of ionizing radiation and the effects of this radiation on humans and the environment. Also, the candidate can describe and analyze medical imaging techniques according to physical principles and explain the diagnostic function of these imaging techniques for health.
Subdomain B3: Optics 7
18. The candidate can describe and analyze properties of light according to applications of geometric optics and wave optics.
Sub-domain C1: Power and movement
19. The candidate may, in contexts, analyze and explain the relationship between strength and motion changes using Newton ' s laws.
Sub-domain C2: Energy conversions
20. In contexts, the candidate can use the concepts of energy conservation, efficiency, labor and heat to describe and analyse energy conversions.
Sub-domain D1: Properties of substances and materials
21. The candidate may describe and explain in contexts physical properties of substances and materials using atomic and molecular models.
Subdomain D2: Functional materials
22. The candidate may use physical concepts in the context of the development of functional materials and explain and explain the possible uses of these materials.
Subdomain E1: Solar System and Universe
23. The candidate can describe the formation and development of structures in the universe and analyze movements in the solar system and explain it according to the physical principles.
Subdomain E2: Earth and climate 8
24. The candidate can describe, analyse and explain physical phenomena and processes in the context of geophysical systems.
25. The candidate can describe, analyze and explain physical processes in the context of the human body and explain their function for health and safety.
Subdomain G1: Use of electricity
26. The candidate can describe and analyze generation, transportation and applications of electricity using physical concepts.
Subdomain G2: Technical automation 10
27. The candidate can construct measurement, steering and control systems, and describe the function and operation of the components.
28. The candidate can identify, appoint and apply physics principles and legal acts in examples of technological development that fall within subdomains of the central exam physics.
Subdomain I1: Experiment
29. The candidate may do research through experiments and analyze and interpret the results in contexts that fall within sub-domains of central examination.
Subdomain I2: Model Study
30. The candidate can do research in contexts that fall within subdomains of central exam research through model studies and analyze and interpret model outcomes.
Subdomain I3: Design
31. The candidate may prepare, conduct, test, and evaluate in contexts that fall within sub-domains of the central exam based on a posed problem.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
Domain A Skills
Domain B Substances and materials in chemistry
Domain C Chemical processes and conservation laws
Domain D Development of chemical knowledge
Domain E Innovation and chemical research
Domain F Industrial (chemical) processes
Domain G Society, chemistry and technology
The central examination shall cover sub-domains B1, B2, B3, B4, C1, C2, C3, C4, C5, C6, D1, D3, E1, E2, F1, F2, F3, G1, G2 and G3, in combination with the skills of domain A.
The CoE may provide that the central examination relates in part to other sub-domains, provided that the subdomains of the central examination together have the same study load as the ones mentioned in the previous sentence.
The CvE shall determine the number and duration of sessions of the Central Examination.
The CvE shall, if necessary, publish a specification of the examination substance of the central examination.
The school exam refers to domain A and:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
Subdomain A1: Use information skills
1. The candidate can target targeted information, assess, select, and process.
Subdomain A2: Communicating
2. The candidate may adequately communicate in the public domain in writing, oral and digital, on subjects from the relevant subject area.
Subdomain A3: Reflecting on learning
3. The candidate can reflect on his own interest, motivation and learning process in the acquisition of professional knowledge and skills.
Sub-domain A4: Study and appeal
(4) The candidate may indicate the manner in which natural scientific knowledge is used in study and occupation, and may also, on the basis of that, give his interest in studies and professions.
Subdomain A5: Investigating
5. The candidate can analyze questions of question in contexts, using relevant notions and theory, translating into a subject-specific survey, conducting research, and drawing conclusions from the research results. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Subdomain A6: Design
6. The candidate can prepare, execute, test, and evaluate technical design in contexts based on a posed problem, using relevant notions, theory, and skills, and valid and consistent reasoning.
Subdomain A7: Model formation
7. The candidate can analyze a relevant problem in contexts, curtail it to a manageable problem, translate to a model, generate and interpret model outcomes, and assess and assess the model. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Sub-domain A8: Natural science instrumentation
8. In contexts, the candidate may use an instrument of relevance for the natural sciences, focusing on risks and safety, including tools for data collection and processing, subject language, subject conventions, symbols, etc. Formulary and arithmetic operations.
Subdomain A9: Whatting and judging
9. The candidate can give in contexts a argued judgment about a situation in nature or a technical application, and differentiate between scientific arguments, normative societal considerations and personal information. views.
Subdomain A10: Apply chemical concepts
10. The candidate may recognize chemical concepts and in chemistry used physical and biological concepts and relate them to each other.
Subdomain A11: Redener in terms of context concept
11. The candidate can recognize and use chemical concepts in world, professional and science contexts and, on that basis, can make predictions, make calculations and estimates, and give an argument in doing so.
Subdomain A12: Redener in terms of structure properties
12. The candidate can establish macroscopic properties in relation to structures at meso-and (sub) micro-level, and identify aspects of scale and can, conversely, make predictions of those macroscopic properties from structures.
Subdomain A13: Rethinking about systems, change, and energy
13. The candidate can describe chemical processes in terms of systems with knowledge of substances, particles, reactivity, and energy.
Subdomain A14: Redencing in terms of sustainability
14. The candidate can identify and describe aspects of sustainability in societal, professional and science contexts, analyse related problems and formulate proposals for a possible solution to that.
Subdomain A15: Rethinking about developing chemical knowledge
15. The candidate can analyze how natural scientific, technological and chemical knowledge is developed and applied.
Subdomain B1: Particle models
16. The candidate can describe and use particle models.
Subdomain B2: Properties and models
17. The candidate may, in the course of described research on substances and materials, explain macroscopic properties with particle models.
Subdomain B3: Bindings and properties
18. The candidate can explain with the help of knowledge about bonds in and between particles properties of substances and materials.
Subdomain B4: Bindings, structures and properties
19. The candidate can explain, based on knowledge of structures and the bindings in and between particles, properties of substances and materials and conversely, from the properties of substances or materials, predict structures.
Sub-domain C1: Chemical processes
20. The candidate can describe chemical reactions and physical processes in terms of reactivity and the forming and breaking of (chemical) bonds.
Sub-domain C2: Chemism arithmetic
21. The candidate can use knowledge of chemical reactions and conservation laws to make calculations about a process.
Subdomain C3: Conservation laws and cycles
22. The candidate can establish links between conservation laws and chemical processes, and can relate these links to beingwalking.
Subdomain C4: Reaction kinetics
23. The candidate can analyze chemical processes based on knowledge of reaction kinetics, inter alia, by calculating the concentration of substances and particles present, and may indicate the role catalysis plays.
Sub-domain C5: Chemic equilibrium
24. The candidate can indicate whether there is balance, can perform computations to equilibria, and may explain how the location of equilibrium can be affected.
Subdomain C6: Energy Calculations
25. The candidate can make calculations about energy conversions and energy exchange at chemical processes and draw conclusions from this and formulate proposals.
Subdomain C7: Classification of responses
26. The candidate can classify reactions and describe them by means of characteristics.
Subdomain C8: Technological aspects
27. The candidate may recognize and explain aspects of scale, change, and reactivity in contexts of technological nature.
Subdomain C9: Quality of energy
28. The candidate can indicate with knowledge of energy how the energy species and the quality of energy changes in chemical processes.
Subdomain C10: Activation energy
29. In experiments, the candidate can use, describe and relate the concept of activation energy to catalysis.
Sub-domain D1: Chemical methods
30. The candidate may formulate and assess, using knowledge of materials and substances, a choice for a particular separation and/or analytical method.
Subdomain D2: Security
31. The candidate can, using knowledge of properties of substances and materials in experiments, analyse and purify these substances or materials, thereby safely dealing with substances, materials and equipment.
Subdomain D3: Chemical synthesis
32. The candidate can use knowledge about chemical processes to indicate how substances are synthesized, and to establish a relationship with relevant reaction mechanisms.
Subdomain D4: Molecular modelling
33. The candidate may draw up a reaction mechanism using, among others, 'molecular modelling', and, where applicable, use knowledge of catalysis.
Sub-domain E1: Chemic research
34. The candidate can use knowledge of chemical processes in a described study to indicate at least in the context of health, materials or food production how that knowledge is used.
Subdomain E2: Selectivity and specificity
35. The candidate may declare selectivity and specificity in chemical reactions at least in the context of food production, medicinal products or transport of substances in the body, and, where appropriate, use knowledge of catalysis.
Subdomain E3: Sustainability
36. The candidate can, using knowledge of chemical processes, appreciate statements about sustainability and provide comments.
Subdomain E4: New Materials
37. The candidate can, using knowledge of the chemical industry, explain at least in the context of medicines, nutrition or materials, how new applications are developed in existing and in new markets.
Subdomain E5: Research and Design
38. The candidate can formulate, at least in the context of sustainability, materials, nutrition or health, a research or design assignment, which perform and report on it.
Subdomain F1: Industrial processes
39. The candidate can describe industrial processes in block schemas, conduct calculations and formulate and assess proposals for adjustments.
Sub-domain F2: Green chemistry
40. The candidate can, using knowledge of process technology and reaction kinetics, recognize and relate 'principles of green chemistry' to realized, possible and desired changes, at least in the context of food production or sustainability of those processes and performing simple calculations.
Sub-domain F3: Energy conversions
41. The candidate can describe in the context of sustainability what chemical and/or technological processes are used in energy conversions and can, using knowledge of energy production, describe these processes, occurring identify conditions and assess proposals for adjustment.
Subdomain F4: Risk and safety
42. The candidate can use knowledge of risk and safety, and thus can do so in industrial manufacturing processes that assess aspects.
Subdomain F5: Sustainable production processes
43. The candidate can, using chemical knowledge, give judgment at least in the context of sustainability on the design of production processes.
Subdomain G1: Chemie of life
44. The candidate can describe and use knowledge of chemical processes in living organisms.
Subdomain G2: Environmental Impact Assessment
45. The candidate can, with the help of knowledge of production processes, describe at least in the context of health or sustainability what societal conditions play a role in environmental-related issues and for these issues describe the possible impacts of health and sustainability.
Subdomain G3: Energy and industry
46. The candidate can, using knowledge of production processes, describe at least the context of sustainability energy conversions from the different sources, make comparisons and give an argument of judgment.
Subdomain G4: Environmental requirements
47. The candidate can, using knowledge of large-scale chemical processes, describe the qualities of water, air, soil and food in which manner to be ensured and may assess proposed adjustments.
Subdomain G5: Business Processes
48. The candidate can, using chemical knowledge, analyze at least in the context of sustainability an example from the Dutch chemical industry and indicate what is the contribution of the business process to local and global quality of life.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
Domain A Skills
Domain B Knowledge of substances and materials
Domain C Knowledge of chemical processes and cycles
Domain D Designs and experiments in chemistry
Domain E Innovative Developments in Chemistry
Domain F Processes in the chemical industry
Domain G Society and chemical technology
The Central exam applies to the subdomains B1, B2, B3, B4, B5, C1, C2, C3, C6, C7, C8, D1, D3, E1, F1, F3, G1 and G2, in combination with the skills of domain A.
The CoE may provide that the central examination relates in part to other sub-domains, provided that the subdomains of the central examination together have the same study load as the ones mentioned in the previous sentence.
The CvE shall determine the number and duration of sessions of the Central Examination.
The CvE shall, if necessary, publish a specification of the examination substance of the central examination.
The school exam refers to domain A and:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
Subdomain A1: Use information skills
1. The candidate can target targeted information, assess, select, and process.
Subdomain A2: Communicating
2. The candidate may adequately communicate in the public domain in writing, oral and digital, on subjects from the relevant subject area.
Subdomain A3: Reflecting on learning
3. The candidate can reflect on his own interest, motivation and learning process in the acquisition of professional knowledge and skills.
Sub-domain A4: Study and appeal
(4) The candidate may indicate the manner in which natural scientific knowledge is used in study and occupation, and may also, on the basis of that, give his interest in studies and professions.
Subdomain A5: Investigating
5. The candidate may perform in contexts instructions for research based on demand theorems and draw conclusions from the research results. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Subdomain A6: Design
6. The candidate can prepare, execute, test, and evaluate technical design in contexts based on a posed problem, using relevant notions, theory, and skills, and valid and consistent reasoning.
Subdomain A7: Model formation
7. The candidate can analyze a problem in contexts, select an adequate model, and generate and interpret model outcomes. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Sub-domain A8: Natural science instrumentation
8. In contexts, the candidate may use an instrument of relevance for the natural sciences, focusing on risks and safety, including tools for data collection and processing, subject language, subject conventions, symbols, etc. Formulary and arithmetic operations.
Subdomain A9: Whatting and judging
9. The candidate can give in contexts a argued judgment about a situation in nature or a technical application, and differentiate between scientific arguments, normative societal considerations and personal information. views.
Subdomain A10: Use of Chemical Concepts
10. The candidate may recognize chemical concepts and in chemistry used physical and biological concepts and relate them to each other.
Subdomain A11: Redener in terms of context concept
11. The candidate can recognize and use chemical concepts in life, occupational and technological contexts, and can make predictions based on them, and make calculations and estimates.
Subdomain A12: Redener in terms of structure properties
12. The candidate can establish macroscopic properties in relation to structures at meso and micro level and identify aspects of scale and conversely, from structures, can make predictions about macroscopic properties.
Subdomain A13: Rethinking about systems, change, and energy
13. The candidate can recognize chemical processes in terms of systems, and use knowledge of substances, particles, reactivity and energy.
Subdomain A14: Redencing in terms of sustainability
14. The candidate may indicate and describe aspects of sustainability in societal, professional and technological contexts.
Subdomain A15: Rethinking about developing chemical knowledge
15. The candidate may indicate in contexts how natural scientific, technological and chemical knowledge is developed and applied.
Subdomain B1: Particle models
16. The candidate can describe and use particle models.
Subdomain B2: Properties and models
17. The candidate can relate macroscopic properties of a substance or material in relation to particle models.
Subdomain B3: Bindings and properties
18. The candidate can, using knowledge of bonds, explain properties of substances and materials and describe.
Subdomain B4: Bindings, structures and properties
19. The candidate can explain, based on knowledge of existing structures, and the bindings in and between particles, a macroscopic property of a substance or material.
Subdomain B5: Macroscopic Properties
20. The candidate can relate a macroscopic property to the structure of a substance or material.
Sub-domain C1: Chemical processes
21. The candidate can describe chemical reactions and physical processes in terms of forms and break of (chemical) bonds.
Sub-domain C2: Chemism arithmetic
22. The candidate can use knowledge of chemical reactions and conservation laws to make calculations about a process.
Subdomain C3: Energy Calculations
23. The candidate can describe and describe a chemical process and its associated energy conversion and energy exchange with a calculation.
Subdomain C4: Chemic equilibrium
24. In experiments, the candidate can take measurements of concentrations and energy exchange and calculate whether balance is involved and how the position of equilibrium can be affected.
Sub-domain C5: Technological aspects
25. The candidate may recognize and explain aspects of scale, change, and reactivity in contexts of technological nature.
Subdomain C6: Reaction kinetics
26. The candidate can calculate the reaction rate from the concentration change and calculate how the reaction rate is affected.
Subdomain C7: Conservation laws and cycles
27. The candidate can relate chemical processes to conservation laws and describe in terms of bead walking.
Subdomain C8: Classification of responses
28. The candidate can classify and use simple responses in describing polymerization actions.
Sub-domain D1: Chemical methods
29. The candidate can, using knowledge of substances, materials and chemical processes, explain why certain separation and/or analysis methods fit into a proposed design or production process.
Subdomain D2: Security
30. The candidate can analyze and purify substances and materials, and thereby safely deal with substances, materials and equipment.
Subdomain D3: Chemical process designs
31. The candidate can relate chemical processes to the design of a design assignment or used technology.
Subdomain D4: Molecular modelling
32. The candidate may use elements of 'molecular modelling' in an investigation-or a design assignment.
Subdomain E1: Characteristics of innovative processes
33. The candidate may, in innovative processes, recognize and describe the use of structure properties relationships at least in the context of materials, drugs or nutrition.
Subdomain E2: Sustainability
34. The candidate can, using knowledge of chemical processes, bring aspects of sustainability into relationship with developments in chemistry.
Subdomain E3: Innovative Processes
35. The candidate may, with knowledge of the chemical industry, describe at least in the context of food production or materials an innovative process.
Subdomain F1: Industrial processes
36. The candidate can describe given industrial processes in block schedules, create yield calculations, and indicate how aspects of green chemistry play a role in the design of the process.
Subdomain F2: Proceeding technology and durability
37. The candidate may use knowledge about process technology and reaction kinetics on reasoning with regard to durability and safety of a process.
Sub-domain F3: Energy conversions
38. The candidate can describe in the context of sustainability what chemical and/or technological processes are used in energy conversions, and can calculate how sustainability plays a role in energy production.
Subdomain F4: Risk and safety
39. The candidate may name security risks in a given industrial process and indicate safety measures.
Subdomain F5: Quality and health
40. The candidate can relate knowledge of chemical processes at least in the context of nutrition or food production to judgments about quality and health.
Subdomain G1: Chemie of life
41. The candidate can recognize and describe chemical processes in living organisms.
Subdomain G2: Environmental requirements
42. The candidate can, using knowledge of chemical processes, make statements at least in the context of food production or health, about the quality of water, air, soil and food.
Subdomain G3: Sustainable chemical technology
43. The candidate can indicate how raw materials for the chemical industry are produced and can connect with the help of knowledge of sustainable principles to a relationship between local and global quality of life and contribution of a business process of the chemical industry.
Subdomain G4: Green Chemistry
44. The candidate can nominate aspects of sustainability and green chemistry in large-scale production processes.
Subdomain G5: Chain Analysis
45. The candidate can present with knowledge of chemical processes in a chain analysis of a process or a product proposals for adaptation of process or product assessment.
The final exam
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Self-regulation |
| Domain C |
Self-organization |
| Domain D |
Interaction |
| Domain E |
Reproduction |
| Domain F |
Evolution |
The Central Exam
The central examination shall cover Subdomains B1, B2, B3, B4, B5, B8, C1, C3, D1, D2, D5, E3, F1 and F2, in combination with the skills of domain A.
The CoE may provide that the central examination relates in part to other sub-domains, provided that the subdomains of the central examination together have the same study load as the one mentioned in the previous sentence.
The CvE shall determine the number and duration of sessions of the Central Examination.
The CvE shall, if necessary, publish a specification of the examination substance of the central examination.
School names
The school exam refers to domain A and:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-where the competent authority chooses to do so: other subject areas which may vary by candidate.
Subdomain A1: Use information skills
1. The candidate can target targeted information, assess, select, and process.
Subdomain A2: Communicating
2. The candidate may adequately communicate in the public domain in writing, oral and digital, on subjects from the relevant subject area.
Subdomain A3: Reflecting on learning
3. The candidate can reflect on his own interest, motivation and learning process in the acquisition of professional knowledge and skills.
Sub-domain A4: Study and appeal
(4) The candidate may indicate the manner in which natural scientific knowledge is used in study and occupation, and may also, on the basis of that, give his interest in studies and professions.
Subdomain A5: Investigating
5. The candidate can analyze questions of question in contexts, using relevant notions and theory, translate into a subject-specific survey, conducting research, and drawing conclusions from the research results. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Subdomain A6: Design
6. The candidate can prepare, execute, test, and evaluate technical design in contexts based on a posed problem, using relevant notions, theory, and skills, and valid and consistent reasoning.
Subdomain A7: Model formation
7. The candidate can analyze a relevant problem in contexts, curtail it to a manageable problem, translate to a model, generate and interpret model outcomes, and assess and assess the model. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Sub-domain A8: Natural science instrumentation
8. In contexts, the candidate may use an instrument of relevance for the natural sciences, focusing on risks and safety, including tools for data collection and processing, subject language, subject conventions, symbols, etc. Formulary and arithmetic operations.
Subdomain A9: Whatting and judging
9. The candidate can give in contexts a argued judgment about a situation in nature or a technical application, and differentiate between scientific arguments, normative societal considerations and personal information. views.
Subdomain A10: Belequally
10. The candidate may, in contexts, explicitite feelings and meanings that are called by dealing with nature or objects occurring in nature, paying attention to the feelings and meanings of others.
Subdomain A11: Shape function thinking
11. The candidate can use reasoning in contexts where, from a given shape, biological objects are searched for a corresponding function at different levels of organization and vice versa.
Subdomain A12: Ecological thinking
12. The candidate can handle sustainability reasoning in contexts where elaboration of the consequences of internal or external changes in a life community or ecosystem is elaborated.
Subdomain A13: Evolutionary thinking
13. The candidate may employ reasoning in contexts with which biological phenomena are explained at different levels of organization using theory on evolution mechanisms.
Subdomain A14: System thinking
14. The candidate can distinguish between different organization levels, relationships within and between organization levels in contexts and set out how biological units at different organizational levels maintain themselves. and develop.
Subdomain A15: Knowledge development and application
15. The candidate can analyze in contexts how natural scientific and technological knowledge is developed and applied.
Subdomain A16: Contexts
16. The candidate may use the skills mentioned in Domain A and the concepts mentioned in domains B to F at least in scientific contexts, in professional contexts for which scientific training is required and in Life-world contexts.
Subdomain B1: Protein synthesis
17. The candidate can, using the concepts of DNA and protein synthesis, explain at least in contexts in the field of health and food production, the method of self-regulation at the molecular level.
Subdomain B2: Cell exchange of the cell
18. The candidate can, using the concepts of homeostasis, transport, assimilation and dissimilation, explain at least in contexts in the field of health and nutrition how the metabolism of cells of prokaryotes and eukaryotes is progressing.
Sub-domain B3: Exchange of the organism
19. The candidate can use the concepts organ, photosynthesis, breathing, digestion, excretion and transport at least in contexts in the field of health and food production to explain how the metabolism of organisms is go forward and argue in what ways disorders can arise in it and how these can be addressed.
Subdomain B4: Self-regulation of the organism
20. The candidate can use the concepts of homeostasis, hormonal regulation and neural regulation at least in contexts of sport and nutrition explaining how self regulation is progressing in eukaryotes and arguing on which one. way of dealing with them and how they can be addressed.
Subdomain B5: Weather of the organism
21. The candidate can use the concept to name off at least in contexts in the field of health care and food production, by which organisms can again pose themselves against other organisms, viruses and allergens and argue any problems that may arise and how they can be addressed.
Subdomain B6: Movement of the organism
22. The candidate can use the concepts movement, neural regulation and perception at least in contexts in the field of health and sport to explain how humans and animals move and how this can be optimised.
Subdomain B7: Taking by the organism
23. The candidate may, using the concepts of organ, observation and neural regulation, explain at least in contexts in the field of health and sport, the way organisms perceive.
Subdomain B8: Regulating ecosystems
24. The candidate can, using the concepts of energy flow, cycle, dynamics and balance at least in contexts in the realm of sustainability explain how ecosystems regulate themselves; the candidate can argue the effects of to act as self-regulation of ecosystems and the system Earth is disrupted, and can argue with which measures the human can influence self-regulation of ecosystems and the Earth system.
Subdomain C1: Same cell form
25. The candidate can use the concepts gene expression and cell differentiation to appoint at least in contexts in the field of health and food production to what method the development of cells is progressing and arguing in what way develop and be dealt with.
Sub-domain C2: same-day organisation of the organism
26. The candidate can use the concept life cycle at least in contexts in the field of health and food production to identify how developing organisms are progressing, explaining how they are disrupting the environment. develop and argue in what way these can be prevented or are being addressed.
Subdomain C3: Self-organization of ecosystems
27. The candidate can use the concepts dynamics and balance at least in contexts in the realm of sustainability and worldview to identify the way ecosystems can develop and argue with which measures human beings can develop. influence self-organisation of ecosystems and the Earth system.
Sub-domain D1: Molecular interaction
28. The candidate may, using the concepts of gene regulation and interact with (a) biotic factors at least in contexts in the field of health and food production, explain how the molecular regulation occurs.
Subdomain D2: Cellular interaction
29. The candidate can use the concepts of cell communication and interact with (a) biotic factors at least in contexts in the field of health to appoint the manner in which cellular interaction is progressing.
Subdomain D3: Behavior and Interaction
30. The candidate may, using the concepts of behavior and interact with (a) biotic factors at least in the areas of communication, health and safety, explain how organisms and populations are produced, appoint the function of the behaviour and appoint the manner in which it is to be developed.
Subdomain D4: Sexuality
31. The Candidate may, using the concepts of behaviour and interaction with (a) biotic factors at least in contexts in the field of health and communication, argue in which manner issues related to sexuality of humans can be accessed.
Subdomain D5: Interaction in ecosystems
32. The candidate can use the concepts of food relationship and interaction with (a) biotic factors at least in the areas of sustainability and food production to identify relationships between populations and ecosystems; and Argue the manner in which questions related to it can be approached.
Subdomain E1: DNAreplication
33. The candidate can, using the concept of DNA replication, appoint at least in contexts in the field of safety and health, the method of reproduction of hereditary material.
Subdomain E2: Cell life cycle
34. The candidate can use the concept of cell cycle to appoint at least energy, health and food production contexts in terms of how to reproduce cells and to argue the way in which they are produced. disruptions can be prevented or addressed.
Sub-domain E3: Reproduction of the organism
35. The candidate can use the concepts propagation and hereditary property to explain at least in contexts in the fields of energy, health and food production how to transfer and appoint properties in any way. the reproduction of eukaryotes and prokaryotes.
Subdomain F1: Selection
36. The candidate can use the concepts of DNA, mutation, genetic variation, recombination and population at least in contexts in the field of health and food production to explain how variation in populations is achieved.
Sub-domain F2: Similar
37. The candidate can, using the concepts population, variation, selection and species formation at least in contexts in the field of health and worldview explain how new species may emerge.
Subdomain F3: Biodiversity
38. The candidate can, using the concept of biodiversity at least in contexts of sustainability and worldview, explain changes in diversity of populations and ecosystems within the system Earth and argue on which how these changes are affected.
Subdomain F4: Receiving the life
39. The candidate may, using the concept of life, appoint at least in contexts in the field of worldview using which theory the occurrence of life is explained on Earth.
The final exam
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Self-regulation |
| Domain C |
Self-organization |
| Domain D |
Interaction |
| Domain E |
Reproduction |
| Domain F |
Evolution |
The Central Exam
The central exam applies to the subdomains B2, B3, B4, B5, B7, B8, C1, D4, E4, F1 and F2, in combination with the skills of domain A.
The CoE may provide that the central examination relates in part to other sub-domains, provided that the subdomains of the central examination together have the same study load as the one mentioned in the previous sentence.
The CvE shall determine the number and duration of sessions of the Central Examination.
The CvE shall, if necessary, publish a specification of the examination substance of the central examination.
School names
The school exam refers to domain A and:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-where the competent authority chooses to do so: other subject areas which may vary by candidate.
Subdomain A1: Use information skills
1. The candidate can target targeted information, assess, select, and process.
Subdomain A2: Communicating
2. The candidate may adequately communicate in the public domain in writing, oral and digital, on subjects from the relevant subject area.
Subdomain A3: Reflecting on learning
3. The candidate can reflect on his own interest, motivation and learning process in the acquisition of professional knowledge and skills.
Sub-domain A4: Study and appeal
(4) The candidate may indicate the manner in which natural scientific knowledge is used in study and occupation, and may also, on the basis of that, give his interest in studies and professions.
Subdomain A5: Investigating
5. The candidate may perform in contexts instructions for research based on demand theorems and draw conclusions from the research results. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Subdomain A6: Design
6. The candidate can prepare, execute, test, and evaluate technical design in contexts based on a posed problem, using relevant notions, theory, and skills, and valid and consistent reasoning.
Subdomain A7: Model formation
7. The candidate can analyze a problem in contexts, select an adequate model, and generate and interpret model outcomes. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Sub-domain A8: Natural science instrumentation
8. In contexts, the candidate may use an instrument of relevance for the natural sciences, focusing on risks and safety, including tools for data collection and processing, subject language, subject conventions, symbols, etc. Formulary and arithmetic operations.
Subdomain A9: Whatting and judging
9. The candidate can give in contexts a argued judgment about a situation in nature or a technical application, and differentiate between scientific arguments, normative societal considerations and personal information. views.
Subdomain A10: Belequally
10. The candidate may, in contexts, explicitite feelings and meanings that are called by dealing with nature or objects occurring in nature, paying attention to the feelings and meanings of others.
Subdomain A11: Shape function thinking
11. The candidate can use reasoning in contexts where, from a given shape, biological objects are searched for a corresponding function at different levels of organization and vice versa.
Subdomain A12: Ecological thinking
12. The candidate can handle sustainability reasoning in contexts where elaboration of the consequences of internal or external changes in a life community or ecosystem is elaborated.
Subdomain A13: Evolutionary thinking
13. The candidate may employ reasoning in contexts with which biological phenomena are explained at different levels of organization using theory on evolution mechanisms.
Subdomain A14: System thinking
14. The candidate can distinguish between different organization levels, relationships within and between organization levels in contexts and set out how biological units at different organizational levels maintain themselves. and develop.
Subdomain A15: Contexts
15. The candidate may at least use the concepts mentioned in Domain A and the concepts mentioned in domains B to F in professional contexts and in world contexts.
Subdomain A16: Knowledge development and application
16. The candidate can analyze in contexts how natural scientific and technological knowledge is developed and applied.
Subdomain B1: Protein synthesis
17. The candidate can, using the concepts of DNA and protein synthesis, explain at least in contexts in the field of health and food production, the manner in which construction materials of the cell are formed.
Subdomain B2: Cell exchange of the cell
18. The candidate can, using the concepts of homeostasis, transport, assimilation and dissimilation, explain at least in contexts in the field of health and nutrition how the metabolism of cells of prokaryotes and eukaryotes is progressing.
Sub-domain B3: Exchange of the organism
19. The candidate may use the concepts of organ, photosynthesis, breathing, digestion, excretion and transport at least in contexts in the field of health and food production to indicate how the metabolism of organisms is go forward and appoint the methods for dealing with disturbances and how they can be addressed.
Subdomain B4: Self-regulation of the organism
20. The candidate can use the concepts of homeostasis, hormonal regulation, and neural regulation at least in contexts in the field of sports and nutrition in which way eukaryotes regulate themselves.
Subdomain B5: Weather of the organism
21. The candidate can use the concept of shedding at least in contexts in the field of health care and food production to identify the manner of eukaryotes to weather against other organisms, viruses and allergens and what problems may arise.
Subdomain B6: Movement of the organism
22. The candidate can use the concepts movement, neural regulation and perception at least in contexts in the field of health and sport to explain how humans and animals move and how this can be optimised.
Subdomain B7: Taking by the organism
23. The candidate may, using the concepts of organ, observation and neural regulation, explain at least in contexts in the field of health and sport, the way organisms perceive.
Subdomain B8: Regulating ecosystems
24. The candidate can, using the concepts of energy flow, cycle, dynamics and balance at least in contexts in the field of sustainability explain how ecosystems regulate themselves and can argue with which measures the Can influence the self-regulation of ecosystems and the system Earth.
Subdomain C1: Same cell form
25. The candidate can use the concepts gene expression and cell differentiation to appoint at least in contexts in the field of energy and health the way the development of cells is progressing.
Sub-domain C2: same-day organisation of the organism
26. The candidate can use the concept life cycle at least in contexts in the field of health and food production to identify the development of organisms and explain how they are causing disturbances of the environment. development, can be prevented and can be avoided.
Subdomain C3: Self-organization of ecosystems
27. The candidate can use the concepts dynamics and balance at least in contexts in the realm of sustainability and worldview to identify the way ecosystems can develop and argue with which measures human beings can develop. Influence self-organisation of ecosystems.
Sub-domain D1: Molecular interaction
28. The candidate may, using the concepts of gene regulation and interact with (a) biotic factors at least in contexts in the field of health and food production, in which manner the molecular regulation takes place.
Subdomain D2: Behavior and Interaction
29. The candidate may use the concepts behavior and interact with (a) biotic factors at least in the fields of communication, health and safety explaining how behavior of organisms and populations arises and appoint the function thereof.
Subdomain D3: Sexuality
30. The candidate may, using the concepts of behaviour and interaction with (a) biotic factors at least in contexts in the field of health and communication, argue in which manner issues related to sexuality of humans can be accessed.
Subdomain D4: Interaction in ecosystems
31. The candidate can use the concepts of food relationship and interact with (a) biotic factors at least in the field of sustainability and food production to identify relationships between populations in ecosystems and Argue the manner in which questions related to it can be approached.
Subdomain E1: DNAreplication
32. The candidate can, using the concept of DNA replication, appoint at least in contexts in the field of safety and health, the method of reproduction of hereditary material.
Subdomain E2: Cell life cycle
33. The candidate can, using the concept cell cycle, appoint at least in contexts in the fields of energy, health and food production, the manner in which the reproduction of cells proceeds.
Sub-domain E3: Propagation of the organism
34. The candidate can, using the concept of reproduction at least in contexts in the field of health and food production, explain how the reproduction of eukaryotes and prokaryotes is progressing.
Subdomain E4: Erftive Property
35. The candidate can declare by using the concept hereditary property at least in contexts in the field of safety and food production in which manner properties are transferred in eukaryotes and prokaryotes.
Subdomain F1: Selection
36. The candidate can, using the concepts of DNA, mutation, recombination and variation, explain at least in contexts in the field of health and food production to what way variation in populations is established.
Sub-domain F2: Similar
37. The candidate can, using the concepts population, variation, selection and species formation at least in contexts in the field of health and worldview explain how new species may emerge.
Subdomain F3: Biodiversity
38. The candidate can, using the concept of biodiversity at least in the field of sustainability, appoint biodiversity in terms of the diversity of populations and ecosystems within the Earth system.
The final exam consists of the school windows.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Exact sciences and technology |
| Domain C |
Earth and nature |
| Domain D |
Health, protection and safety |
| Domain E |
Materials, processes and products |
School names
The school exam shall cover:
• the whole domain A and domain B in combination with:
• Domains C to E;
• and, if it has jurisdiction to do so, other subject-matter, which may vary from one candidate to another.
Subdomain A1: Use information skills
1. The candidate can target targeted information, assess, select, and process.
Subdomain A2: Communicating
2. The candidate can adequately communicate in the public domain in writing, oral and digital, on topics from the relevant subject area.
Subdomain A3: Reflecting on learning
3. The candidate can reflect on his own interest, motivation and learning process in the acquisition of professional knowledge and skills.
Sub-domain A4: Study and appeal
(4) The candidate may indicate the manner in which natural scientific knowledge is used in study and occupation, and may also, on the basis of that, give his interest in studies and professions.
Subdomain A5: Investigating
5. The candidate may perform in contexts instructions for research based on demand theorems and draw conclusions from the research results. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Subdomain A6: Design
6. The candidate can prepare, execute, test, and evaluate technical design in contexts based on a posed problem, using relevant notions, theory, and skills, and valid and consistent reasoning.
Subdomain A7: Model formation
7. The candidate can, in contexts in particular, analyze a closed problem, select an adequate model, and generate and interpret model outcomes. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Sub-domain A8: Natural science instrumentation
8. In contexts, the candidate may use an instrument of relevance for the natural sciences, focusing on risks and safety, including tools for data collection and processing, subject language, subject conventions, symbols. and formula language.
Subdomain A9: Whatting and judging
9. The candidate can give in contexts a argued judgment about a situation in nature or a technical application and distinguish it between scientific arguments, normative societal considerations and personal information. views.
Subdomain A10: Interdisciplinary issues in study and professional practice
10. The candidate can give examples of interdisciplinary issues within a broad spectrum of beta-technical studies and professions that play a part in them. In addition, the candidate can establish a link between the practice of these studies and professions and the own knowledge, skills and interest.
Subdomain A11: Redener
11. The candidate may set up consistent reasoning of both inductive and deductive character with data of mathematical and natural science.
Subdomain A12: Mathematical and mathematical skills
12. The candidate can apply a number of relevant computational and mathematical skills correctly and gerfully to subject-specific problem situations.
Subdomain A13: Collaborating
13. The candidate may cooperate with others in working on interdisciplinary issues, actively promoting the input of group members, valuing them at value and using them and having a recognisable own input to the establishment of the final result.
Subdomain B1: Interdisciplinarity
14. The candidate may apply for the context relevant conceptual knowledge and approaches from in any case the earth sciences, biology, physics, chemistry and mathematics to interdisciplinary issues related to the process. domains C to E.
The applicant shall be entitled to:
• illustrate the role of the different disciplines in addressing the issue on the basis of examples;
• describe situations in terms of model formation, system, scale and change;
• carrying out experimental studies and/or simulations, or interpreting results from experiments and/or simulations;
• to design technological solutions or to explain technological solutions.
Subdomain B2: Interaction between natural science and technology
15. The candidate can describe and explain the interaction between the development of natural scientific knowledge and technology, using examples from fields C to E.
16. The candidate can apply natural science and mathematical concepts to interdisciplinary issues related to monitoring and (sustainable) management of the natural and furnished living environment.
17. The candidate can apply natural science and mathematical concepts to interdisciplinary issues related to protection, diagnosis, healing, care or rehabilitation of people.
Sub-domain E1: Methods and techniques of technological development
18. The candidate may nominate a number of important methods and techniques for recent technologies and may apply one or more of them to interdisciplinary (design) issues.
Subdomain E2: Processes and products
19. The candidate may describe a current technological process or product, and thereby explain the construction or operation of it using relevant natural scientific and mathematical concepts.
The final exam consists of the school windows.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Exact sciences and technology |
| Domain C |
Earth, nature and universe |
| Domain D |
Health and safety |
| Domain E |
Technological development |
| Domain F |
Foundations of natural science and technology |
School names
The school exam shall cover:
-the whole domain A and domain B in combination with:
-at least one sub-domain from each of the domains C to F and at least five sub-domains in total;
-and, if it has the power to do so, other professional sections, which may vary from one candidate to another.
Subdomain A1: Use information skills
1. The candidate can target targeted information, assess, select, and process.
Subdomain A2: Communicating
2. The candidate may adequately communicate in the public domain in writing, oral and digital, on subjects from the relevant subject area.
Subdomain A3: Reflecting on learning
3. The candidate can reflect on his own interest, motivation and learning process in the acquisition of professional knowledge and skills.
Sub-domain A4: Study and appeal
(4) The candidate may indicate the manner in which natural scientific knowledge is used in study and occupation, and may also, on the basis of that, give his interest in studies and professions.
Subdomain A5: Investigating
5. The candidate can analyze questions of question in contexts, using relevant notions and theory, translating into a subject-specific survey, conducting research and drawing conclusions from the research results. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Subdomain A6: Design
6. The candidate can prepare, execute, test, and evaluate technical design in contexts based on a posed problem, using relevant notions, theory, and skills, and valid and consistent reasoning.
Subdomain A7: Model formation
7. The candidate can analyze a relevant problem in contexts, curtail it to a manageable problem, translate to a model, generate and interpret model outcomes, and assess and assess the model. In doing so, the candidate shall use consistent reasoning and relevant arithmetic and mathematical skills.
Sub-domain A8: Natural science instrumentation
8. In contexts, the candidate may use an instrument of relevance for the natural sciences, focusing on risks and safety, including tools for data collection and processing, subject language, subject conventions, symbols. and formula language.
Subdomain A9: Whatting and judging
9. The candidate can give in contexts a argued judgment about a situation in nature or a technical application, and differentiate between scientific arguments, normative societal considerations and personal information. views.
Subdomain A10: Interdisciplinary issues in study and professional practice
10. The candidate can give examples of interdisciplinary issues within a broad spectrum of beta-technical studies and professions that play a part in them. In addition, the candidate can establish a link between the practice of these studies and professions and the own knowledge, skills and interest.
Subdomain A11: Redener
11. The candidate may set up consistent reasoning of both inductive and deductive character with data of mathematical and natural science.
Subdomain A12: Mathematical and mathematical skills
12. The candidate can apply a number of relevant computational and mathematical skills correctly and gerfully to subject-specific problem situations.
Subdomain A13: Collaborating
13. The candidate may cooperate with others in working on interdisciplinary issues, actively promoting the input of group members, valuing them at value and using them and having a recognisable own input to the establishment of the final result.
Subdomain B1: Interdisciplinarity
14. The candidate may use relevant conceptual knowledge and approaches from in any case the earth sciences, biology, physics, chemistry and mathematics to analyze interdisciplinary issues related to the process. domains C through F.
The applicant shall be entitled to:
• reflect on the role of the different disciplines in an interdisciplinary approach;
• analyze situations according to the terms model formation, system, scale and change;
• carrying out experimental studies and/or simulations, or interpreting results from experiments and/or simulations;
• to design technological solutions or to evaluate designed technological solutions.
Subdomain B2: Interaction between natural science and technology
15. The candidate can describe and explain the interaction between the development of natural scientific knowledge and technology, based on examples from the fields C through F.
Sub-domain C1: Processes in living nature, earth and space
16. The candidate can apply natural science and mathematical concepts in explaining interdisciplinary processes in the field of study of living nature, earth sciences, and space sciences.
Subdomain C2: Sustainability
17. The candidate can use natural science and mathematical concepts in analyzing interdisciplinary issues related to the sustainable use of raw materials, energy, and space.
Sub-domain D1: The healthy and sick human
18. The candidate can use natural science and mathematical concepts in explaining interdisciplinary processes in the human body (in healthy and diseased people) and in analyzing interdisciplinary issues with regard for protection, diagnosis, healing, care or rehabilitation of human beings.
Subdomain D2: Protection and security
19. The candidate can use natural science and mathematical concepts in analyzing interdisciplinary issues related to the protection of the human body.
Sub-domain E1: Methods and techniques of technological development
20. The candidate can appoint a number of important methods and techniques for recent technologies and may apply one or more of them to interdisciplinary (design) issues.
Subdomain E2: Processes and products
21. The candidate may describe a current technological process or product, and, in doing so, analyze the construction or operation of it using relevant natural scientific and mathematical concepts.
Subdomain F1: Fundamental theories
22. The candidate can appoint a number of natural science major recent theories and may apply concepts from one or more of these theories to natural scientific or technological issues.
Sub-domain F2: Methods and techniques of research
23. The candidate may nominate a number of key methods and techniques of measurement, examination and design, and may apply some of them to natural science or technology issues.
The final exam consists of the school windows.
The exam program consists of the following domains:
| Domain A |
Data processing in perspective |
| Domain B |
Basic concepts and skills |
| Domain C |
Systems and their structuring |
| Domain D |
Applications in conjunction. |
School names refer to domains A to D, and where the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate can describe the history of informatics and ICT, its current applications, and the perspectives of the latest developments.
2. The candidate can describe the role of informatics and ICT in societal developments both in the past and now.
3. The candidate can describe specific functions and tasks in which informatics and ICTs work and the role of informatics/ICT in follow-up training and occupations in general. He can assess the extent to which their own abilities and interests correspond.
4. The candidate governs the subject-specific working practices of informatics and ICT ers, in particular, working in project-related projects. He can describe the ethical standards and values that play a role in the use of informatics /ICT.
5. The candidate can describe and apply common digital encodings of data.
6. The candidate can name the functions of a computer, identify the hardware and associated peripherals that perform these functions and describe the interaction between these functions.
7. The candidate controls simple data types, program structures, and programming techniques.
8. The candidate knows overall the organizational structures of companies. He knows the characteristics of a project organisation and can indicate why major changes to the information system in a company are often chosen for a project organisation.
9. The candidate can nominate the topological structure and communication layers of a network and describe the associated attributes. He can also describe a simple communication protocol and distinguish the elements from it. He also has a view on aspects of Internet security.
10. The candidate can describe basic operating systems with basic functions related to processor time management, working memory, data storage media, peripherals, and access rights.
11. The candidate can appoint the features of and differences between real-time system, knowledge system, simulation system, and embedded system.
12. The candidate can describe globally the phasing out of a system development pathway with the activities to be performed and the products.
13. The candidate can describe information flows in a small organization.
14. The candidate can analyze information and information needs and build/modify the corresponding information model.
15. The candidate can name the elements of a relational scheme and describe the meaning of the elements, and convert an information requirement into a command in a question language for a relational database.
He can describe the features and aspects of database management systems and name and use for specific systems (vwo only).16. The candidate may recognize man-machine interaction in information systems, naming its features and naming and handling selection criteria in the design of user dialogues.
17. The candidate can assess progress, test a prototype, test a prototype, check whether the final product meets the contractor specifications and assess whether the system meets the requirements and requirements. from the perspective of the user.
18. The candidate can describe the methods and techniques of project management as well as the project-based aspects of system development.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
World |
| Domain C |
Earth |
| Domain D |
Areas |
| Domain E |
Habitat |
| Domain F |
Orientation to study and occupation. |
The central examination refers to the (sub) domains A1, B1, C1, D1 and E1.
The school exam refers to domain A and:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
(1) The candidate may apply the geographical approach appropriately:
-select, process, and display geographic information;
-identify and self-formulate geographical questions;
-apply geographical procedures in formulating and responding to geographical questions.
2. The candidate can set up, execute, present, and evaluate a geographical survey:
-based on a geographical research question and a structured approach to approach;
-using the geographical processes and primary data,
-if possible, by reference to parts of the examination programme, in particular areas B, C and E.
3. The candidate may be in relation to coherence and diversity in the world:
-to analyse the concepts of 'globalisation' and 'time-pressure' in relation to and from a geographical point of view;
-describe, outline and relate to each other global spread patterns of economic, cultural, demographic, social and political phenomena;
-analyse metropolitan areas in a post-industrial country to be pointed out in the light of processes of globalisation.
4. The candidate may refer to a question of distribution to be selected by the school from the perspective of the sub-domain 'Collapse and diversity in the world' (B1):
-to describe and analyse the issue as a social distribution problem;
-to critically assess current discussions on the issue and to establish relationships with relevant natural factors;
-assess policies aimed at solving the problem on a macro-regional scale.
5. The candidate may apply with respect to earth as a natural system:
-describe the earth as a unique natural system and apply this knowledge to the analysis of changes to the earth's surface at different space and time scales;
-to describe, analyse and relate to each other the characteristics of landscape areas on earth and the changes therein;
-analyse the natural and landscape characteristics of a further physical-geographical macro-region, in conjunction with and in relation to societies, in the macro-region in question.
6. The candidate may refer to a world environmental issue, from the perspective of sub-domain 'The earth as natural system' (C1), in relation to a world-wide environmental issue to be chosen:
-describe and analyse the issue as a natural issue;
-a critical assessment of current discussions on the issue, distinguishing between causes and consequences and relationships with relevant societal factors;
-assess policies aimed at solving the problem on a macro-regional scale.
(7) The candidate may, in relation to a macro-region to be specified:
-analyse the definition of the macro-region in question, using combinations of relevant characteristics;
-make a geographical comparison between the relevant macro-region and another development region in the world on the basis of relevant characteristics;
-outline and explain the development processes in the macro-region concerned, using economic, political, socio-cultural, physical-geographical, historical, internal and external factors.
8. The candidate can describe, analyse and explain current issues in the macro-region referred to in sub-domain D1 from a geographical perspective. It is as follows:
-environmental issues related to the use of natural resources and natural hazards associated with natural disasters;
-features of contemporary development in the cities and in the countryside of the macro-region in question, consistent with the process of globalisation;
-conflicts in the macro-region in question, as far as they are related to the ethnic and cultural diversity of the region.
9. The candidate may be a argued opinion on:
-current problems of flooding and water nuisance in the Netherlands;
-current spatial and socio-economic questions of urban areas in the Netherlands.
It concerns aspects of sustainable development and plans for the spatial development of the Netherlands on both types of issues.
10. The candidate can describe and analyze local and regional spatial issues and form a argued opinion on that.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
World |
| Domain C |
Earth |
| Domain D |
Developing country |
| Domain E |
Habitat |
| Domain F |
Orientation to study and occupation. |
The central examination refers to the (sub) domains A1, B2, C2, D1, E1.
The school exam refers to domain A and:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
(1) The candidate may apply the geographical approach appropriately:
-select, process, and display geographic information;
-identify and self-formulate geographical questions;
-apply geographical procedures in formulating and responding to geographical questions.
2. The candidate can set up, execute, present, and evaluate a geographical survey:
-based on a geographical research question and a structured approach to approach;
-using the geographical processes and primary data,
-if possible, by reference to parts of the examination programme, in particular areas B, C and E.
3. The candidate can describe and analyse the situation in a further the school area where one or more rich countries and one or more poor countries are bordering on each other. It is as follows:
-economic, demographic and sociocultural area characteristics and relations between them;
-the (cross-border) relationships between the two types of countries, and their beneficial and adverse effects.
4. The candidate may be related and differences in the world:
-describe and outline the global spread and relationship patterns of economic, demographic and socio-cultural phenomena;
-to describe, identify and outline the process of globalisation.
5. The candidate can identify, by example, an example to be chosen by the school and assess how globalization works out in a local context. He shall include:
-socio-and physical-geographical aspects;
-actors in the local context.
6. The candidate may opt for a further physical-geographical region to be selected by the school:
-describe the spreading patterns of natural and landscape phenomena;
-establish relationships between natural processes and landscape phenomena.
7. The candidate may relate with respect to and differences on earth:
-describe, identify and explain natural phenomena in the surface of the earth and in the atmosphere, taking into account different time and space scales;
-to describe, analyse and relate to each other the characteristics of the land landscape areas and the changes in these areas.
8. The candidate can identify, by example, an example to be chosen by the school and assess how global spatial processes work out in a local context. He shall include:
-physico and socio-geographical aspects;
-actors in the local context.
9. The candidate may describe and analyse area characteristics of a developing country to be specified. It is as follows:
-socio-geographical and physical-geographical features of the developing country concerned;
-the socio-economic position of the developing country concerned in the macro-region and in the world.
10. The candidate may describe and analyse current issues in the developing country referred to in sub-domain D1. It is as follows:
-issues of land degradation and environmental pollution;
-conflicts in the relevant developing country linked to ethnic and cultural diversity in the country.
11. The candidate may be a argued opinion on:
-current problems of flooding and water nuisance in the Netherlands;
-current spatial and socio-economic questions of urban areas in the Netherlands.
It concerns aspects of sustainable development and plans for the spatial development of the Netherlands on both types of issues.
12. The candidate can describe and analyze local and regional spatial issues and form a argued opinion on that.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
Domain A Historical Awareness
Domain B Orientative Knowledge
Domain C Themes
Domain D History of the rule of law and of parliamentary democracy
Domain E Orientation to study and occupation.
The Central Exam
The central examination covers the fields A and B.
School names
The school exam refers to domain A and:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
What is curated in the following text applies only to the examination programme vwo.
Domain A: Historical awareness
1. The candidate may:
-organize events from his own life as well as phenomena, events and people from history by means of a time bar or other chronological schematization, taking the following indications of time and time. use time format: years, ages, periods, periods and annual censuses;
-using examples from the periods and time trade classification of final term 2, the Western Christian year count and another example of an annual count or periodical several other examples of annual censuses or periodicals explain that chronological classifications are of an interpretative nature and (co-) depend on the position to be taken and/or the question that one wishes to answer.
2. The candidate may name the following periods with their time limits in chronological order and use as the reference framework:
-period 1: of hunters and farmers (-3000 for Christ)/Prehistory;
-period 2: time of Greeks and Romans (3000 for Christ-500 A.D.)/Antiquity;
-period 3: time of monks and knights (500-1000)/early Middle Ages;
-period 4: time of cities and states (1000-1500)/high and late Middle Ages;
-period 5: time of discoverers and reformers (1500-1600)/Renaissance-time/16 P. century;
-period 6: time of regents and monarchs (1600-1700)/Golden Age/17 P. century;
-period 7: time of wigs and revolutions (1700-1800)/century of the Verlichting/ 18 P. century;
-period 8: time of citizens and steam engines (1800-1900)/industrialization time/19 P. century;
-period 9: time of the world wars (1900-1950)/first half P. century;
-period 10: time of television and computer (from 1950)/second half P. Century.
3. The candidate may:
-the periods of final term 2 places in Prehistory, Antiquity, Middle Ages, Early Modern Time and Modern Time,
- explain that the format in periods and time periods represents a Western perspective on history and what the limitations and objections of it may be.
4. The candidate may:
-describe in historical processes the coherence between changes and continuity;
-indicate the significance of historical events, phenomena and developments for the present;
- Distinguish different types of historical change;
- the distinction between continuities of longer and shorter durations underknowledge how elements arising from different periods can simultaneously manifest themselves in a single period (the equal timeliness of the imparallel).
5. The candidate may:
-a question and a subsequent hypothesis formulating;
-acquire useful source material for a demand and select data from it.
6. The candidate may:
-to provide explanations for historical events, phenomena and developments in the context of a historical question;
-differentiate between different types of causes and effects.
7. The candidate may account for past judgments when giving judgments about the past:
-the distinction between facts and opinions;
-the length of time and place of interpretation and judgments of the past and of contemporary people, including himself,
-the role of value patterns in the present and the past;
-support for pronouns using arguments.
Domain B: Orientative knowledge
8. The candidate may apply for each of the ten periods mentioned in final term 2:
-to refer to the distinctive features for each period;
-for each characteristic aspect of a period, give an appropriate example of an event, development, phenomenon or act or an action taken by a person and use this example to clarify the relevant aspect;
-explain how knowledge of the period in question affects the orientation of contemporary reality;
- explain that the meaning attributed to periods is partly dependent on the time, place, and circumstances in which people engage in the past.
For the period 1, the following characteristics shall apply:
-the method of life of hunter-gatherers,
-the emergence of agriculture and agricultural societies;
-the emergence of the first urban communities.
For the period 2, the following characteristics apply:
-the development of scientific thinking and the thinking of citizenship and politics in the Greek city-state;
-the classical vorous of the Greek-Roman culture;
-the growth of the Roman empire through which the Greek-Roman culture spread in Europe;
-the confrontation between the Greek-Roman culture and the Germanic culture of north-western Europe;
-the development of Judaism and Christianity as the first monotheistic religions.
For the period 3, the following characteristics apply:
(i) the spread of Christianity throughout Europe;
-the origin and spread of Islam;
-the almost complete replacement of agricultural urban culture in Western Europe by a self-sufficient agrarian culture, organized through court systems and hoariness;
-the emergence of feudal relations in the administration.
For period 4, the following characteristics apply:
-the rise of trade and craft that laid the foundation for the revival of an agricultural urban society;
-the rise of urban civil society and the increasing independence of cities;
-the conflict in the Christian world as to whether the secular or the spiritual power belonged to the primate;
-the expansion of the Christian world to the outside world, including in the form of the Crusades;
-the beginning of state formation and centralization.
For period 5, the following characteristics apply:
-the beginning of the European overseas expansion;
-the changing human-and worldview of the renaissance and the beginning of a new scientific interest;
-the renewed orientation on the heritage of classical antiquity;
-the Protestant reformation which resulted in the splitting of the Christian Church in Western Europe;
-the conflict in the Netherlands that resulted in the foundation of a Dutch state.
For period 6, the following characteristics apply:
-the pursuit of princes according to absolute power;
-the economic and economic prosperity of the Dutch Republic, which is of particular importance and economic and cultural prosperity;
-global trade contacts, trade capitalism and the beginning of a global economy;
-the scientific revolution.
For period 7, the following characteristics apply:
-rational optimism and "enlightened thinking" applied in all areas of society: religion, politics, economy and social relations;
-survival of the ancien régime with attempts to give shape to the Principle of Enlightened enlightened form (enlightened absolutism);
(i) the development of European domination, particularly in the form of plant colonies and the associated transatlantic slave trade, and the rise of abolitionism;
-the democratic revolutions in Western countries, resulting in discussions on constitutions, fundamental rights and citizenship.
For the period 8, the following characteristics apply:
-the industrial revolution which, in the Western world, laid the foundations for an industrial society;
-discussions on the 'social issue';
-the modern form of imperialism linked to industrialization,
-the rise of emancipation movements;
(i) moving democratization, with the participation of more and more men and women in the political process;
-the rise of political-social movements: liberalism, nationalism, socialism, confessionalism and feminism.
For period 9, the following characteristics apply:
-the role of modern propaganda and communication tools and forms of mass organisation,
-to put into practice totalitarian ideologies communism and fascism/nationalistic socialisation;
-the crisis of world capitalism;
-the conduct of two world wars;
-racism and discrimination that led to genocide, in particular to the Jews;
-the German occupation of the Netherlands,
-destruction of the scale of weapons of mass destruction and the involvement of the civilian population in warfare not previously shown;
-forms of resistance to Western European imperialism.
For the period 10, the following characteristics apply:
-the division of the world into two ideological blocks in the grip of an arms race and the consequent threat of an atomic war;
-the decolonisation which brought an end to Western hegemony in the world;
-the unification of Europe;
(i) increasing Western prosperity which, from the 1960s onwards, led to major socio-cultural change processes;
-the development of multiforme and multicultural societies.
Domain C: Themes
9. The candidate may:
-on the hand of two/ Five (for profile culture and society)/ Four (for profile economics and society) specific themes defined using the final terms from domain A give an argument in response to questions of substance on the theme in question;
-describe, on the basis of situations in the various periods, long-term developments.
Domain D: History of the rule of law and of parliamentary democracy
10. The candidate may:
-link between the creation of rights of liberty and political rights in certain historical periods and the characteristic features of those periods;
- calling important thinkers and their views on the relationship between state and nationals;
-explain under the influence of what factors the rule of law has developed in the Netherlands, and which actors were involved;
-explain under the influence of which factors parliamentary democracy has developed in the Netherlands since 1795;
-to depict the history of the main political movements and parties since 1848.
Domain E: Guidance on study and occupation
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Scarcity Concept |
| Domain C |
Concept Exchange |
| Domain D |
Market Concept |
| Domain E |
Concept Exchange over time |
| Domain F |
Concept Collaborating and Negotiating |
| Domain G |
Concept of Risk and Information |
| Domain H |
Concept Prosperity and Growth |
| Domain I |
Concept of good times, bad times |
| Domain J |
Research and experiment |
| Domain K |
Selection topics |
The central exam:
The central exam applies to the domains D, E, F, G, H, I, in combination with domain A.
School names:
The school exam refers to domain B, C, J and K, in combination with domain A and:
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
| Domain A |
Skills |
The candidate can recognize and apply economic concepts in a variety of contexts.
| Domain B |
Scarcity concept |
The candidate can analyze in contexts that limited resources and impersonated needs force make to make choices.
| Domain C |
Concept swap |
The candidate can analyze in contexts that the exchange process is the basis for optimal deployment of resources and optimal utilisation of comparative advantages. In addition, the candidate can analyse the possibility of exchange of labour sharing and the way in which money allows the exchange process to be more flexible.
| Domain D |
Market Concept |
The candidate can analyze in contexts that choices and exchange that take place are coordinated through the market. Price formation is the coordination mechanism for reconciled demand and supply. The way in which price formation takes place depends on the market structure (market forms) and has implications for accession, prosperity and economic politics.
| Domain E |
Swap concept over time |
The candidate can, within the contexts of family attitudes, business attitudes and government attitudes, analyze that exchange not only occurs at one moment in time, but also over time. The price co-ordinating this intertemporal exchange is the interest rate.
| Domain F |
Collaborate and negotiate concept |
The candidate can analyze in contexts that, when interests of individual actors conflict, cooperate and negotiate more for (market) parties than rely on individual actions. Centralization, where (collective) coercion is the means to create actions, can be an alternative coordination mechanism for choices.
| Domain G |
Concept of risk and information |
The candidate can analyze in contexts that families and businesses gather information in order to make choices so as to reduce uncertainty. As the information will often have a limited character, transactional parties should make an estimate of potential events (risk) and the extent to which transaction partners affect events or withholding information relevant to it. to establish a transaction (asymmetric information).
| Domain H |
Concept of prosperity and growth |
The candidate can analyze in contexts what are the causes of economic growth and of the distribution of income and prosperity at national and global level. Choices at the micro level work at the macro level in each economy characterised by mutually dependent markets.
| Domain I |
Concept of good times, bad times |
The candidate can analyse in contexts why there is short-term fluctuations in economic activities and what possibilities and limits there are for business policy. Markets are not easily regulated by the use of rigidities.
| Domain J |
Research and experiment |
By participating in experiments, the candidate can draw a conclusion that testifies to an 'economic view' of societal phenomena and of strategic insight. The candidate can analyse which limits can be set to the explanatory power of theoretical concepts.
| Domain K |
Selection topics |
The candidate can analyse an economic concept comparably in different contexts.
The candidate shall choose at least two choice subjects for the purpose of carrying out this analysis.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Internal organisation and personnel policy |
| Domain C |
Financing of activities |
| Domain D |
Marketing Policy |
| Domain E |
Financial policy |
| Domain F |
Information provision using ICT |
| Domain G |
External Financial Reporting. |
The central exam applies to the domains C, E and G, in combination with domain A.
The College for Exexaminations may provide that the central examination relates in part to other sub-domains, provided that the subdomains of the central examination together have the same study load as the one referred to in the previous sentence.
The school exam refers to domain A and:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may explain the economic dimension to many common issues within commercial and non-commercial organizations from the perspective of management.
2. The candidate may:
-apply economic practices;
-apply economic concepts;
-handling economic quantities;
-declare economic relations.
3. The candidate may recognise economic perspectives and ensuing interests from the various actors involved in the organization.
4. The candidate may:
-recognize different types of (research) questions and formulate self-employed (research) questions;
-acquire information in relation to a given or self-formulated (research) information;
-select and organize information from a given or self-formulated (research) question;
-translate verbal, graphic, tabular and mathematical/arithmetic data, including the use of ICT;
-transfer the results of a learning activity to others.
5. The candidate may:
-identify different types of organisations,
-apply models related to these types of organisations;
-by means of a step-by-step solution of these models within these organizations.
6. The candidate can describe and explain in what way (s) the functions within commercial and non-commercial organizations should hang together in order to come to good decisions.
7. The candidate may:
(i) to analyse and explain why an organisation attaches great importance to the economic advantages and disadvantages of the organisation when selecting staff;
-explain why the government is trying, through legislation or other measures, to influence the position of certain social groups in the labour market.
8. The candidate can describe the different legal forms that commercial and non-commercial organizations can choose, and explain why the organization is opting for a particular legal form.
9. The candidate may:
-to describe the functioning of the power market from the perspective of private individuals, commercial organisations and non-commercial organisations;
-explain the possibilities, constraints and reasons for individuals, commercial organizations and non-commercial organizations for the collection of assets;
-the choice for the attraction of the power to support figures.
10. The candidate may:
-explain the importance of marketing to non-commercial organisations and the principles of interest;
-identify the possible marketing objectives and describe the relationship between the marketing objectives, the objective of the organisation and the interests of the consumer.
11. The candidate may:
-recognize the potential marketing objectives and marketing tools and explain the relationship between the marketing objectives and the organisation's objective,
-explain the importance of marketing to commercial organisations, describe how a commercial organisation can collect information for the adoption of marketing policies and for the evaluation of the instruments that have been put in place;
-to calculate the cost implications of the use of marketing instruments based on data provided.
12. The candidate may, on the basis of general models, re-issue an overview of income and expenses to a state of income and expenses (and vice versa).
13. The candidate may:
-on the basis of general models, calculate the selling price;
-recharge expenditure and revenue to cover costs and revenues, prepare a liquidity budget and the precalculatoryand the post-alculatorical profit and loss account, and declare the coherence;
-perform calculations aimed at the redirection or adoption of data of a general model for internal reporting.
14. The candidate may:
-establish, on the basis of general models for a company with stud production or for a company with homogeneous mass production, the manufacture price price, the commercial cost price and the selling price, distinguishing between actual costs and authorised costs;
-to analyse the development in the results, both using data from internal and external reporting;
-select investments planned on the basis of stated objectives,
-prepare the balance sheet and the profit and loss account for both external and internal reporting, and analyse and describe the relationship between internal and external reporting.
15. The candidate can analyse which information is relevant to an organisation to carry out its business operations as closely as possible, and how to improve the quality of information provision through ICT.
16. The candidate can use simple applications of existing computer programs for the purposes of the information provision of organizations.
17. The candidate may:
-analyse the budget and the financial statements of commercial and non-commercial organisations, as they are presented to participation councils, works councils and members ' or shareholder meetings;
-draw up a balance sheet and the outturn account of the external report and select the relevant values from potential data.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Internal organisation and personnel policy |
| Domain C |
Financing of activities |
| Domain D |
Marketing Policy |
| Domain E |
Financial policy |
| Domain F |
Information provision using ICT |
| Domain G |
External Financial Reporting. |
The central exam applies to the domains C, E and G, in combination with domain A.
The College for Exexaminations may provide that the central examination may be in part in other sub-domains, provided that the subdomains together have the same study load as the one referred to in the previous sentence.
The school exam refers to domain A and:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may explain the economic dimension to many common issues within commercial and non-commercial organizations from the perspective of management.
2. The candidate may:
-apply economic practices;
-apply economic concepts;
-handling economic quantities;
-declare economic relations.
3. The candidate may recognise economic perspectives and ensuing interests from the various actors involved in the organization.
4. The candidate may:
-recognize different types of (research) questions and formulate self-employed (research) questions;
-acquire information in relation to a given or self-formulated (research) information;
-select and organize information from a given or self-formulated (research) question;
-translate verbal, graphic, tabular and mathematical/arithmetic data, including the use of ICT;
-transfer the results of a learning activity to others.
5. The candidate may:
-identify different types of organisations,
-apply models related to these types of organisations;
-by means of a step-by-step solution of these models within these organizations.
6. The candidate can describe and explain in what way (s) the functions within commercial and non-commercial organizations should hang together in order to come to good decisions.
7. The candidate may:
(i) to analyse and explain why an organisation attaches great importance to the economic advantages and disadvantages of the organisation when selecting staff;
-explain why the government is trying, through legislation or other measures, to influence the position of certain social groups in the labour market.
8. The candidate can describe the different legal forms that commercial and non-commercial organizations can choose, and explain why the organization is opting for a particular legal form.
9. The candidate may:
-to describe the functioning of the power market from the perspective of private individuals, commercial organisations and non-commercial organisations;
-explain the possibilities, constraints and reasons for individuals, commercial organizations and non-commercial organizations for the collection of assets;
-the choice for the attraction of the power to support figures.
10. The candidate may:
-explain the importance of marketing to non-commercial organisations and the principles of interest;
-identify the possible marketing objectives and describe the relationship between the marketing objectives, the objective of the organisation and the interests of the consumer.
11. The candidate may:
-recognize the potential marketing objectives and marketing tools and explain the relationship between the marketing objectives and the organisation's objective,
-explain the importance of marketing to commercial organisations, describe how a commercial organisation can collect information for the adoption of marketing policies and for the evaluation of the instruments that have been put in place;
-to calculate the cost implications of the use of marketing instruments based on data provided.
12. The candidate may, on the basis of general models, re-issue an overview of income and expenses to a state of income and expenses (and vice versa).
13. The candidate may:
-on the basis of general models, calculate the selling price;
-recharge expenditure and revenue to cover costs and revenues, prepare a liquidity budget and the precalculatoryand the post-alculatorical profit and loss account, and declare the coherence;
-perform calculations aimed at the redirection or adoption of data of a general model for internal reporting.
14. The candidate may explain which information is relevant to an organisation to carry out its business operations as best as possible and how to improve the quality of information provision through ICT.
15. The candidate can use simple applications of existing computer programs for the purposes of the information provision of organizations.
16. The candidate may:
-declare the budget and the financial statements of commercial and non-commercial organizations, as they are presented to participation boards, works councils and members ' or shareholder meetings;
-draw up a balance sheet and the outturn account of the external report and select the relevant values from potential data.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Political decisionmaking |
| Domain C |
Mass media |
| Domain D |
Multicultural society |
| Domain E |
Human and work |
| Domain F |
Crime and rule of law |
| Domain G |
Environment and policy |
| Domain H |
Development cooperation. |
The central exam applies to the domains B, C and F, in combination with domain A.
The school exam shall cover:
-two of the domains D, E, G and H;
-a domain not yet selected from the fields D, E, G and H, or a domain established by the competent authority;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may:
-recognize different types of questions in relation to a concrete social issue and formulate questions on their own;
-from source material, on a specific social issue, on the basis of specific or self-contained questions, to select useful data;
-(acquired) information on a specific social issue from questions raised or self-contained questions, including the use of ICT, and conclusions drawn from them;
-transfer the results of a learning activity to others;
-to use applications of ICT when consulting, processing and presenting information.
2. The candidate can set up and implement a simple social-scientific research on a concrete social issue and apply the approaches to social learning.
3. The candidate can analyse concrete social issues and developments, using the approaches of civics:
-the political-legal approach;
-the socioeconomic approach,
-the social-cultural approach;
-the change and comparative approach.
4. The candidate can typiy the structure of the Dutch system of political decision-making and those of other systems.
5. The candidate can analyze policy and decision-making processes using various models of the political process and the role of various actors in the political process.
6. The candidate can describe changes in political culture in discussions about the political system and on policy issues, and differentiate the main political currents and political parties.
7. The candidate can explain how political policy and decision-making processes in the Netherlands are influenced by the political, economic and cultural interconnectedness of international society.
8. The candidate can analyze the functioning of mass media in society.
9. The candidate can analyze what relationship exists between technological developments and developments in the field of mass media.
10. The candidate can explain how the government in our country is involved in the mass media and can comment on the media policy.
11. The candidate can analyze the influence of economic considerations, interests, and developments on the organization and operation of the media and on the media offer.
12. The candidate may:
-to analyse the impact of social and cultural developments and central values in society on the content of media supply and on the organisation of the media;
-analyze the influence and power of the media on the basis of culture transfer, imaging, and influence theories.
13. The candidate can give a description of Dutch society as a multicultural society and explain the presence of the largest immigrant groups.
14. The candidate may express the principles and mainlines of foreign policy and minority policy and compare and comment on the positions of political parties with regard to that policy.
15. The candidate can distinguish different visions that explain the societal position of ethnic minorities in terms of labor and income, education and housing, and the consequences of this societal position explain.
16. The candidate may:
-describe the relationship between immigrant groups and indigenous groups in the Netherlands;
-indicate the possible causes and consequences of discrimination,
-describe possible models of societies with different groups and their (sub-) cultures.
17. The candidate may:
-indicate which views the main political groups and political parties in the Netherlands have on socio-economic issues and the role the government must play in the socio-economic field;
-to describe the development of the welfare state and to appoint different views on this subject;
-indicate the different ways in which the public authorities are involved in the socio-economic process.
18. The candidate can compare the Dutch economic order with that of other countries.
19. The candidate may indicate from the main groups involved in labor what their interests are, how they are organized and what their mutual relations are.
20. The candidate can explain what impact a moving labor division has for man and society.
21. The candidate can describe the influence of computerization on labour and society.
22. The candidate can explain what is the meaning of work for human beings and society.
23. The candidate may provide a description of the nature and extent of the phenomenon of criminality and related issues for citizen and society.
24. The candidate can bring criminality and approach to crime by the state in connection with the principles of the rule of law and identify the dilemmas that can arise in the implementation of tasks to prevent and combat crime by police, public prosecutor and judicial authority.
25. The candidate may:
-to distinguish between repressive and preventive policies in the fight against crime;
-distinguish between political parties ' views on the fight against crime and in relation to the ideological currents to which those parties belong.
26. The candidate can give a vision of the sentence and the possible effects of (certain) punishments.
27. The candidate may apply different theories/visions when giving statements for the emergence or increase of a given form of criminality.
28. The candidate can recognize social dilemmas in the causes of environmental issues and the approach of this through government, business and individual citizens.
29. The candidate can analyse the effectiveness of environmental policy on the basis of tasks, responsibilities and policy tools of regional, national and international governments and international bodies.
30. The candidate can distinguish interests (trade-offs) that play a role in the provision of industrial action, employers 'and workers' organizations and other civil society organisations (policy).
31. The candidate may:
-to address the environmental issues with socio-economic relations at global level;
-explain the importance of sustainable development for the global environmental issue.
32. The candidate may:
-distinguish between values, standards, attitudes and behaviour in relation to environmental problems;
-explain the influence of individual behaviour on the environmental issue.
33. On the basis of various motives, visions, and interests, the candidate can give judgment on the meaning and effectiveness of development cooperation and development policy.
34. The candidate can analyze the role of co-finance organizations and the role of international organisations in reducing underdevelopment against the background of Dutch development policy, international relations and internationalisation/globalisation.
35. The candidate may indicate to what extent the development policy of the Netherlands and of other Western countries or international organizations takes into account the economic interests of the Third World.
36. The candidate may indicate in development policy and development cooperation the importance of the cultural dimension.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Political decisionmaking |
| Domain C |
Mass media |
| Domain D |
Multicultural society |
| Domain E |
Human and work |
| Domain F |
Crime and rule of law |
| Domain G |
Environment and policy |
| Domain H |
Development cooperation. |
The central exam applies to the domains B, C and F, in combination with domain A.
The school exam shall cover:
-one of the fields D, E, G and H;
-a domain not yet selected from the fields D, E, G and H, or a domain established by the competent authority;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may:
-recognize different types of questions in relation to a concrete social issue and formulate questions on their own;
-from source material, on a specific social issue, on the basis of specific or self-contained questions, to select useful data;
-(acquired) information on a specific social issue from questions raised or self-contained questions, including the use of ICT, and conclusions drawn from them;
-transfer the results of a learning activity to others;
-use the ICT applications when consulting, processing and presenting information.
2. The candidate can set up and implement a simple social-scientific research on a concrete social issue and apply the approaches to social learning.
3. The candidate can analyse concrete social issues and developments, using the approaches of civics:
-the political-legal approach;
-the socioeconomic approach,
-the social-cultural approach;
-the change and comparative approach.
(4) The candidate can typiy the structure of the Dutch system of political decision making.
5. The candidate may indicate the manner in which actors influence policy and decision-making processes at local, provincial, national and European level.
6. The candidate can distinguish the main political currents and political parties.
7. The candidate can distinguish and compare different types of mass media and explain to each other what functions the mass media have for human and society.
8. The candidate may indicate the connection between technological developments and developments in the field of mass media and communications (including Internet).
9. The candidate can explain how the government in our country is involved in the mass media and explain within what legal frameworks the broadcaster functions in our country.
10. The candidate can explain that economic considerations, interests and developments have an impact on the functioning of the media and on the media offer.
11. The candidate may:
-to indicate the influence of social and cultural developments and central values in society on the content of media supply and on the organisation of the media;
-explain the role that the media plays in culture transfer and in the image of reality;
-indicate which views exist on the influence or power of the media.
12. The candidate can give a description of Dutch society as a multicultural society and explain the presence of the largest immigrant groups.
13. The candidate can express the principles and mainlines of foreign policy and minority policy and compare and comment on the positions of political parties with regard to that policy.
14. The candidate can discern various visions that give a explanation for the societal position of ethnic minorities in terms of labour and income, education and housing.
15. The candidate can describe the relationship between immigrant groups and native groups in the Netherlands and indicate possible causes and consequences of discrimination.
16. The candidate may:
-indicate which views the main political groups and political parties in the Netherlands have on socio-economic issues and the role the government must play in the socio-economic field;
-to describe the development of the welfare state and to appoint different views on this subject;
-indicate the different ways in which the public authorities are involved in the socio-economic process.
17. The candidate may indicate from the main groups involved in labour what their interests are, how they are organized and what their mutual relations are.
18. The candidate can explain what impact a moving division of labour has for man and society.
19. The candidate can describe the influence of computerization on labour and society.
20. The candidate can explain what is the meaning of work for human beings and society.
21. The candidate may provide a description of the nature and extent of the phenomenon of criminality and related issues for citizen and society.
22. The candidate can bring criminality and approach to crime by the state in connection with the principles of the rule of law and identify the dilemmas that can arise in the implementation of tasks to prevent and combat crime by police, public prosecutor and judicial authority.
23. The candidate may:
-to distinguish between repressive and preventive policies in the fight against crime;
-distinguish between political parties ' views on the fight against crime and in relation to the ideological currents to which those parties belong.
24. The candidate can give a vision of the sentence and the possible effects of (certain) punishments.
25. The candidate may apply different theories/visions when giving statements about the emergence or increase of a given form of criminality.
26. The candidate may:
-explain why the environmental problem is a social and political problem;
-link between environmental issues and industrial society.
27. The candidate may set out the way in which the national government, the province, the municipality, the EU and international bodies are concerned with environmental issues.
28. The candidate may distinguish interests (trade-offs) that play a role in the positioning of business, employers 'and workers' organizations and other civil society organisations with regard to the environment (policy).
29. The candidate may:
-to address the environmental issues with socio-economic relations at global level;
-explain the importance of sustainable development for the global environmental issue.
30. The candidate can distinguish values, norms, and behavior of individuals, from civil society organizations and political parties with respect to environmental problems.
31. The candidate may indicate what motives and interests play a role in the development policy of the Netherlands and other donor countries.
32. The candidate can explain what role co-finance organisations and international organizations play in reducing underdevelopment.
33. The candidate can explain how in the development policy of the Netherlands and of other Western countries or international organizations account can be taken of the economic interests of the Third World.
34. The candidate can explain what is the importance of culture in development cooperation.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Philosophy of anthropology |
| Domain C |
Ethics |
| Domain D |
Knowledge learning |
| Domain E |
Science philosophy. |
The central examination refers to a subject established by the College for Exams, which is related to one of the domains B, C, D or E as the main domain, in which one or more other domains may be involved, and the sub-domains 1. of the fields B, C, D and E, which can be examinated both separately and in relation to the subject.
The school exam refers to domain A and:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may:
with regard to a philosophical problem, select, structure and interpret information:
-analyse an argument;
-assess an argument;
-establish and maintain a logically correct and convincing argument;
-transfer the results of a learning activity to others.
2. The candidate may:
-examine preliminary assumptions on which an issue is based;
-to take various philosophical positions on an issue.
3. The candidate can recognize, explain and apply in a philosophical context a number of central concepts and leading visions from the wisdom of anthropology, and evaluate them.
4. The candidate may:
-declare the content of personal concepts from different perspectives;
-recognize, explain and apply different views on the relationship between body and mind, and apply it in a philosophical context;
-recognize, explain and apply different views about the nature and functions of emotions, and apply them in a philosophical context.
5. The candidate may:
-recognize, explain and apply different conceptions of human beings as a reasonable being, and apply them in a philosophical context;
-recognize and interpret other visions of man from contemporary philosophy, interpret and interpret it in a philosophical context.
6. The candidate can recognize, explain and apply and evaluate in a philosophical context a number of central notions and leading visions from ethics.
7. The candidate may recognize, interpret, and apply and evaluate in a philosophical context a number of views on whether values are universal or not.
8. The candidate can recognize, explain and apply in a philosophical context a number of positions regarding individual liberty and collective responsibility, and evaluate it.
9. The candidate can recognize, explain and apply in a philosophical context a number of central concepts and leading visions from the knowledge doctrine and evaluate it.
10. The candidate may:
-recognize, explain and apply different views on the relationship between experience and reality, and apply it in a philosophical context;
-recognize, explain and apply different beliefs about truth, and apply it in a philosophical context.
11. The candidate may indicate how in the twentieth century knowledge is not considered in isolation but is embedded in the context of, inter alia, language, history and culture, socio-economic interests, gender processes, media.
12. The candidate can recognize, explain and apply in a philosophical context a number of central notions and leading visions from science philosophy, and evaluate it.
13. The candidate can reflect, recognize, explain, and in a philosophical context different views on the status of scientific knowledge; he can explain what the distinction is between natural sciences, social sciences and humanities.
14. The candidate can recognize, explain and apply a number of views about the science and society ratio in a philosophical context.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Philosophy of anthropology |
| Domain C |
Ethics |
| Domain D |
Social philosophy. |
The central examination refers to a subject established by the College for Exams, which is related to one of the domains B, C or D as the main domain, in which one or more other domains may be involved, and the sub-domains 1. of the fields B, C and D, which can be examinated both separately and in relation to the subject.
The school exam refers to domain A and:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may:
with regard to a philosophical problem, select, structure and interpret information:
-analyse an argument;
-assess an argument;
-establish and maintain a logically correct and convincing argument;
-transfer the results of a learning activity to others.
2. The candidate may:
-examine preliminary assumptions on which an issue is based;
-to take various philosophical positions on an issue.
3. The candidate can recognize, explain and apply a number of central concepts from the wisdom of anthropology, and apply it in a philosophical context.
4. The candidate may:
-recognize, explain and apply different views on the relationship between body and mind in a philosophical context;
-recognize, explain, and apply different conceptions of the nature and functions of emotions in a philosophical context.
5. The candidate may:
-recognize, explain and use different conceptions of man as a reasonable being, and apply it in a philosophical context;
-recognize, explain, and apply in a philosophical context some views on the validity of different forms of (rational) knowledge.
6. The candidate can recognize, explain and apply a number of central concepts from ethics, and apply it in a philosophical context.
7. The candidate can recognize, explain, and apply a number of views about the relationship between utility and happiness in a philosophical context.
8. The candidate may:
-recognize, explain and in a philosophical context different positions regarding individual liberty and collective responsibility;
-define the role of integrity and responsibility within the relationship between individuals and communities.
9. The candidate may recognize a number of central concepts from social philosophy, explain it and apply it in a philosophical context.
10. The candidate may:
-explain the nature and function of human desire and needs, and the coherence between scarcity and needs;
-recognize, explain and apply different conceptions about the origin of power and the forms of power, and apply it in a philosophical context.
11. The candidate can explain what the role and influence of ideologies in society is. He can indicate what the philosophical and/or philosophical principles of ideologies are.
The final exam consists of the central examination.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Incidence angles for reflection |
| Domain C |
Topics. |
The central exam relates to the domains B and C in combination with the skills from domain A.
The College for Exexaminations points out domain C three subjects for the havo exam and four subjects for the vwo exam.
1. The candidate may:
-the most important terms and concepts of the art disciplines, visual design, dance, drama and music which are conditional on adequate reception and reflection, and necessary for understanding of links between art and culture;
-identify, appoint and apply information on art and culture in order to identify links;
-appropriate handling of the source material in the light of the source of the material;
-call agreements and differences and argue with regard to the contemplation device at the four art disciplines (vwo only).
2. The candidate may indicate the visions, goals, means and the arts as interpretation of religious and/or philosophical points of view.
3. The candidate can outline what ideas about beauty in art and art appreciation play a role.
4. The candidate can indicate which influence principals and political ideas have on the role and content of art as well as on the position of the artist.
5. The candidate may indicate how form and content are determined by the kinemable functions of art in relation to the audience involved.
6. The candidate may indicate how art and science/engineering are working on each other.
7. The candidate can indicate how Western and non-Western arts and culture mutually influence each other.
8. The candidate can apply the endterms of domain A and B to examples from the following topics:
-the culture of the church in the eleventh to fourteenth centuries;
-the culture of court in the sixteenth and seventeenth centuries;
-the bourgeois culture of the Netherlands in the seventeenth century;
-the culture of Romanticism and realism in the nineteenth century;
-the culture of the modern in the first half of the twentieth century;
-the mass culture from 1950.
The final exam consists of the central exam and the school exam.
The examination program consists of that of the art section (general) and the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
School names refer to areas A, B and C, and where the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
If the candidate with the culture and society profile places the final examination in one of the subjects of art (visual design, music, drama or dance) in the free part to fulfil the obligation that in that free part the final exam should be one box includes a normative study load of at least 440 studies hours, and, as part of the profile part, he also places final examination in one of the subjects of art (another variant), the art (general) section of the exam (and therefore). the central examination) shall be replaced by additional floor and/or widening components at the test; field of art in school windows with a normative student body of at least 160 study hours, by determining the authority. So there is no central exam.
1. The candidate can also, based on source material, describe, examine and interpret the visual work of artists and designers, taking into account visions, goals, time, place, function, art estimates, norms and values and the historical development.
2. The candidate can examine visual work of artists and designers in relation to his own visual work.
3. The candidate can describe and evaluate his own visual work and work process.
(4) The candidate may examine questions relating to both autonomous and applied visual arts and design, and to carry out the resulting ideas in a visual processing, using plastic materials in an appropriate way; goal-oriented work process and to present the work in such a way that the viewer gets insight into the work process.
The final exam consists of the central exam and the school exam.
The examination program consists of that of the art section (general) and the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central exam is that of the art box (general).
School names refer to areas A, B and C, and where the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
If the candidate with the culture and society profile places the final examination in one of the subjects of art (visual design, music, drama or dance) in the free part to fulfil the obligation that in that free part the final exam should be one box includes a normative study load of at least 320 study hours, and, as part of the profile part, he also provides final examination in one of the subjects of art (another variant), the art (general) section of the exam (and therefore). the central examination) shall be replaced by additional floor and/or widening components at the test; field of art in school windows with a normative student body of at least 120 course students, by determining the competent authority. So there is no central exam.
1. The candidate can also, based on source material, describe, examine and interpret the visual work of artists and designers, taking into account visions, goals, time, place, function, art estimates, norms and values and the historical development.
2. The candidate can examine visual work of artists and designers in relation to his own visual work.
3. The candidate can describe and evaluate his own visual work and work process.
(4) The candidate may examine structured questions relating to both autonomous and applied visual arts and design, and to carry out the resulting ideas in a visual processing, using plastic materials in a purposeful work process, and present the work so that the contemplator gets insight into the work process.
The final exam consists of the central exam and the school exam.
The examination program consists of that of the art section (general) and the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central exam is that of the art box (general).
School names refer to areas A, B and C, and where the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
If the candidate with the culture and society profile places the final examination in one of the subjects of art (visual design, music, drama or dance) in the free part to fulfil the obligation that in that free part the final exam should be one box includes a normative study load of at least 440 studies hours, and, as part of the profile part, he also places final examination in one of the subjects of art (another variant), the art (general) section of the exam (and therefore). the central examination) shall be replaced by additional floor and/or widening components at the test; field of art in school windows with a normative student body of at least 160 study hours, by determining the authority. So there is no central exam.
1. The candidate may:
-follow a musical notation and a score;
-noting the following simple rhythms and melody fragments;
-distinguish, recognize and appoint musical aspects in the context of sounding examples.
2. The candidate may:
-analysing musical structures as a result of sounding examples;
-interpret musical processes;
-his musical experience related to the musical aspects, meanings and functions of music.
3. The candidate may:
-introduce a historic arrangement in the development of musical forms and genres;
-known works in the development line of music, in a geographical region and in a social context, and can create links between cultural historical periods;
-place him unknown works on the basis of cultural, stylistic, form technical and musical historical arguments.
4. The candidate may:
-perform a varied repertoire of one-and multi-stemmed vocal and/or instrumental music;
-unprepared play a melody/music piece.
5. The candidate can improvise and compose music, from a problem theorem and with deliberate use of musical materials and resources.
The final exam consists of the central exam and the school exam.
The examination program consists of that of the art section (general) and the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central exam is that of the art box (general).
School names refer to areas A, B and C, and where the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
If the candidate with the culture and society profile places the final examination in one of the subjects of art (visual design, music, drama or dance) in the free part to fulfil the obligation that in that free part the final exam should be one box includes a normative study load of at least 320 study hours, and, as part of the profile part, he also provides final examination in one of the subjects of art (another variant), the art (general) section of the exam (and therefore). the central examination) shall be replaced by additional floor and/or widening components at the test; field of art in school windows with a normative student body of at least 120 course students, by determining the competent authority. So there is no central exam.
1. The candidate may:
-follow a musical notation;
-noting the following simple rhythms and melody fragments;
-distinguish, recognize and appoint musical aspects in the context of sounding examples.
2. The candidate may:
-analysing musical structures as a result of sounding examples;
-interpret musical processes;
-his musical experience related to the musical aspects, meanings and functions of music.
3. The candidate may:
-introduce a historic arrangement in the development of musical forms and genres;
-known works in the development line of music, in a geographical region and in a social context, and can create links between cultural historical periods;
-place him unknown works on the basis of cultural, stylistic, form technical and musical historical arguments.
4. The candidate may:
-perform a varied repertoire of one-and multi-stemmed vocal and/or instrumental music;
-unprepared play a melody/music piece.
5. The candidate can improvise and compose music, from a problem theorem and with deliberate use of musical materials and resources.
The final exam consists of the central exam and the school exam.
The examination program consists of that of the art section (general) and the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central exam is that of the art box (general).
School names refer to areas A, B and C, and where the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
If the candidate with the culture and society profile places the final examination in one of the subjects of art (visual design, music, drama or dance) in the free part to fulfil the obligation that in that free part the final exam should be one box includes a normative study load of at least 440 studies hours, and, as part of the profile part, he also places final examination in one of the subjects of art (another variant), the art (general) section of the exam (and therefore). the central examination) shall be replaced by additional floor and/or widening components at the test; field of art in school windows with a normative student body of at least 160 study hours, by determining the authority. So there is no central exam.
1. The candidate may also take on the basis of source material in a given cultural-societal context:
-naming characteristics of theatrical deformation and oral traditions;
-identify the links between function, shape and content of theatre;
-to identify dramatic aspects of formal information on television and indicate the purpose of the use of such information.
2. The candidate may outline the history of the Western theatre in broad lines, partly according to the historical and/or social-societal context of some of the playing styles and for plays important persons.
3. The candidate may:
-to appoint the interlinking of the main theatrical concepts;
-indicate and designate theatrical conventions, as well as the meanings that they can evoking.
4. The candidate may:
-describe a stage performance informatively;
-indicate the theatrical means to which the content is given;
-to express their own opinion on the effectiveness of some of these funds.
5. The candidate may:
-combine and apply game data, using timing and change in voice usage and movement pattern;
-intensify interaction between characters by means of action and reaction;
-analyse and investigate in play a social or social issue.
6. The candidate may:
-build up a role based on character and dramatic development;
-creating and realizing scenes, taking into account the intention to the public.
7. The candidate may:
-applying game and training skills to the action for an audience;
-provide the public with the necessary information.
The final exam consists of the central exam and the school exam.
The examination program consists of that of the art section (general) and the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central exam is that of the art box (general).
School names refer to areas A, B and C, and where the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
If the candidate with the culture and society profile places the final examination in one of the subjects of art (visual design, music, drama or dance) in the free part to fulfil the obligation that in that free part the final exam should be one box includes a normative study load of at least 320 study hours, and, as part of the profile part, he also provides final examination in one of the subjects of art (another variant), the art (general) section of the exam (and therefore). the central examination) shall be replaced by additional floor and/or widening components at the test; field of art in school windows with a normative student body of at least 120 course students, by determining the competent authority. So there is no central exam.
1. The candidate may also take on the basis of source material in a given cultural-societal context:
-naming characteristics of theatrical deformation and oral traditions;
-identify the links between function, shape and content of theatre;
-dramatic aspects of formal information on television.
2. The candidate can indicate and designate theatrical conventions, as well as the meanings that they can evoking.
3. The candidate may:
-describe a stage performance informatively;
-indicate the theatrical means to which the content is given;
-to express their own opinion on the effectiveness of some of these funds.
4. The candidate may:
-combine and apply game data, using timing and change in voice usage and movement pattern;
-intensify interaction between characters by means of action and reaction;
-analyse and investigate in play a social or social issue.
5. The candidate may:
-build up a role based on character and dramatic development;
-creating and realizing scenes, taking into account the intention to the public.
6. The candidate may:
-applying game and training skills to the action for an audience;
-provide the public with the necessary information.
The final exam consists of the central exam and the school exam.
The examination program consists of that of the art section (general) and the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central exam is that of the art box (general).
School names refer to areas A, B and C, and where the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
If the candidate with the culture and society profile places the final examination in one of the subjects of art (visual design, music, drama or dance) in the free part to fulfil the obligation that in that free part the final exam should be one box includes a normative study load of at least 440 studies hours, and, as part of the profile part, he also places final examination in one of the subjects of art (another variant), the art (general) section of the exam (and therefore). the central examination) shall be replaced by additional floor and/or widening components at the test; field of art in school windows with a normative student body of at least 160 study hours, by determining the authority. So there is no central exam.
1. The candidate can conduct independent research on a subject that is directly or indirectly related to dance, highlighting both the historical and cultural-social and religious links.
2. The candidate can nominate and link the various currents and genres within Western theatre dance with the historical-artistic, cultural-societal and/or religious context, and which can describe the influence on and of non-western (theatre) dance exists.
3. The candidate can describe the choreography, structure and content of dance pieces or fragments, interlinked with each other and give their own vision on the basis of that.
4. The candidate can translate and interpret feelings, experiences and ideas in dance, in a dancing and expressive way, and in a targeted manner:
-collaborate with others;
-handling musical, visual and dramatic elements in dance.
5. The candidate may:
-improvise, alone or in conjunction with others, from commands;
-structuring the results into a repeatable composition with the use of dance-ante aspects and methods of design;
-explain and justify the starting points, purpose, choices and work process.
6. The candidate can be a dance presentation:
-to the public, with the emphasis on the transfer, form and content of the product;
-provide brief public-oriented information.
The final exam consists of the central exam and the school exam.
The examination program consists of that of the art section (general) and the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central exam is that of the art box (general).
School names refer to areas A, B and C, and where the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
If the candidate with the culture and society profile places the final examination in one of the subjects of art (visual design, music, drama or dance) in the free part to fulfil the obligation that in that free part the final exam should be one box includes a normative study load of at least 320 study hours, and, as part of the profile part, he also provides final examination in one of the subjects of art (another variant), the art (general) section of the exam (and therefore). the central examination) shall be replaced by additional floor and/or widening components at the test; field of art in school windows with a normative student body of at least 120 course students, by determining the competent authority. So there is no central exam.
1. The candidate may conduct independent research on a subject that is directly or indirectly related to dance.
2. The candidate can define the various currents and genres within the Western theatre dance in great lines and in connection with the historical-artistic context, and then describe the influence on and of non-Western (theatre) dance exists.
3. The candidate can describe the choreography of dance pieces or fragments, and relate to each other.
4. The candidate can translate and interpret feelings, experiences and ideas in dance, in a dancing and expressive way, and in a targeted manner:
-collaborate with others;
-handling musical, visual and dramatic elements in dance.
5. The candidate may:
-improvise, alone or in conjunction with others, from commands;
-to structure the results into a repeatable composition using dance-ante aspects and methods of design.
6. The candidate can create a dance presentation for audiences in which dance and design skills are functionally applied.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central exam is for domain A.
The school exam shall cover:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may:
-follow a musical notation and a score;
-noting the following simple rhythms and melody fragments;
-distinguish, recognize and appoint musical aspects in the context of sounding examples.
2. The candidate may:
-analysing musical structures as a result of sounding examples;
-interpret musical processes;
-his musical experience related to the musical aspects, meanings and functions of music.
3. The candidate may:
-introduce a historic arrangement in the development of musical forms and genres;
-known works in the development line of music, in a geographical region and in a social context, and can create links between cultural historical periods;
-place him unfamiliar works on the basis of cultural, stylistic, form-technical and musical historical arguments;
-draw up and report on the basis of a problem setting out a subject in the history of music/music culture.
4. The candidate may:
-perform a varied repertoire of one-and multi-stemmed vocal and/or instrumental music;
-unprepared play a melody/music piece;
-hit a tune.
5. The candidate can improvise and compose music, from a problem theorem and with deliberate use of musical materials and resources.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central exam is for domain A.
The school exam shall cover:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may:
-follow a musical notation;
-noting the following simple rhythms and melody fragments;
-distinguish, recognize and appoint musical aspects in the context of sounding examples.
2. The candidate may:
-analysing musical structures as a result of sounding examples;
-interpret musical processes;
-his musical experience related to the musical aspects, meanings and functions of music.
3. The candidate may:
-introduce a historic arrangement in the development of musical forms and genres;
-known works in the development line of music, in a geographical region and in a social context, and can create links between cultural historical periods;
-place him unfamiliar works on the basis of cultural, stylistic, form-technical and musical historical arguments;
-draw up and report on the basis of a problem setting out a subject in the history of music/music culture.
4. The candidate may:
-perform a varied repertoire of one-and multi-stemmed vocal and/or instrumental music;
-unprepared play a melody/music piece;
-hit a tune.
5. The candidate can improvise and compose music, from a problem theorem and with deliberate use of musical materials and resources.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central examination consists of a theoretical and a practical part.
The theoretical part relates to domain A.
The practical part relates to the (sub) domains A2 and B.
The school exam shall cover:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate can also, based on source material, describe, examine and interpret the visual work of artists and designers, taking into account time, place, function, art estimates, norms and values and the historical development.
2. The candidate may consider two-and three-dimensional images and forms and may interpret this consideration and/or depict it.
3. The candidate may examine problems relating to both autonomous and applied visual arts and design, and perform the resulting ideas in a visual processing, using plastic materials in a goal-oriented work process and to present the work in such a way that the viewer gets insight into the work process.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central exam is for domain A.
The school exam shall cover:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate can describe, investigate and interpret the visual work of artists and designers, using knowledge of, and insight into, the history of the visual arts:
-of the 19th, 20th and 21st centuries;
-from Romanesque, as far as relevant to the art of the 19th, 20th and 21st centuries.
2. The candidate may consider two-and three-dimensional images and forms and may interpret this consideration and/or depict it.
3. The candidate may examine structured questions relating to both autonomous and applied visual arts and design, and to perform the resulting ideas in a visual processing, using plastic materials. in a purposeful work process, and present the work so that the contemplator gets insight into the work process.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central examination consists of a theoretical and a practical part.
The theoretical part relates to domain A.
The practical part relates to the (sub) domains A2 and B.
The school exam shall cover:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate can also, based on source material, describe, examine and interpret the visual work of artists and designers, taking into account time, place, function, art estimates, norms and values and the historical development.
2. The candidate may consider two-and three-dimensional images and forms and may interpret this consideration and/or depict it.
3. The candidate may examine problems relating to both autonomous and applied visual arts and design, and perform the resulting ideas in a visual processing, using plastic materials in a goal-oriented work process and to present the work in such a way that the viewer gets insight into the work process.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central exam is for domain A.
The school exam shall cover:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate can describe, investigate and interpret the visual work of artists and designers, using knowledge of, and insight into, the history of the visual arts:
-of the 19th, 20th and 21st centuries;
-from Romanesque, as far as relevant to the art of the 19th, 20th and 21st centuries.
2. The candidate may consider two-and three-dimensional images and forms and may interpret this consideration and/or depict it.
3. The candidate may examine structured questions relating to both autonomous and applied visual arts and design, and to perform the resulting ideas in a visual processing, using plastic materials. in a purposeful work process, and present the work so that the contemplator gets insight into the work process.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central examination consists of a theoretical and a practical part.
The theoretical part relates to domain A.
The practical part relates to the (sub) domains A2 and B.
The school exam shall cover:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate can also, based on source material, describe, examine and interpret the visual work of artists and designers, taking into account time, place, function, art estimates, norms and values and the historical development.
2. The candidate may consider two-and three-dimensional images and forms and may interpret this consideration and/or depict it.
3. The candidate may examine problems relating to both autonomous and applied visual arts and design, and perform the resulting ideas in a visual processing, using plastic materials in a goal-oriented work process and to present the work in such a way that the viewer gets insight into the work process.
The final exam consists of the central exam and the school exam.
The exam program consists of the following domains:
| Domain A |
Theory of expertise |
| Domain B |
Practice |
| Domain C |
Orientation to study and occupation. |
The central exam is for domain A.
The school exam shall cover:
-the domains and sub-domains to which the central examination does not concern;
-if the competent authority chooses to do so: one or more domains or sub-domains to which the central examination applies;
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate can describe, investigate and interpret the visual work of artists and designers, using knowledge of, and insight into, the history of the visual arts:
-of the 19th, 20th and 21st centuries;
-from Romanesque, as far as relevant to the art of the 19th, 20th and 21st centuries.
2. The candidate may consider two-and three-dimensional images and forms and may interpret this consideration and/or depict it.
3. The candidate may examine structured questions relating to both autonomous and applied visual arts and design, and to perform the resulting ideas in a visual processing, using plastic materials. in a purposeful work process, and present the work so that the contemplator gets insight into the work process.
The final exam consists of the school windows.
The exam program consists of the following domains:
| Domain A |
Reading skill |
| Domain B |
Look and listening skills |
| Domain C |
Call skill |
| Domain D |
Writing skills (does not apply to Arabic and Russian). |
The school exam shall cover:
-domains A, B, C, D,
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may:
-indicate which information is relevant given a fixed need;
-indicate the main idea of a text (part);
-indicate the significance of important elements of a text;
-indicate relationships between parts of a text;
-draw conclusions with regard to intentions, views and feelings of the author.
2. The candidate may:
-indicate which information is relevant given a fixed need;
-indicate the main idea of a text;
-indicate the significance of important elements of a text;
-take notes as a strategy to address a text.
3. The candidate may:
-respond adequately to social contacts with target language users;
-ask and supply information;
-express feelings;
-describe cases or persons;
-apply some strategies to keep a conversation going.
4. The candidate may present acquired information adequately for the purpose of purpose and audience, describing issues or persons and expressed views.
5. The candidate may:
-respond adequately in written contacts to target language users;
-ask and supply information;
-adequately presenting acquired information with a view to the purpose and the public, describing issues or persons and expressing feelings and views.
6. The candidate can use:
-write a text processing program;
-draw up texts for reference (electronic).
The final exam consists of the school windows.
The final examination program consists of the following domains:
Domain A Reading Skill
Domain B Look and listening skills
Domain C Call Skill
Domain D Writing Skill
Domain E Chinese culture
Domain F Guidance on study and occupation
The school exam shall cover:
-at least all domains of the final examination,
-if the competent authority chooses to do so: other subject areas, which may vary from one candidate to another.
1. The candidate may:
-indicate which information is relevant given a fixed need;
-indicate the main idea of a text (part);
-indicate the significance of important elements of a text;
-indicate relationships between parts of a text;
-draw conclusions with regard to intentions, views and feelings of the author.
2. The candidate may:
-indicate which information is relevant given a fixed need;
-indicate the main idea of a text;
-indicate the significance of important elements of a text;
-take notes as a strategy to address a text.
3. The candidate may:
-respond adequately to social contacts with target language users;
-ask and supply information;
-express feelings;
-describe cases or persons;
-apply some strategies to keep a conversation going.
4. The candidate may present acquired information adequately for the purpose of purpose and audience, describing issues or persons and expressed views.
5. The candidate can with the use of manually written characters :
-respond adequately in written contacts to target language users;
-ask and supply information;
-presenting acquired information, describing cases or persons and expressing feelings.
6. The candidate can use a Chinese electronic word processor and (electronic) reference material:
-respond adequately in written contacts to target language users;
-ask and supply information;
-presenting acquired information, describing cases or persons and expressing feelings.
7. The candidate may report on his reading experiences with at least three literary works.
8. The candidate may:
-(by means of examples) to give an overview of different Chinese cultural expressions,
-to report on his experience with some Chinese cultural expressions.
The final exam consists of the school windows.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Move |
| Domain C |
Move and arrange |
| Domain D |
Movement and health |
| Domain E |
Move and society. |
The school exam refers to the fields A to E, (except that the terms of the domains A and C, D and E are in principle in connection with domain B), and if the competent authority chooses to do so: check boxes, which may vary from one candidate to another.
1. The candidate can choose, arrank and guide motion situations, for himself but especially for others, and reflect on that.
2. The candidate can participate in at least one target game, one return game and one stroke and running game, which involves deepening level of participation for in terms of movement complexity, diversity in tasks and in contexts and in contexts. To match their own moves on that of others.
3. The candidate can participate in multiple gymnastics activities within two of the following sub-areas: jumping, waving, acrobatics, balancing and climbing, in which it involves deepening the level of participation, individually and together.
4. The candidate can perform two dances of at least sixteen musical lengths within one or more subareas of movement on music, focusing on deepening of changes of time and space, succession of connections and changes of arrangement and position of the dancers relative to each other.
5. The candidate can participate in at least one running part, one throwing part and one jumping part, with the continuing to deepen proper alignment of constituent elements (timing, direction, speed, distance) relative to each other.
6. The candidate may participate in at least one self-defense game, in party and/or demonstration form, in which it involves deepening its own offensive initiatives and responding well to initiatives of the partner.
7. The candidate may participate in at least two of the student ' s choice of movement activities that do not belong to one of the fields of activity mentioned above, which involves learning of the principles or deepening existing competence.
8. The candidate can assume, in motion situations, co-responsibility for ensuring that movement situations are independently and securely designed and equipped, initiated, initiated and terminated, and, if appropriate, adapted to the characteristics and the wishes of the participants.
9. In the course of movement of a group of participants, the candidate can fulfil the roles of instructor, coach/handler, referee/game leader and juror.
10. The candidate in indoor or outdoor schools prepare, organize, evaluate and report a movement activity, whereby the chosen form of organization must fit with the (context of the) movement of motion.
11. The candidate may indicate and explain which factors (mental, social, biomechanical and training) play a role in the guidance of individuals and groups in a variety of movement situations.
12. The candidate can explain the importance of sport and movement for health in a broad sense, also in relation to other person-related and societal health factors.
13. The candidate can apply a number of fitness tests, interpret its results and, based on their value for improving performance, choose and prepare a specific training program for themselves, another or a group.
14. The candidate may show, in the establishment of and participation in motion and work situations, that he has an eye for his own safety and that of others, and he can indicate how adequate overload can be dealt with and where necessary. Call expert help.
15. The candidate can make a conscious choice for the own (future) role in that field of work, based on his own experience of work in the field of work and moving in the field.
16. The candidate may explain the development of and the various aspects and appearances of the current movement culture and indicate which factors have been affected by that.
17. The candidate may indicate how personal and environmental factors can play a role in different age stages and circumstances in making choices in relation to participation in motion culture.
18. The candidate can indicate how societal factors influence active and passive sports practice, and what can be the societal meaning of sport and moving for society.
19. The candidate may indicate the distinctive similarities and differences in structure, organization of and policy regarding sport and movement at multiple levels and in multiple appearances.
The final exam consists of the school windows.
The exam program consists of the following domains:
| Domain A |
Skills |
| Domain B |
Move |
| Domain C |
Move and arrange |
| Domain D |
Movement and health |
| Domain E |
Move and society. |
The school exam refers to the fields A to E, (except that the terms of the domains A and C, D and E are in principle in connection with domain B), and if the competent authority chooses to do so: check boxes, which may vary from one candidate to another.
1. The candidate can choose, arrange and guide motion situations, for himself but above all for others.
2. The candidate can participate in at least one target game, one return game and one stroke and running game, which involves deepening level of participation for in terms of movement complexity, diversity in tasks and in contexts and in contexts. To match their own moves on that of others.
3. The candidate can participate in multiple gymnastics activities within two of the following sub-areas: jumping, waving, acrobatics, balancing and climbing, in which it involves deepening the level of participation, individually and together.
4. The candidate can perform two dances of at least sixteen musical lengths within one or more subareas of movement on music, focusing on deepening of changes of time and space, succession of connections and changes of arrangement and position of the dancers relative to each other.
5. The candidate can participate in at least one running part, one throwing part and one jumping part, with the continuing to deepen proper alignment of constituent elements (timing, direction, speed, distance) relative to each other.
6. The candidate may participate in at least one self-defense game, in party and/or demonstration form, in which it involves deepening its own attacking initiatives and responding well to initiatives of the partner.
7. The candidate may participate in at least two of the student ' s choice of movement activities that do not belong to one of the fields of activity mentioned above, which involves learning of the principles or deepening existing competence.
8. The candidate can assume, in motion situations, co-responsibility for ensuring that movement situations are independently and securely designed and equipped, initiated, initiated and terminated, and, if appropriate, adapted to the characteristics and the wishes of the participants.
9. In the course of movement of a group of participants, the candidate can fulfil the roles of instructor, coach/handler, referee/game leader and juror.
10. The candidate may prepare, organise, evaluate and report a movement activity in the inner or outer-schools, and the chosen form of organization must match the (context of the) movement of movements.
11. The candidate can explain the importance of sport and movement for health in a broad sense, also in relation to other person-related and societal health factors.
12. The candidate may apply a number of fitness tests, interpret the results thereof and, on the basis of their value, choose and prepare a training programme for themselves, another or a group, for improving performance.
13. The candidate may show, in the establishment and participation in motion situations, that he has an eye for his own safety and that of others, and he can correctly identify the most frequent injuries, giving first aid and where necessary. Call expert help.
14. The candidate can do sports and move on the basis of his own experience of work in the field of work and make a conscious choice for the own (future) role in that field of work.
15. The candidate may explain the development of and the various aspects and appearances of the current movement culture, and indicate which factors influence the participation of different populations in the culture of grazing.
16. The candidate can indicate the distinctive similarities and differences in structure and organization of sports and movement at multiple levels and in multiple appearances.
The six general education objectives which apply to all subjects and sectors in the vmbo are:
1 Work on subject-rising themes
The pupil learns, in the context of a broad and balanced orientation towards man and society, to gain some insight into relationships with the personal and social environment.
In doing so, explicit attention is paid to:
1.1 knowing about and dealing with own and other people's norms and values;
1.2 knowing and dealing with the differences between the sexes;
1.3 the relationship between man and nature and the concept of sustainable development;
1.4 the functioning as a democratic citizen in a multicultural society, also in international context;
1.5 it operates in a safe manner for their own and others in their professional practices and in their own environment;
1.6 The social importance of technological development, including in particular modern information and communication technologies;
1.7 the social significance of paid and unpaid labour;
1.8 The achievements and possibilities of art and culture, including the media.
2 Learning to perform
The student learns in as many situations as possible, including using ICT, to develop a number of school skills.
These include:
2.1 The Dutch and English texts read and listen;
2.2 produce written and oral texts in correct Dutch;
2.3 Information in different data files to look up, select, collect, and organize;
2.4 Using the calculation skills, using, measuring, measuring and estimating calculation rules;
2.5 complying with environmental, hygiene, health and ergonomics requirements;
2.6 efficient and safe handling of materials, tools and equipment;
2.7 Computer skills.
3 Learning to learn
The student learns, also using ICT, to build up as much knowledge and skills as possible. Among other things, he teaches, among other things, a number of strategies that can improve the learning and work process.
These include:
3.1 assessment of information on reliability, representativeness and usability, information processing and exploitation;
3.2 strategies for the learning of new knowledge and skills such as memorization, notes making, schematizing, establishing links with knowledge present;
3.3 strategies for the understanding of verbal and written information;
3.4 solution to a well thought-out solution;
3.5 a simple business, natural scientific or social problem;
3.6.........................
3.7 on the basis of arguments, to reach its own point of view.
4 Learning to communicate
The student learns, partly through a process of interactive learning, to further develop a number of social and communication skills.
These include:
4.1 in respect of basic social conventions;
4.2 submit and cooperate in a team-related basis;
4.3 using appropriate talking techniques;
4.4 opinions and opinions on the appointment and handling of different opinions;
4.5 the naming and handling of cultural and gender differences between people;
4.6 deal with formal and informal arrangements, rules and procedures;
4.7 present themselves and own work.
5 Learning to reflect on the learning and work process
The learner learns, by reflecting on its own cognitive and emotional functioning, to gain insight and guidance to the self learning and working process.
These include:
5.1 create a learning and/or work schedule;
5.2 monitor the learning and/or work process;
5.3 A simple product and process evaluation make and draw conclusions from this.
6 Learning to reflect on the future
The learner learns, by reflecting on its own cognitive and emotional functioning, to gain insight into its own future possibilities and interests. In doing so, explicit attention is paid to:
6.1 to take stock of their own resources and interests;
6.2 examine the possibilities for further study;
6.3 have the vision of occupations, professional practice and current developments within it;
6.4 The role and importance of school-based knowledge, insight and skills for social life, daily life, leisure, volunteer work;
6.5 the characteristics of the labour market at this time and in the near future;
6.6 the organization of branches and businesses;
6.7 Assessing its own potential and interests in the light of follow-up study, occupations and social functioning;
6.8 It may be a responsible choice for further training.
Below are the exam programs defined per box in examination units with the corresponding code. Each examination unit consists of one or more endterms. In the columns behind the examination units indicated by means of an X for which learning path the examination unit is part of the examination programme.
The central examination for a section or programme by learning pathway shall cover those examination units which are designated CE.
The school exam for a particular learning pathway covers the general subjects of examination K3 (learning skills) and the professional subjects on examination unit K2 (Professional skills) in all cases.
In addition, the school exam refers to:
at least those examination units which form part of the examination programme of this learning route, provided that they are not part of the central examination of that learning path;
where the competent authority chooses, one or more of the examination units to which the central examination applies;
where it has jurisdiction to do so: any other subject matter relevant to the relevant trade or examination programme, which may vary from one candidate to another.
For certain groups of related professional programs in the GL, there is a common CE. The examination units that belong to these joint central exams in the GL have received a new code followed by a numbering in Roman numerals. This concerns the following groups of professional programmes GL:
Metal engineering, electrical engineering, installation technique, instalektro, metalektro (with as coding for the joint CE: MEI)
External care, care, care-and-well-being-wide (with coding for the joint CE: ZWG)
Consumption-wide, consumer-catering, consumer-baking (with coding for the joint CE: COG)
Administration, trade and administration, trade and sales, fashion and commerce (with coding for the joint CE: HAV).
BB
KB
GL/TL
| NE/K/1 |
Orientation on learning and working |
|||
| The candidate can orient himself to his own career and the importance of Dutch in society. |
X |
X |
X |
|
| NE/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, collaborate, and acquire, process, and present information. |
X |
X |
X |
|
| NE/K/3 |
Learning skills in Dutch |
CE |
CE |
CE |
| The candidate may apply strategic skills that contribute to: the achievement of different read, write, listen and look, and speak and call goals the promotion of the own language process To compensate for their own deficit-shooting language knowledge or communication knowledge. |
X |
X |
X |
|
| NE/K/4 |
Listen and viewing skills ¹ |
CE |
CE |
CE |
| The candidate may: Wield listen and look strategies Select and apply countervailing strategies identify the target of the creators of a program show the main elements of a program give an opinion on a programme and explain it execute a statement. |
X |
|||
| The candidate may: Wield listen and look strategies Select and apply countervailing strategies identify the target of the creators of a program show the main elements of a program give an opinion on a programme and explain it execute a statement identify the value and reliability of the information distributed by the mass media. |
X |
X |
||
| NE/K/5 |
Speak and Call Skills |
|||
| The candidate may: collect and process relevant information for the purposes of the talk and call situation Strategies used for the purposes of the talk and call situation Select and apply countervailing strategies Express the call/listening purpose in the situation address/listening purpose and language use targeting different types of audience Recognizing the social promission of others and assessing the reactions of others recognize language variants in speech and call situations, and respond to them adequately. |
X |
X |
X |
|
| NE/K/6 |
Reading skill |
CE |
CE |
CE |
| The candidate may: Apply reading strategies Select and apply countervailing strategies Recognize the function of image and formatting in a text identify the author's writer's purpose To divide a text into meaningful units and to appoint the relationships between those units identify the main subject and the main idea of a text give an opinion on the text and explain this opinion. |
X |
|||
| The candidate may: Apply reading strategies Select and apply countervailing strategies Recognize the function of image and formatting in a text identify the author ' s writing purpose and the linguistic resources he uses to achieve this goal To divide a text into meaningful units and to appoint the relationships between those units identify the main subject and the main idea of a text and summaryall give an opinion on the text and explain this opinion. |
X |
X |
||
| NE/K/7 |
Write skill |
CE |
CE |
CE |
| The candidate may: collect and process relevant information for the purposes of writing Apply write strategies Select and apply countervailing strategies To express the written purpose in texts address the writing purpose and language use on different types of readership Conventions applicable to written language Use electronic tools when writing Rewrite drafts of the text based on a delivered comment. |
X |
X |
X |
|
| NE/K/8 |
Fiction |
|||
| The candidate may: Recognize different types of fictionworks describe the situation and the thinking and actions of the characters in the fiction work explain the relationship between the fiction work and reality provide a personal comment on a fiction work and explain them with examples from work. |
X |
|||
| The candidate may: Recognize different types of fictionworks describe the situation and the thinking and actions of the characters in the fiction work explain the relationship between the fiction work and reality designating the characteristics of fiction in the work of fiction collect and select relevant background information provide a personal comment on a fiction work and explain them with examples from work. |
X |
X |
||
| NE/V/1 |
Acquisition, processing and provision of information |
|||
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|||
| NE/V/2 |
Writing based on documentation |
|||
| The candidate can write a target and audience text: according to the conventions applicable to the text type under the use of documentation. |
X |
|||
| NE/V/3 |
Skills in coherence |
|||
| The candidate may apply the skills from the core part in conjunction. |
X |
¹ The CoE may decide that the central examination does not concern NE/K/4; this may vary by learning path.
BB
KB
GL/TL
| MVT/K/1 |
Orientation on learning and working |
|||
| The candidate can orient himself to the career and to the importance of the Modern Foreign Languages in society. |
X |
X |
X |
|
| MVT/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, collaborating and acquiring, processing and presenting information. |
X |
X |
X |
|
| MVT/K/3 |
Learning skills in the Modern Foreign Languages |
CE |
CE |
CE |
| The candidate may apply strategic skills that contribute to: the achievement of different read, write, listen and look, and speak and call goals the promotion of the own language process To compensate for their own deficit-shooting language knowledge or communication knowledge. apply knowledge of land and society to the recognition of cultural expressions. |
X |
X |
X |
|
| MVT/K/4 |
Reading skill |
CE |
CE |
CE |
| The candidate may: specify the relevant information that contains a text, given a particular information requirement specify the main idea of a text (part) identify the meaning of key elements of a text compare data from one or more texts and draw conclusions from them specify links between parts of a text. |
X |
X |
X |
|
| MVT/K/5 |
Listen and viewing skills ¹ |
CE |
CE |
CE |
| The candidate may: specify the relevant information that contains a text, given a particular information requirement specify the main idea of a text (part) identify the meaning of key elements of a text anticipate the most likely sequel of a conversation. |
X |
X |
X |
|
| MVT/K/6 |
Call skill |
|||
| The candidate may: respond appropriately in many common social contacts, such as greet giving and requesting information asking for an opinion/judgment and giving an opinion/opinion express and ask for (personal) feelings describe a person, object or event, including from the past and in the future. |
X |
X |
X |
|
| MVT/K/7 |
2 Writing |
CE |
CE |
CE |
| The candidate may: Providing (personal) data send a short thank you, greetings, or good wishes in writing write a note to ask or give information, to make requests or proposals or to respond to them, to voice feelings and ask for it. on simple level use letter conventions. |
X |
X |
X |
|
| MVT/V/1 |
Reading skill |
|||
| The candidate may: Recognize the use of special style tools to draw conclusions with regard to the writing purpose, views, feelings of the author and to the intended audience. |
X |
|||
| MVT/V/2 |
Write skill |
N/A |
N/A |
N/A |
| - |
||||
| MVT/V/3 |
Knowledge of the country and society |
CE |
||
| The candidate can apply knowledge of land and society around certain topics in the recognition and interpretation of cultural expressions specific to or directly related to the language area. |
X |
|||
| MVT/V/4 |
Acquisition, processing and provision of information |
|||
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|||
| MVT/V/5 |
Skills in coherence |
CE |
||
| The candidate may apply the skills from the core part in conjunction. |
X |
¹ The CoE may provide that the central examination does not concern MVT/K/5; this provision may vary by learning path.
² The CvE can determine that the central exam does not concern MVT/K/7; this provision may vary by learning path.
BB
KB
GL/TL
| MVT/K/1 |
Orientation on learning and working |
|||
| The candidate can orient himself to the career and to the importance of the Modern Foreign Languages in society. |
X |
X |
X |
|
| MVT/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, collaborating and acquiring, processing and presenting information. |
X |
X |
X |
|
| MVT/K/3 |
Learning skills in the Modern Foreign Languages |
CE |
CE |
CE |
| The candidate may apply strategic skills that contribute to: the achievement of different read, write, listen and look, and speak and call goals the promotion of the own language process To compensate for their own deficit-shooting language knowledge or communication knowledge. apply knowledge of land and society to the recognition of cultural expressions. |
X |
X |
X |
|
| MVT/K/4 |
Reading skill |
CE |
CE |
CE |
| The candidate may: specify the relevant information that contains a text, given a particular information requirement specify the main idea of a text (part) identify the meaning of key elements of a text compare data from one or more texts and draw conclusions from them specify links between parts of a text. |
X |
X |
X |
|
| MVT/K/5 |
Listen and viewing skills ¹ |
CE |
CE |
CE |
| The candidate may: specify the relevant information that contains a text, given a particular information requirement specify the main idea of a text (part) identify the meaning of key elements of a text anticipate the most likely sequel of a conversation. |
X |
X |
X |
|
| MVT/K/6 |
Call skill |
|||
| The candidate may: respond appropriately in many common social contacts, such as greet giving and requesting information asking for an opinion/judgment and giving an opinion/opinion express and ask for (personal) feelings describe a person, object or event, including from the past and in the future. |
X |
X |
X |
|
| MVT/K/7 |
2 Writing |
CE |
CE |
CE |
| The candidate may: Providing (personal) data send a short thank you, greetings, or good wishes in writing write a note to ask or give information, to make requests or proposals or to respond to them, to voice feelings and ask for it. on simple level use letter conventions. |
X |
X |
X |
|
| MVT/V/1 |
Reading skill |
|||
| The candidate may: Recognize the use of special style tools to draw conclusions with regard to the writing purpose, views, feelings of the author and to the intended audience. |
X |
|||
| MVT/V/2 |
Write skill |
N/A |
N/A |
N/A |
| MVT/V/3 |
Knowledge of the country and society |
CE |
||
| The candidate can apply knowledge of land and society around certain topics in the recognition and interpretation of cultural expressions specific to or directly related to the language area. |
X |
|||
| MVT/V/4 |
Acquisition, processing and provision of information |
|||
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|||
| MVT/V/5 |
Skills in coherence |
CE |
||
| The candidate may apply the skills from the core part in conjunction. |
X |
¹ The CoE may provide that the central examination does not concern MVT/K/5; this provision may vary by learning path.
² The CvE can determine that the central exam does not concern MVT/K/7; this provision may vary by learning path.
| BB | KB | GL/TL | ||
| MVT/K/1 | Orientation on learning and working | |||
| 1. |
The candidate can orient himself to the career and to the importance of the Modern Foreign Languages in society. |
X |
X |
X |
| MVT/K/2 | Basic Skills | |||
| 2. |
The candidate can apply basic skills that relate to communicating, collaborate and acquire, process and present information |
X |
X |
X |
| MVT/K/3 | Learning skills in the Modern Foreign Languages | CE | CE | CE |
| The candidate may apply strategic skills that contribute to: |
X |
X |
X |
|
| 3. |
− achieving different read, write, listen and look, and talk and call goals. |
|||
| − the promotion of their own language process |
||||
| − to compensate for their own inadequate language knowledge or communication knowledge. |
||||
| -apply knowledge of the land and society to recognize cultural expressions |
||||
| MVT/K/4 | Reading skill | CE | CE | CE |
| The candidate may: |
X |
X |
X |
|
| 4. |
-indicate which relevant information contains a text, given a particular information requirement |
|||
| − indicate the main idea of a text (part) |
||||
| -indicate the significance of important elements of a text |
||||
| -compare data from one or more texts and draw conclusions from them |
||||
| -indicate links between parts of a text. |
||||
| MVT/K/5 | Listening and viewing skills [ 1] | CE | CE | CE |
| The candidate may: |
X |
X |
X |
|
| 5. |
-indicate which relevant information contains a text, given a particular information requirement |
|||
| − indicate the main idea of a text (part) |
||||
| -indicate the significance of important elements of a text |
||||
| − anticipate the most likely continuation of a conversation. |
||||
| MVT/K/6 | Call skill | |||
| The candidate may: |
X |
X |
X |
|
| 6. |
− responding adequately in many common social contacts, such as greeting |
|||
| -giving information and asking questions |
||||
| − to ask for an opinion/judgment and to give an opinion/opinion |
||||
| -expressing and asking for (personal) feelings |
||||
| − describe a person, object or event, also from the past and in the future. |
||||
| MVT/K/7 | Writing [ 2] | BB | KB | GL/TL |
| CE | CE | CE | ||
| The candidate may: |
X |
X |
X |
|
| 7. |
− Providing personal data |
|||
| − send a short thank you, greetings, or any good wishes in writing |
||||
| -Write a note asking or giving information, asking or responding to requests or proposals, expressing feelings, and asking for them. |
||||
| − Use letter conventions at simple level. |
||||
| MVT/V/1 | Reading skill | CE | ||
| 8. |
The candidate may: |
X |
||
| -recognize the use of special style tools |
||||
| − draw conclusions on the purpose of writing, the views, the feelings of the author and the intended public. |
||||
| MVT/V/2 | Knowledge of the country and society | CE | ||
| 9. |
The candidate can apply knowledge of land and society around certain topics in the recognition and interpretation of cultural expressions specific to or directly related to the language area. |
X |
||
| MVT/V/4 | Acquisition, processing and provision of information | |||
| 10. |
The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
||
| MVT/V/5 | Skills in coherence | CE | ||
| 11. |
The candidate may apply the skills from the core part in conjunction. |
X |
[ 1] The CvTE can determine that the central exam does not concern MVT/K/5; this provision may vary by learning path.
[ 2] The CvTE can determine that the central exam does not concern MVT/K/5; this provision may vary by learning path.
BB
KB
GL/TL
| MVT/K/1 |
Orientation on learning and working |
|||
| The candidate can orient himself to the career and to the importance of the Modern Foreign Languages in society. |
X |
X |
X |
|
| MVT/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, collaborating and acquiring, processing and presenting information. |
X |
X |
X |
|
| MVT/K/3 |
Learning skills in the Modern Foreign Languages |
CE |
CE |
CE |
| The candidate may apply strategic skills that contribute to: the achievement of different read, write, listen and look, and speak and call goals the promotion of the own language process To compensate for their own deficit-shooting language knowledge or communication knowledge. apply knowledge of land and society in recognizing cultural expressions |
X |
X |
X |
|
| MVT/K/4 |
Reading skill |
CE |
CE |
CE |
| The candidate may: specify the relevant information that contains a text, given a particular information requirement specify the main idea of a text (part) identify the meaning of key elements of a text compare data from one or more texts and draw conclusions from them specify links between parts of a text. |
X |
X |
X |
|
| MVT/K/5 |
Listen and viewing skills ¹ |
CE |
CE |
CE |
| The candidate may: specify the relevant information that contains a text, given a particular information requirement specify the main idea of a text (part) identify the meaning of key elements of a text anticipate the most likely sequel of a conversation. |
X |
X |
X |
|
| MVT/K/6 |
Call skill |
|||
| The candidate may: respond appropriately in many common social contacts, such as greet giving and requesting information asking for an opinion/judgment and giving an opinion/opinion express and ask for (personal) feelings describe a person, object or event, including from the past and in the future. |
X |
X |
X |
|
| MVT/K/7 |
2 Writing |
CE |
CE |
CE |
| The candidate may: Providing (personal) data send a short thank you, greetings, or good wishes in writing write a note to ask or give information, to make requests or proposals or to respond to them, to voice feelings and ask for it. on simple level use letter conventions. |
X |
X |
X |
|
| MVT/V/1 |
Reading skill |
|||
| The candidate may: Recognize the use of special style tools to draw conclusions with regard to the writing purpose, views, feelings of the author and to the intended audience. |
X |
|||
| MVT/V/2 |
Write skill |
N/A |
N/A |
N/A |
| - |
||||
| MVT/V/3 |
Knowledge of the country and society |
CE |
||
| The candidate can apply knowledge of land and society around certain topics in the recognition and interpretation of cultural expressions specific to or directly related to the language area. |
X |
|||
| MVT/V/4 |
Acquisition, processing and provision of information |
|||
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|||
| MVT/V/5 |
Skills in coherence |
CE |
||
| The candidate may apply the skills from the core part in conjunction. |
X |
¹ The CoE may provide that the central examination does not concern MVT/K/5; this provision may vary by learning path.
² The CvE can determine that the central exam does not concern MVT/K/7; this provision may vary by learning path.
BB
KB
GL/TL
| MVT/K/1 |
Orientation on learning and working |
|||
| The candidate can orient himself to the career and to the importance of the Modern Foreign Languages in society. |
X |
X |
X |
|
| MVT/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, collaborating and acquiring, processing and presenting information. |
X |
X |
X |
|
| MVT/K/3 |
Learning skills in the Modern Foreign Languages |
CE |
CE |
CE |
| The candidate may apply strategic skills that contribute to: the achievement of different read, write, listen and look, and speak and call goals the promotion of the own language process To compensate for their own deficit-shooting language knowledge or communication knowledge. apply knowledge of land and society in recognizing cultural expressions |
X |
X |
X |
|
| MVT/K/4 |
Reading skill |
CE |
CE |
CE |
| The candidate may: specify the relevant information that contains a text, given a particular information requirement specify the main idea of a text (part) identify the meaning of key elements of a text compare data from one or more texts and draw conclusions from them specify links between parts of a text. |
X |
X |
X |
|
| MVT/K/5 |
Listen and viewing skills ¹ |
CE |
CE |
CE |
| The candidate may: specify the relevant information that contains a text, given a particular information requirement specify the main idea of a text (part) identify the meaning of key elements of a text anticipate the most likely sequel of a conversation. |
X |
X |
X |
|
| MVT/K/6 |
Call skill |
|||
| The candidate may: respond appropriately in many common social contacts, such as greet giving and requesting information asking for an opinion/judgment and giving an opinion/opinion express and ask for (personal) feelings describe a person, object or event, including from the past and in the future. |
X |
X |
X |
|
| MVT/K/7 |
2 Writing |
CE |
CE |
CE |
| The candidate may: Providing (personal) data send a short thank you, greetings, or good wishes in writing write a note to ask or give information, to make requests or proposals or to respond to them, to voice feelings and ask for it. on simple level use letter conventions. |
X |
X |
X |
|
| MVT/V/1 |
Reading skill |
|||
| The candidate may: Recognize the use of special style tools to draw conclusions with regard to the writing purpose, views, feelings of the author and to the intended audience. |
X |
|||
| MVT/V/2 |
Write skill |
N/A |
N/A |
N/A |
| - |
||||
| MVT/V/3 |
Knowledge of the country and society |
CE |
||
| The candidate can apply knowledge of land and society around certain topics in the recognition and interpretation of cultural expressions specific to or directly related to the language area. |
X |
|||
| MVT/V/4 |
Acquisition, processing and provision of information |
|||
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|||
| MVT/V/5 |
Skills in coherence |
CE |
||
| The candidate may apply the skills from the core part in conjunction. |
X |
¹ The CoE can determine that the central exam does not concern MVT/K/5; this provision may vary by learning path
² The CvE can determine that the central exam does not concern MVT/K/7; this provision may vary by learning path.
BB
KB
GL/TL
| MVT/K/1 |
Orientation on learning and working |
|||
| The candidate can orient himself to the career and to the importance of the Modern Foreign Languages in society. |
X |
X |
X |
|
| MVT/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, collaborating and acquiring, processing and presenting information. |
X |
X |
X |
|
| MVT/K/3 |
Learning skills in the Modern Foreign Languages |
CE |
CE |
CE |
| The candidate may apply strategic skills that contribute to: the achievement of different read, write, listen and look, and speak and call goals the promotion of the own language process To compensate for their own deficit-shooting language knowledge or communication knowledge. apply knowledge of land and society in recognizing cultural expressions |
X |
X |
X |
|
| MVT/K/4 |
Reading skill |
CE |
CE |
CE |
| The candidate may: specify the relevant information that contains a text, given a particular information requirement specify the main idea of a text (part) identify the meaning of key elements of a text compare data from one or more texts and draw conclusions from them specify links between parts of a text. |
X |
X |
X |
|
| MVT/K/5 |
Listen and viewing skills ¹ |
CE |
CE |
CE |
| The candidate may: specify the relevant information that contains a text, given a particular information requirement specify the main idea of a text (part) identify the meaning of key elements of a text anticipate the most likely sequel of a conversation. |
X |
X |
X |
|
| MVT/K/6 |
Call skill |
|||
| The candidate may: respond appropriately in many common social contacts, such as greet giving and requesting information asking for an opinion/judgment and giving an opinion/opinion express and ask for (personal) feelings describe a person, object or event, including from the past and in the future. |
X |
X |
X |
|
| MVT/K/7 |
Write skill |
N/A |
N/A |
N/A |
| - |
||||
| MVT/V/1 |
Reading skill |
|||
| The candidate may: Recognize the use of special style tools to draw conclusions with regard to the writing purpose, views, feelings of the author and to the intended audience. |
X |
|||
| MVT/V/2 |
Write skill |
N/A |
N/A |
N/A |
| - |
||||
| MVT/V/3 |
Knowledge of the country and society |
CE |
||
| The candidate can apply knowledge of land and society around certain topics in the recognition and interpretation of cultural expressions specific to or directly related to the language area. |
X |
|||
| MVT/V/4 |
Acquisition, processing and provision of information |
|||
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|||
| MVT/V/5 |
Skills in coherence |
CE |
||
| The candidate may apply the skills from the core part in conjunction. |
X |
¹ The CoE can determine that the central exam does not concern MVT/K/5; this provision may vary by learning path
BB
KB
GL/TL
| FR/K/1 |
Orientation on learning and working |
|||
| The candidate can orient himself to the career and importance of Fries in culture and society. |
X |
X |
X |
|
| FR/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, collaborate, and acquire, process, and present information. |
X |
X |
X |
|
| FR/K/3 |
Learning skills in the Fries box |
CE |
||
| The candidate may apply strategic skills that contribute to: the achievement of different read, write, listen and look, and speak and call goals the promotion of the own language process To compensate for their own deficit-shooting language knowledge or communication knowledge. |
X |
X |
X |
|
| FR/K/4 |
Listening and viewing skills |
|||
| The candidate may: Wield listen and look strategies Select and apply countervailing strategies identify the target of the creators of a program show the main elements of a program give an opinion on a programme and explain it execute a statement. |
X |
|||
| The candidate may: Wield listen and look strategies Select and apply countervailing strategies identify the target of the creators of a program show the main elements of a program give an opinion on a programme and explain it execute a statement identify the value and reliability of the information distributed by the mass media. |
X |
X |
||
| FR/K/5 |
Speak and Call Skills |
|||
| The candidate may: collect and process relevant information for the purposes of the talk and call situation Strategies used for the purposes of the talk and call situation Select and apply countervailing strategies Express the call/listening purpose in the situation address/listening purpose and language use targeting different types of audience Recognizing the social promission of others and assessing the reactions of others recognise and adequately respond to language variants in the Friesland speaking and speaking situations. |
X |
X |
X |
|
| FR/K/6 |
Reading skill |
CE |
||
| The candidate may: Apply reading strategies Select and apply countervailing strategies Recognize the function of image and formatting in a text identify the author's writer's purpose To divide a text into meaningful units and to appoint the relationships between those units identify the main subject and the main idea of a text give an opinion on the text and explain this opinion. |
X |
|||
| The candidate may: Apply reading strategies Select and apply countervailing strategies Recognize the function of image and formatting in a text identify the author ' s writing purpose and the linguistic resources he uses to achieve this goal To divide a text into meaningful units and to appoint the relationships between those units identify the main subject and the main idea of a text and summaryall give an opinion on the text and explain this opinion. |
X |
X |
||
| FR/K/7 |
Write skill |
|||
| The candidate may: collect and process relevant information for the purposes of writing Apply write strategies Select and apply countervailing strategies To express the written purpose in texts address the writing purpose and language use on different types of readership Conventions applicable to written language Use electronic tools when writing Rewrite drafts of the text based on a delivered comment. |
X |
X |
X |
|
| FR/K/8 |
Fiction |
|||
| The candidate may: Recognize different types of fictionworks describe the situation and the thinking and actions of the characters in the fiction work explain the relationship between the fiction work and reality provide a personal comment on a fiction work and explain them with examples from work. |
X |
|||
| The candidate may: Recognize different types of fictionworks describe the situation and the thinking and actions of the characters in the fiction work explain the relationship between the fiction work and reality designating the characteristics of fiction in the work of fiction collect and select relevant background information provide a personal comment on a fiction work and explain them with examples from work. |
X |
X |
||
| FR/V/1 |
Acquisition, processing and provision of information |
|||
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|||
| FR/V/2 |
Skills in coherence |
|||
| The candidate may apply the skills from the core part in conjunction. |
X |
BB
KB
ML/TL
| FR/K/1 |
Oriintase on lears and wurkjen |
|||
| The candidate chin him oriintearje on the own karriêre and it importance fan Frysk yn kultuer and customization patery. |
X |
X |
X |
|
| FR/K/2 |
Basic Fearcates |
|||
| The candidate ' s chin basic feardichpresent tapasse dyed on kommunisearje, gearwurkje and ynformaasje ynwinne, ferwurkje and presintearje. |
X |
X |
X |
|
| FR/K/3 |
Learfeardichheden yn it fak Frysk |
SE |
||
| The candidate kin strategyske feardichheden tapasse dy't s contribution ta: it slagjen fan ferskvarying lês, skriuw-, hark-and sjoch-, and talk-and peteargoals fuortsterking fan it own taallearproses it kompensearjen fan own net tariked language knowledge or kommunikative knowledge. |
X |
X |
X |
|
| FR/K/4 |
Heart and sjochflaardichness |
|||
| The candidate's chin: hark-en sjochstrategyen hantearje kompensearjende strategyen kieze and hantearje t aim fan the program chickpeas oantsjutte the wichtichste eleminten fan in program werjaan in oardiel oer in program jaan and that talyochtsje in ynstruksje útfiere. |
X |
|||
| The candidate's chin: hark-en sjochstrategyen hantearje kompensearjende strategyen kieze and hantearje it goal fan programm chickpeas oantsjutte the wichtichste eleminten fan in program werjaan in oardiel oer in program jaan and that talyochtsje in ynstruksje útfiere it's interest and the betrothed fan the ynformesh oantsjutte dy't troch the mass media ferspried wurdt. |
X |
X |
||
| FR/K/5 |
Spread and talk-fearling |
|||
| The candidate's chin: relevant ynformaasje sammelje and ferwurkje foar de sprek-and talking situar strategyen hantearje foar de sprek-and talk scene kompensearjende strategyen kieze and hantearje it talks-/harkpurpose yn the situaasje ta útdrukking bringe it talks/heart-goal and language-gebrûk rjoker on a very different puddle of publyk it talk target fan oaren werkenne and the reaksjes fan oaren taksearje yn spread-and chat-situdes the yn Fryslân phoarkomory languaenarians werkenne and dêr adequat on ynspylje. |
X |
X |
X |
|
| FR/K/6 |
Lêsfeardichness |
SE |
||
| The candidate's chin: lêsstrategyen hantearje kompensearjende strategyen kieze and hantearje funksje fan byld and formatting yn in werkenne it skriyourgoal fan the author oantsjutte in text yndiele yn betsjuttingsfolle ienities and the ramparts tusks between dizze ienities beneame it haadûnderject and the haadthought fan in text oantsjutte In oardiel jaan oar the text and that oardiel taljochtsje. |
X |
|||
| The candidate's chin: lêsstrategyen hantearje kompensearjende strategyen kieze and hantearje funksje fan byld and formatting yn in text werkenne it skriyourgoal fan the author oantsjutte and the linguist via dyt there hantearret to bring ta that goal in text yndiele yn betsjuttingsfolle ienities and the ramparts tusks between dizze ienities beneame it haadûnderject and the haadthought fan in text oantsjutte and in gearfetting jaan In the oardiel oardiel the text jaan and that oardiel taljochtsje. |
X |
X |
||
| FR/K/7 |
Skriuwfeardicheness |
SE |
||
| The candidate's chin: relevant ynformesh sammelje and ferwurkje foar it skriuwen skriyourstrategyyen hantearje kompensearjende strategyen kieze and hantearje it skriyourpurpose yn lyrics ta útdrukking bringe it skriyourgoal and language chrûk rjochtsje on pherskander soarten lêzerspublyk Konvinsjes hantearje oangeande it skriftlik lingugebrûk electroanyske helpvia brûke by it skriuwen konsepten fan the text on ' e nij skriuwe based fan levere kommentaar. |
X |
X |
X |
|
| FR/K/8 |
Fiksje |
|||
| The candidate's chin: Other people, several of them werews the situaasje and it tinken and handeljen fan de personaazjes yn it fikshewurk beskriuwe The relic tusks it fikshewurk and the worklieness talkin in persoanlike, for a few days, in fikshewurk and dy taljochtsje mei foarbylden út it wurk. |
X |
|||
| The candidate's chin: Other people, several of them werews the situaasje and it tinken and handeljen fan de personaazjes yn it fikshewurk beskriuwe The relic tusks it fikshewurk and the worklieness talkin features fan fiksje yn it fikshewurk oanwize relevant rear grûnynformaasje sammelje en selektearje in persoanlike, for a few days, in fikshewurk and dy taljochtsje mei foarbylden út it wurk. |
X |
X |
||
| FR/F/1 |
Ynwinne, ferwurkje and jaan fan ynformaasje |
|||
| The candidate kin selsstannich ynformaasje ynwinne, ferwurkje and jaan yn it kader fan it sektorwurkstik. |
X |
|||
| FR/F/2 |
Feardichheden yn gearhing |
|||
| The candidate chin the feardichPresent út it kearndiel yn gearhing tapasse. |
X |
BB
KB
GL/TL
| ML1/K/1 |
Orientation on learning and working |
|||
| The candidate can orient himself to his own career and to the importance of civics in society. |
X |
X |
X |
|
| ML1/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, working together, and acquiring and processing information. |
X |
X |
X |
|
| ML1/K/3 |
Learning skills in social learning |
|||
| The candidate may, in relation to a social issue: apply for the principles and procedures of the social doctrine approach take a stand and give arguments for this. |
X |
X |
X |
|
| ML1/K/4 |
Culture and socialization |
|||
| The candidate may: describe how a human being develops as a member of society explaining that people belong to a subculture (want to) and that every subculture has influence on the behavior describe the role of education in the development of a human being as a member of society. |
X |
|||
| The candidate may: describe how a human being develops as a member of society and recognize and describe the influence of the socialization process explaining that people belong to a subculture (want to) and that every subculture has an influence on the behavior and socialization process describe the role of education (as a socialising body) in the development of a human being as a member of society. |
X |
X |
||
| ML1/K/5 |
Social differences |
|||
| The candidate may: with examples describing what social differences are and how they are caused, and describe how the place of a human being on the societal ladder can change give examples of interests of people in a particular social position and of conflict related to them Government measures in relation to social inequality. |
X |
|||
| The candidate may: with examples describing what social differences are and how they are caused, and describe/explain how the place of a human being on the social ladder can change (social mobility) describe and explain that people have interests from their societal positions and how they can create conflicts describe and explain public policy in relation to social inequality. |
X |
X |
||
| ML1/K/6 |
Power and control |
|||
| The candidate may: Recognize forms of power describe how rules allow the coexistence of people describe the potential of citizens to influence the political, and the characteristics of a parliamentary democracy. |
X |
|||
| The candidate may: Recognize, describe and explain forms of power and power describe and explain how rules allow the coexistence of people describe and explain the potential of citizens to influence the political, and the characteristics of a parliamentary democracy, and to identify and to explain. |
X |
X |
||
| ML1/K/7 |
Imaging and stereotyping |
|||
| The candidate may: describe how people are affected by the selection of information when forming their opinions recognize and name expressions of prejudice and image in relation to men and women in society examples of prejudices and discrimination, describe how these arise and indicate what is to be done against it of a particular social problem describe how the imaging is about to come about/come about. |
X |
|||
| The candidate may: specify that selective observation plays a role in the process of image and opinion formation recognize and name expressions of prejudice and image in relation to men and women in society describe how to respond to expressions of prejudice and discrimination from the principle of equality and respect of a particular social problem describe how the imaging is about to come about/come about. |
X |
X |
BB
KB
GL/TL
| ML2/K/1 |
Orientation on learning and working |
|||
| The candidate can orient himself to his own career and verise the importance of civics. |
X |
X |
X |
|
| ML2/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, working together, and acquiring and processing information. |
X |
X |
X |
|
| ML2/K/3 |
Learning skills in social learning |
CE |
CE |
CE |
| The candidate may apply strategic skills that contribute to: acquiring information and using different sources of information collect and interpret information on social phenomena/issues, itself or on the basis of knowledge of the subject matter Recognizing the principles and procedures of the social doctrine approach in a text on a social problem or phenomenon. adopt a position on a concrete social issue and give arguments for it. |
X |
|||
| The candidate may apply strategic skills that contribute to: Identify different types of questions as regards societal issues, and formulate them as independently as possible When given or self-formulated questions acquire information and use different sources of information Process and interpret relevant information on social phenomena/issues based on expert knowledge recognising the principles and procedures used in the approach of the profession in information sources on a social issue, or applying to a social issue adopt a position on a concrete social issue and give arguments for it. |
X |
X |
||
| ML2/K/4 |
Politics and politics |
CE |
CE |
CE |
| The candidate may: The Netherlands is typialling as a parliamentary democracy in a state of law explaining how public policies are to be created, recognising and recognizing the European Union's influence on the way in which European decisions are taken describe opportunities that individual citizens and interests-or pressure groups have to influence political decision making of political parties and political parties, and identify and recognise the principles of the principles. |
X |
|||
| The candidate may: The Netherlands typiy as a parliamentary democracy in a rule of law and as a constitutional monarchy explaining how public policies are to be created, the impact of the European Union on/recognition of the influence of the European Union, and the identification of how European decisions can be made describe opportunities that individual citizens and interests-or pressure groups have to influence political decision making of political parties and political parties positions and recognize the principles, name and explain. |
X |
X |
||
| ML2/K/5 |
Human and work |
|||
| The candidate may: Recognize functions and social appreciation of labor Recognising the role of government in relation to labour and the characteristics of the welfare state recognize the influence of labor distribution on social inequality in the field of labor recognize different interests and advocacy organizations and outline what resources there are to get for interests in consultation and conflict situations call for the causes and effects of changes in the labour market. |
X |
|||
| The candidate may: recognize and describe the functions and societal appreciation of labor, and name factors influencing the culture of a company Recognizing and describing the role of government in respect of labour and the problems of the welfare state explain what influence social division has on social inequality in society give a description of the industrial relations in the Netherlands call and explain the causes and effects of changes in the labour market. |
X |
X |
||
| ML2/K/6 |
The multicultural society |
|||
| The candidate may: The Netherlands as a multicultural society typiy and recognize and describe public policy towards this describe the socio-economic position of immigrant groups specify how manifestations of prejudice and discrimination can be taken from the principle of equality and respect. |
X |
|||
| The candidate may: describe the cultural differentiation in the Netherlands and mention developments in it, as well as describe public policy and visions regarding the multicultural society describe and explain the socio-economic position of immigrant groups specify how manifestations of prejudice and discrimination can be taken from the principle of equality and respect. |
X |
X |
||
| ML2/K/7 |
Mass media |
|||
| The candidate may: recognize the meaning of mass media for society recognize and cite factors and developments when it comes to the content and programming of mass media, and news provision critically assessing in examples, recognize the role that media can play in imaging (including bias and stereotypes), and in the transfer of values and standards Compare information from different media and identify differences in it. |
X |
|||
| The candidate may: recognize and describe the meaning of mass media for society recognize and cite factors and developments when it comes to the content and programming of mass media, and news provision critically assessing appoint what the role of the media is in imaging and indicate how there is effect on mass media To compare information from different media and to explain differences in it. |
X |
X |
||
| ML2/K/8 |
Crime and rule of law |
CE |
CE |
CE |
| The candidate may: Recognizing and describing the nature, development and extent of crime as a societal problem recognize features of the rule of law in punishment-and process law, and distinguish the goals of punishments and measures recognising the causes of crime identify the role of government bodies to combat crime and distinguish different policies differentiate the targets of penalties and measures. |
X |
|||
| The candidate may: Recognizing and describing the nature, development and extent of crime as a societal problem recognize principles of rule of law in the law of punishment-and procedural law identifying and describing the causes of crime identify the role of government bodies to fight crime, distinguish different policies and distinctive visions of political currents, and assess effectiveness and desirability of policies differentiate the targets of penalties and measures. |
X |
X |
||
| ML2/V/1 |
Analysis of social issues |
CE |
||
| The candidate can analyse a social issue related to the examination units by laying links between the themes in the final terms and by applying the approach of social training to them. |
X |
|||
| ML2/V/2 |
Acquisition, processing and provision of information |
|||
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|||
| ML2/V/3 |
Skills in coherence |
CE |
||
| The candidate may apply the skills from the core part in conjunction. |
X |
BB
KB
GL/TL
| KV1/K/1 |
Orientation on learning and working |
|||
| The candidate can orient himself to his own career and to the importance of art and culture in society. |
X |
X |
X |
|
| KV1/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, working together, and acquiring and processing information. |
X |
X |
X |
|
| CKV/K/3 |
Cultural activities |
|||
| The candidate has actively participated in at least 4 cultural activities and can make a choice of the cultural offer of his own. Cultural activities are spread over various art disciplines. |
X |
X |
X |
|
| CKV/K/4 |
Reflection and art file |
|||
| The candidate may, in relation to cultural activities: -assemble an art file in which he reports on the preparation and undertaking of cultural activities; -to reflect on his experiences, interpretations and valuations. |
X |
X |
X |
BB
KB
GL/TL
| LO1/K/1 |
Orientation on learning and working |
|||
| The candidate can rephrase the importance of moving and sport within the company's own career and in society. |
X |
X |
X |
|
| LO1/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills in motion situations that are related to communicating, working independently (together), and acquiring and processing information. |
X |
X |
X |
|
| LO1/K/3 |
Learning skills in physical education |
|||
| The candidate develops a number of skills in moving and sport that contribute to the development of own learning opportunities, such as: Can deal with rules and contribute to a sportive course and to the safety of themselves and others Perform simple rule tasks to initiate and keep motion situations together In motion situations, dealing with elements such as success and failure and profit and loss Differences in performance, motives, interests, cultural backgrounds and sex-handling within movement situations Orientation to own sports careers and indicate your own preferences with regard to moving and sports To reflect critically on past experiences in relation to their own wishes, motives and possibilities. |
X |
X |
X |
|
| LO1/K/4 |
Game |
|||
| The candidate can perform the following games only and in cooperation with others: A stroke and running game, three target games, two return games (a form of volleyball and choice of at least one form of badminton, tennis or table tennis), forms of tap and throw-off, and include: Adhere to agreed rules, have an eye for security and perform rules of action. |
X |
X |
X |
|
| LO1/K/5 |
Gymnass |
|||
| The candidate can only perform one or more of the following gymnaseactivities in cooperation with others: Support-and free jumping, repeated jumping, swinging, balancing and acrobatics and include: Adequately deal with risk and assist in controlling tasks, including auxiliary provision. |
X |
X |
X |
|
| LO1/K/6 |
Move to Music |
|||
| The candidate may, alone or together with others, perform one of the following forms of movement on music: Rhythm and move, streetdance, jazz dance or conditional forms on music and perform regulating tasks, including simple variation design and execution. or: If the competent authority chooses, on the basis of identity, a form of movement on music of choice, or another movement activity in which rhythm and tempo are determinable. |
X |
X |
X |
|
| LO1/K/7 |
Athletics |
|||
| 7. |
The candidate may, in cooperation with others, complete the following track-taking activities: Running, high and high-leaping, and one form of shedding, bumping or swinging and include: Identify basic features of training, measure condition aspects, have an eye for safety, and perform regular tasks. |
X |
X |
X |
| LO1/K/8 |
Selfdefense |
|||
| The candidate may, in cooperation with others, only perform one of the following forms of self-defence: Stud (e.g.: shapes of judo), playing games (for example: forms of boxing, fencing or karate-do) and thereby Implement safety rules and (etiquette) rules in self-defence, and perform regular tasks. |
X |
X |
X |
|
| LO1/K/9 |
Current movement activities |
|||
| The candidate may carry out only two new, current movement activities in cooperation with others which he may choose from among an offer which does not preferably belong to one of the areas of activity mentioned above (for example, water, etc.). winter or outdoor sports). |
X |
X |
X |
BB
KB
GL/TL
| WI/K/1 |
Orientation on learning and working |
|||
| The candidate may: To orient themselves to the importance of mathematics for their own career and for their functioning in society To establish a relationship between mathematical knowledge and skills and professional practice. |
X |
X |
X |
|
| WI/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, working together, and acquiring and processing information. |
X |
X |
X |
|
| WI/K/3 |
Learning skills in mathematics |
CE |
CE |
CE |
| The candidate can identify structures and connections in situations where they can be identifiable and connect with mathematical concepts, and in doing so: choosing and using mathematical techniques to solve problems, including basic algorithms and standard methods communicate by means of adequate (mathematical) language apply adequate research and reasoning strategies. |
X |
X |
X |
|
| WI/K/4 |
Algebraic connections |
CE |
CE |
CE |
| The candidate can solve problems in which relationships between variables play a role, and in doing so: Using tables, graphs, and word formulas, particularly in case of linear relationships Using appropriate mathematical models. |
X |
|||
| The candidate can solve problems in which relationships between variables play a role, and in doing so: tables, graphs and (word) formulas apply to different types of connections Using appropriate mathematical models. |
X |
|||
| The candidate can solve problems in which relationships between variables play a role, and in doing so: Using tables, graphs, and formulas for different types of connections Using appropriate mathematical models. |
X |
|||
| WI/K/5 |
Arithmetic, measurement and estimation |
CE |
CE |
CE |
| The candidate can assess efficiently and critically assess figures, and in doing so: Treasures and numeracy with common sizes and quantities Using the calculator in a sensible way. |
X |
X |
X |
|
| WI/K/6 |
Geometry |
CE |
CE |
CE |
| The candidate can create, investigate and interpret objects and their place in space, and in doing so: Reasoning about geometric figures and these signs measuring, estimating and calculating dimensions apply geometrical concepts, instruments and devices. |
X |
|||
| The candidate can create, investigate and interpret objects and their place in space, and in doing so: Reasoning about geometric figures and these signs measuring, estimating and calculating dimensions apply geometrical concepts and formulas, instruments and devices. |
X |
X |
||
| WI/K/7 |
Information processing, statistics |
|||
| The candidate may collect, view, and analyze information using graphics, including: Apply statistical representation forms and a count , based on the information processed, express expectations and draw conclusions. |
X |
X |
X |
|
| WI/K/8 |
Integrated Mathematical Activities |
|||
| The candidate can translate problems into everyday situations into mathematical problems, and in doing so: integrated the above mentioned skills drawing conclusions relevant to the problem situation in question. |
X |
X |
X |
|
| WI/V/1 |
Additional requirements |
CE |
||
| The candidate may: apply applied techniques focused on the various links Apply formulas and links in a more formal way performing complex remarking techniques using the calculator Using complex geometric techniques. |
X |
|||
| WI/V/2 |
Enrichment contracts |
|||
| The apprentice performs complex assignments, choosing the process of problem area, identifying the problem situation and mathematizing, solving the problem, replacing the solution in the original situation, and reflecting on the process is going through. |
X |
|||
| WI/V/3 |
Acquisition, processing and provision of information |
|||
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|||
| WI/V/4 |
Skills in coherence |
CE |
||
| The candidates may apply the skills from the core part in conjunction. |
X |
BB
KB
GL/TL
| NASKI/K/1 |
Orientation on learning and working |
|||
| The candidate can orient himself to the importance of physics and physical techniques in his own vocational training, in its own future and in society. |
X |
X |
X |
|
| NASK1/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, collaborate, experiment and acquire and process information |
X |
X |
X |
|
| NASK1/K/3 |
Learning skills in the field of physics |
CE |
CE |
CE |
| The candidate may: applying basic computing skills to handle physics and to perform calculations and reasoning using formulas and word formulas. using physical equipment, conducting experiments, and interpreting the results use the computer to conduct and interpret experiments with measurement programs, to conduct research with applets and simulations and to select and process physical information. conduct an investigation and conduct and evaluate a design process, taking into account security. |
X |
|||
| The candidate may: applying computational skills to handle physics and to perform computations and reasoning using formulas using formulas using physical equipment, conducting experiments, and interpreting the results use the computer to conduct and interpret experiments with measurement programs, to conduct research with applets and simulations and to select and process physical information. conduct an investigation and conduct and evaluate a design process, taking into account security. |
X |
X |
||
| NASK1/K/4 |
Substances and materials |
CE |
CE |
CE |
| The candidate may: recognize and apply the types of materials and their stofeproperties recognising and avoiding the dangers of substances to humans and the environment by safe working and responsible with waste Identify chemical processes. |
X |
|||
| The candidate may: recognize and apply the types of materials and their stofeproperties recognising the dangers of substances and effects of chemical and physical processes for humans and the environment, and taking measures to avoid adverse effects of this by working safely and responsibly with waste to deal with Sink-float-apply density using density. |
X |
X |
||
| NASK1/K/5 |
Electrical energy |
CE |
CE |
CE |
| The candidate may: Design and analyze electrical circuits and perform calculations on this explaining and applying security protections for electricity and making choices between different devices. |
X |
|||
| The candidate may: Design and analyze electrical circuits and perform calculations on this explaining and applying security protections for electricity and making choices between different devices describe the functioning of the dynamo and the transformer with notions from magnetism. |
X |
X |
||
| NASK1/K/6 |
Burning and heating |
CE |
CE |
|
| The candidate may: describe the process of burning and explain and apply the spread and isolation of heat describe the modes of generation of electrical energy and its effects. |
X |
|||
| The candidate may: describe the process of burning and explain and apply the spread and isolation of heat describe the modes of generation of electrical energy and its effects describe the conversion of energy from one form to another, and perform calculations on this. |
X |
X |
||
| NASK1/K/7 |
Light and image |
|||
| The candidate may: rightwing light beams, different types of light beams, shadow formation, color formation and different types of radiation apply recognize different types of lenses and apply flat mirror and bolle lens Applying imaging to the human eye and eye anomalies. |
X |
X |
X |
|
| NASK1/K/8 |
Sound |
CE |
CE |
CE |
| The candidate can apply the characteristics of sound and explain the effects of noise and the limitation of noise. |
X |
|||
| The candidate may: Apply the characteristics of sound and explain the effects of noise pollution and noise abatement capture sound with oscilloscope or computer and determine the frequency explain the operation of a loudspeaker. |
X |
X |
||
| NASK1/K/9 |
Strength and security |
CE |
CE |
CE |
| The candidate may: describe the operation of different types of forces and the pressure of an object on the substrate and qualitate the leverage law in equilibrium situations In a moving object, interpret diagrams, build forces, and calculate the average speed explaining and applying safety measures in traffic. |
X |
|||
| The candidate may: calculate the operation of different types of forces and the pressure of an object on the substrate and apply leverage law in equilibrium situations In a moving object, interpret diagrams, build forces, and calculate the average speed explaining and applying safety measures in traffic, and explaining phenomena of inertia. |
X |
X |
||
| NASK1/K/10 |
Construction of matter |
|||
| The candidate may: describe the construction of fabrics and materials in terms of molecules and atoms explain the behavior of atoms and molecules in the different phases. |
X |
|||
| The candidate may: describe the construction of fabrics and materials in terms of molecules and atoms explain the behavior of atoms and molecules in the different phases describe the construction of an atom. |
X |
X |
||
| NASK1/K/11 |
Radiation and radiation protection |
|||
| The candidate may: Mentioning sources of ionising radiation Describe radioactive decay and uses describe safety measures against unwanted effects of radiation and radioactive substances. |
X |
X |
||
| NASK1/K/12 |
The weather |
|||
| The candidate may: applying temperature and air pressure measurement describe the emergence of clouds, precipitation, and lightning explain social aspects of weather phenomena. |
X |
X |
||
| NASK1/V/1 |
Safety in traffic |
CE |
||
| The candidate may: perform calculations and set up reasoning in situations of traffic and security Select and process data from movements or collisions. |
X |
|||
| NASK1/V/2 |
Constructions |
CE |
||
| The candidate may: in constructions forces distinguish, decompose, assemble and calculate determine the place of the mass idling point and perform the calculations using the LAM Act. |
X |
|||
| NASK1/V/3 |
Acquisition, processing and provision of information |
|||
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|||
| NASK1/V/4 |
Skills in coherence |
CE |
||
| The candidate may apply the skills from the core part in conjunction. |
X |
GL/TL
| NASK2/K/1 |
Orientation on learning and working |
|
| The candidate can orient himself to his own career and to indicate the importance and role of nature and chemistry in society. |
X |
|
| NASK2/K/2 |
Basic Skills |
|
| The candidate can apply basic skills that relate to communicating, working together, experimenting, and acquiring and processing information. |
X |
|
| NASK2/K/3 |
Learning skills in the nature and chemistry section |
CE |
| The candidate shall have strategic skills which contribute to: The development of own learning capacity the ability to communicate with craft and craft methodologies and research the use of computational skills in nature and chemistry. |
X |
|
| NASK2/K/4 |
Humans and the environment: use of substances |
|
| The candidate can cite the dangers of a number of (waste) substances, and call for safety measures to prevent personal injury and environmental damage. |
X |
|
| The candidate may describe different methods for the production and distribution of drinking water. |
X |
|
| NASK2/K/5 |
Human beings and the environment: incineration |
CE |
| The candidate may describe a number of combustion phenomena, call combustion conditions, and explain that extinguishing or preventing fire rests on the influence of these conditions. |
X |
|
| The candidate can cite the consequences of abundant energy consumption for health and the environment. |
X |
|
| The candidate may describe the processing of oil in refineries and the use of petroleum as a raw material for chemical products. |
X |
|
| NASK2/K/6 |
Human beings and the environment: working in the field of practicum and in occupational situations |
|
| The candidate can describe how safe and responsible it is to deal with substances and radiation. |
X |
|
| NASK2/K/7 |
Water, acids and bases |
CE |
| The candidate can describe the composition, function and application of piped water and of naturally occurring aquatic species. |
X |
|
| The candidate may: of a number of acids and bases give the name and formula of a number of acidic and basic solutions the formulas of the particles that occur in them Refer to the properties and applications of acidic and basic solutions. |
X |
|
| The candidate can name the properties and applications of a number of indicators and apply them to pH research. |
X |
|
| NASK2/K/8 |
Cleaning agents and cosmetics |
|
| The candidate may refer to a number of laundry, cleaning and solvents and cosmetic products, and to describe the functioning and/or application of a number of these means. |
X |
|
| NASK2/K/9 |
Chemicals and industry |
|
| The candidate can name properties and applications of metals, describe some preparation processes of metals, and call the difference between noble and other metals. |
X |
|
| The candidate can describe the formation of polymers and mention some advantages of applications of polymers. |
X |
|
| NASK2/K/10 |
Basic Chemistry for follow-up training and occupation |
CE |
| The candidate may refer to properties to which substances can be identified and which apply knowledge in the situations of the case. |
X |
|
| The candidate can examine whether a substance is a pure substance or a mixture, called a number of pure substances and types of mixtures, and call the main components of a number of mixtures. |
X |
|
| The candidate may: Recognize a number of processes from everyday life as a chemical reaction of a number of (types) of comments applications, draw up comparisons, and describe calculations to perform the reactions and describe how certain factors influence the reaction rate. |
X |
|
| NASK2/K/11 |
Construction of matter |
CE |
| The candidate can describe the construction of substances, and describe reactions using the concepts of molecules, atoms and ions. |
X |
|
| The candidate can give the names and symbols of a number of elements and describe how the atomic species are arranged in the periodic system. |
X |
|
| The candidate can give the name of a number of molecular substances and salts if the formula is given and vice versa. |
X |
|
| NASK2/V/1 |
Production Processes |
CE |
| The candidate may report following an investigation into a production process, by means of a report and/or presentation. |
X |
|
| The candidate may apply qualitatively and quantitatively to one or more production processes in relation to one or more production processes, in particular in relation to used quantities, in the study. |
X |
|
| The candidate may show in the research the learning skills mentioned in NASK2/K/3. |
X |
|
| NASK2/V/2 |
Product research |
CE |
| The candidate may report following an investigation of a product, by means of a report and/or presentation. |
X |
|
| The candidate may apply qualitatively and quantitatively to one or more products in the research chemistry, symbols and formulae in relation to one or more products, in particular with regard to titration, pH-testing, precipitation actions, and decomposition and separation methods. |
X |
|
| The candidate may show in the research the learning skills mentioned in NASK2/K/3. |
X |
|
| NASK2/V/3 |
Acquisition, processing and provision of information |
|
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|
| NASK2/V/4 |
Skills in coherence |
CE |
| The candidate may apply the skills from the core part in conjunction. |
X |
BB
KB
GL/TL
| BI/K/1 |
Orientation on learning and working |
|||
| The candidate can orient himself to his own career and to indicate the importance of biological knowledge and skills in society. |
X |
X |
X |
|
| BI/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, working together, experimenting, and acquiring and processing information. |
X |
X |
X |
|
| BI/K/3 |
Learning skills in the field of biology |
CE |
CE |
CE |
| The candidate may apply strategic skills that contribute to: The development of own learning capacity the ability to communicate with biological professional language and methodologies and to conduct research. |
X |
X |
X |
|
| BI/K/4 |
Cells are at the base |
CE |
CE |
CE |
| The candidate may: call cells characteristic features, call the constituent parts of cells, and call the most common organization levels within organisms describe that an organism can be considered to be a whole whereby processes for the conservation and health of the organism are carried out in conjunction with each other. |
X |
|||
| The candidate may: characterizing the characteristics of cells, describing their constituent parts, and describing and describing the most common organization levels within organisms to clarify that an organism can be considered to be a whole whereby processes for the conservation and health of the organism are carried out in conjunction with each other. |
X |
X |
||
| BI/K/5 |
Fungi and bacteria: useful and sometimes harmful |
|||
| The candidate can refer to and explain the role of fungi and bacteria in the environment. |
X |
|||
| The candidate can cite and explain the role of fungi and bacteria in the environment and biotechnology. |
X |
X |
||
| BI/K/6 |
Plants and animals and their cohesion: exploring their own environment |
CE |
CE |
CE |
| The candidate may: look up the names of organisms and the parts from which they are composed To name the relationships that they have between each other and their environment. |
X |
|||
| The candidate may: look up the names of organisms and the parts from which they are composed To name the relationships that they have between each other and their environment. |
X |
X |
||
| BI/K/7 |
People influence their environment |
|||
| The Candidate May Explain that humans depend for food, water, oxygen, raw materials, energy, food production, and recreation of ecosystems describe how man can influence ecosystems and explain why man has an interest in promoting a lasting relationship between man and the environment. |
X |
X |
X |
|
| BI/K/8 |
Attitude, movement and condition |
|||
| The candidate may: Those parts of which are important for firmness and movement. Name the effects of overload. |
X |
|||
| The Candidate May Those parts of which are important for firmness and movement. to describe and describe the effects of overload. |
X |
X |
||
| BI/K/9 |
Keeping the body in position: nutrition and genotuses, energy, transport and excretion |
CE |
CE |
CE |
| The candidate may: Describe the shape, function and function of the digestive system, blood vessel system, respiratory system and secessionsystem explaining their relationship. |
X |
X |
X |
|
| BI/K/10 |
Protection |
|||
| The candidate can explain how (infection) diseases develop, how they spread, and how one protects against it. |
X |
X |
X |
|
| BI/K/11 |
Responding to incentives |
CE |
CE |
CE |
| The candidate can explain the role and functioning of nervous system, sensory system, and hormone system. |
X |
|||
| The candidate may: explain the role and functioning of the nervous system, sensory system and hormone system describe what relationship there is between behaviour and internal and external stimuli. |
X |
X |
||
| BI/K/12 |
From generation to generation |
CE |
CE |
CE |
| The candidate may describe reproduction and growth in organisms, as well as the form and function of sexual conduct in that. |
X |
|||
| The candidate can explain reproductive and growth in organisms, as well as the form and function of sexual behavior in that. |
X |
X |
||
| BI/K/13 |
Heredity and evolution |
CE |
||
| The candidate can describe how hereditary traits of generation are passed on generation to generation, and explain how those hereditary traits can change over time. |
X |
X |
||
| BI/V/1 |
Protection and antimatter |
CE |
||
| The candidate can describe the way the body protects against antigens by means of antibodies and explain how this protection can be artificially increased. |
X |
|||
| BI/V/2 |
Human and animal behaviour |
CE |
||
| The candidate can describe behaviour of man and animal in a standardized manner and explain that described behaviour. |
X |
|||
| BI/V/3 |
Acquisition, processing and provision of information |
|||
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|||
| BI/V/4 |
Skills in coherence |
CE |
||
| The candidate may apply the skills from the core part in conjunction. |
X |
In the central exams for BB, KB and GL/TL the following endterms are tested: 3, 5, 6, 11, 12, 17 and 18. In addition, in the central examination (CE) for GL/TL, the final terms 22, 24 and 26 shall be tested.
The remaining end terms shall be tested in the school windows (SE).
The final term 3 is tested in the school windows as well as in the central examination.
The school may decide to test the final terms 5, 6, 11, 12, 17, 18-and for GL/TL also 22, 24 and 26-also in school windows.
BB
KB
GL/TL
| AK/K/1 |
Orientation on learning and working |
|||
| 1. |
The candidate can orient himself to his own career and to the importance of geography in society. |
X |
X |
X |
| AK/K/2 |
Basic Skills |
|||
| 2. |
The candidate can apply basic skills that relate to communicating, working together, and acquiring and processing information. |
X |
X |
X |
| AK/K/3 |
Learning skills in the geography of geography |
CE |
CE |
CE |
| 3. |
The candidate may apply a number of professional skills which contribute to the development of own learning ability. The applicant may, when studying areas, geographical signs and questions of the nature, be: |
|||
| -identify and formulate different types of geography questions; |
X |
X |
X |
|
| -apply geography-related practice; |
X |
X |
X |
|
| -use of different types of cards and card skills, aerial photographs and satellite images |
X |
X |
X |
|
| -organizing, analysing and drawing conclusions on it; |
X |
X |
X |
|
| -carry out simple natural-scale research of limited size in its own environment on thematiques which attach to the contents of the examination units K/4 through K/9, |
X (SE only) |
X (SE only) |
X (SE only) |
|
| -take a stand and argue. |
X (SE only) |
X (SE only) |
X (SE only) |
|
| AK/K/4 |
Weather and climate |
CE |
CE |
CE |
| 4. |
The candidate can describe and explain the weather and climate in the region ' s own region. |
X (SE only) |
X (SE only) |
X (SE only) |
| 5. |
The candidate can weather and climate, climate change and climate policies of the Netherlands and a contrasting region elsewhere in Europe describe and explain and compare the situation in both areas. |
X |
X |
X |
| The cursive part of final term 5 applies only to KB and GL/TL. |
||||
| 6. |
The candidate can weather and climate, climate change and climate policies describe and explain in an out-of-European macro-region. |
X |
X |
X |
| The cursive part of final term 6 applies only to KB and GL/TL. |
||||
| AK/K/5 |
Sources of energy |
|||
| 7. |
The candidate can describe and explain the use of energy in the region ' s own region and describe measures for a more sustainable use of energy and its effects. |
X |
X |
X |
| 8. |
The candidate can use energy and its consequences for the Netherlands and a contrasting region elsewhere in Europe describe and explain and describe measures for a more sustainable use of energy and its effects and compare the situation in both areas. |
X |
X |
X |
| The cursive part of final term 8 applies only to KB and GL/TL. |
||||
| 9. |
The candidate may describe and explain the use of energy and its effects in an outside European macro-region and describe measures for a more sustainable use of energy and its effects. |
X |
X |
X |
| AK/K/6 |
Water |
CE |
CE |
CE |
| 10. |
The candidate can describe and explain the use of water in the region ' s own region and describe measures for more sustainable use of water |
X (SE only) |
X (SE only) |
X (SE only) |
| 11. |
The candidate can describe and explain the provenance, appearance, quality and use of water in the Netherlands, and describe measures for a more sustainable use of water and its effects. |
X |
X |
X |
| 12. |
The candidate may have the origin, the occurrence, the quality and the use of water in an outside European macro region and a contrasting macroregio elsewhere in the world describe and explain and describe measures for a more sustainable use of water and its effects and compare the situation in both areas. |
X |
X |
X |
| The cursive part of final term 12 applies only to KB and GL/TL. |
||||
| AK/K/7 |
Poor and rich |
|||
| 13. |
The candidate may describe differences between more and less prosperous districts and proposals for improvement of living and living conditions in the region. |
X |
X |
X |
| 14. |
The candidate can describe and explain regional differences in prosperity in the Netherlands. |
X |
X |
X |
| 15. |
The candidate may have regional differences in prosperity in an out-of-European macro region and a contrasting macroregio elsewhere in the world describe and explain and compare the situation in both areas. |
X |
X |
X |
| The cursive part of final term 15 applies only to KB and GL/TL. |
||||
| AK/K/8 |
Population and space |
CE |
CE |
CE |
| 16. |
The candidate can describe and explain the population development and space use in the region ' s own region. |
X (SE only) |
X (SE only) |
X (SE only) |
| 17. |
The candidate can see the population development and space use in the Netherlands and a contrasting region elsewhere in Europe describe and explain and compare the situation in both areas. |
X |
X |
X |
| The cursive part of final term 17 applies only to KB and GL/TL. |
||||
| 18. |
The candidate can describe and explain population development and space use in an out-of-European macro-region. |
X |
X |
X |
| AK/K/9 |
Borders and identity |
|||
| 19. |
The candidate can describe and explain different types of boundaries in their own region and establish links with identity. |
X |
X |
X |
| 20. |
The candidate may differ in regional identity and the way in which one deals with them in the Netherlands and a contrasting region elsewhere in Europe, describe and explain and compare the situation in both areas. |
X |
X |
X |
| The cursive part of final term 20 applies only to KB and GL/TL. |
||||
| 21. |
The candidate can explain territorial conflicts in an outside European macro-region and explain and establish links with raw materials and cultural differences. |
X |
X |
X |
| AK/V/1 |
Casus Weather and climate: Extreme weather conditions |
CE |
||
| 22. |
The candidate may describe and explain the occurrence of extreme weather in an out-of-European macro-region and describe measures to mitigate the consequences thereof. |
X |
||
| AK/V/2 |
Sources of energy: Energy policy |
|||
| 23. |
The candidate may describe the relationship between the different sources of energy used in an outside European macro-region and describe the advantages and disadvantages of those energy sources. |
X |
||
| AK/V/3 |
Casus Water: Water management |
CE |
||
| 24. |
The candidate may describe the water management in an off-site European macro-region and describe measures for improvement. |
X |
||
| AK/V/4 |
Casus Arm and rich: Poor and rich and health care |
|||
| 25. |
The candidate can describe and explain the vicious circle between poverty, hunger and health in an out-of-European macro-region and describe measures to improve the situation. |
X |
||
| AK/V/5 |
Case Population and space: Population and space in metropolitan areas |
CE |
||
| 26. |
The candidate can describe and explain the spatial developments of megacities in an out-of-European macro-region, and describe measures to improve spatial quality. |
X |
||
| AK/V/6 |
Case Boundaries and identity: Regional identity |
|||
| 27. |
The candidate can describe different regional oppositions in an outside European macro-region and describe measures to improve the situation. |
X |
||
| AK/V/7 |
Acquisition, processing and provision of information |
|||
| 28. |
The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
||
| AK/V/8 |
Skills in coherence |
|||
| 29. |
The candidate may apply the skills from the core part in conjunction. |
X |
BB
KB
GL/TL
| CS/K/1 |
Orientation on learning and working |
|||
| The candidate can orient himself to his own career and to the importance of history and state in society. |
X |
X |
X |
|
| CS/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, working together, and acquiring and processing information. |
X |
X |
X |
|
| CS/K/3 |
Learning skills in the history and state direction box |
CE |
CE |
CE |
| The candidate may apply strategic skills that contribute to: The development of own learning capacity the ability to communicate and conduct research with for history and state direction, appropriate craft and methodologies. |
X |
X |
X |
|
| CS/K/4 |
The colonial relationship Indonesia-Netherlands |
|||
| The candidate can recognize and appoint the manner in which the colonial relationship between Indonesia and the Netherlands has developed over time and contributed to the decolonization/independence of Indonesia. |
X ¹ |
|||
| The candidate can recognize and describe how the colonial relationship between Indonesia and the Netherlands has developed over time and contributed to the decolonization/independence of Indonesia. |
X ² |
X ² |
||
| CS/K/5 |
State direction of the Netherlands |
CE |
CE |
CE |
| The candidate can recognize and appoint how the Dutch legal state/state direction has developed from 1848 until now. |
X |
|||
| The candidate can recognize and describe how the Dutch legal state/state direction has developed from 1848 until now. |
X |
X |
||
| S/ K/6 |
The industrial society in the Netherlands |
|||
| The candidate can recognize and name how the process of industrialization has dramatically changed the Dutch society from the second half of the 19th century. |
X ¹ |
|||
| The candidate can recognize and describe how the process of industrialization has dramatically changed the Dutch society from the second half of the 19th century. |
X ² |
X ² |
||
| FS/K/7 |
Social security and welfare state in the Netherlands |
|||
| The candidate may recognise and appoint developments in the field of social security from the second half of the 19th century, which have led to the current revised welfare state. |
X ¹ |
|||
| The candidate may recognize and describe the developments that have taken place in the field of social security from the second half of the 19th century, which have led to the current revised welfare state. |
X ² |
X ² |
||
| CS/K/8 |
Cultural-mental developments in the Netherlands after 1945 |
|||
| The candidate can recognize and name which cultural-social developments have occurred after the Second World War and what consequences these developments have had for Dutch society. |
X ¹ |
|||
| The candidate can recognize and describe the cultural-social developments that occurred after the Second World War and explain the consequences that these developments have had on Dutch society. |
X ² |
X ² |
||
| FS/K/9 |
The Cold War |
|||
| The candidate will be able to recognize the origin, the course and the end of the Cold War, and to identify the causes and consequences of this period for world politics in general, and for Europe in particular. |
X ¹ |
|||
| The candidate may recognize and describe the origin, course and end of the Cold War, and identify the causes and consequences of this period for world politics in general, and for Europe in particular. |
X ² |
X ² |
||
| S/ K/10 |
Historical overview from 1900 |
CE |
CE |
CE |
| The candidate can recognize and name the important events and developments that have taken place in Dutch and (Western) European history from 1900. |
X |
|||
| The candidate can recognize and describe the important events and developments that have taken place in Dutch and (Western) European history from 1900. |
X |
X |
¹ The school names must in any case consist of 2 examination units at the discretion of the school, from GS/K/4, GS/K/6, GS/K/7, GS/K/8, and GS/K/9.
² The school names must be made up of 3 examination units, at the discretion of the school, from GS/K/4, GS/K/6, GS/K/7, GS/K/8, and GS/K/9.
BB
KB
GL/TL ¹
| VS/V/1 |
GS/V/1 The Indonesian-Dutch Conflict 1945-1949 |
|||
| The candidate can recognize and describe how the process of decolonization and the path to independence of Indonesia went through between 1945 and 1949, and in doing so address the difficult relationship between the Netherlands and Indonesia after the independence of Indonesia. Indonesia. |
X |
|||
| FS/V/2 |
The Netherlands and Europe |
|||
| The candidate can identify and describe how European cooperation developed after 1945 and what influence the European Union has on (the identity of) the Dutch society. |
X |
|||
| FS/V/3 |
The ratio of man-environment |
|||
| The candidate can recognize and describe how humans have influenced the environment in the present and past, and what solutions have been devised and are being created for environmental problems that have arisen. |
X |
|||
| VS/V/4 |
Development of health care in the Netherlands |
|||
| The candidate can recognize and describe how health care has developed in the Netherlands from the 19th century onwards, and respond to moral-ethical consequences. |
X |
|||
| VS/V/5 |
Non-circumvention and decontamination in the Netherlands |
|||
| The candidate can recognize and describe what columns were there in the Netherlands after the Second World War, what consequences the failure of Dutch society had and explain in what way the process of deacidiation has changed society. |
X |
|||
| VS/V/6 |
The Netherlands and the United States after the Second World War |
|||
| The candidate can recognize and describe how the United States influenced Dutch society after the Second World War and run out of differences in understanding between Dutch political currents about the role of the United States in the international politics. |
X |
|||
| FS/V/7 |
Acquisition and processing and provision of information |
|||
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|||
| FS/V/8 |
Skills in coherence |
CE |
||
| The candidate may apply the skills from the core part in conjunction. |
X |
|||
| VS/V/9 |
Three themes at the Historical Review from 1900 |
CE |
||
| The candidate can identify, describe, explain, and place the following themes in the context of the Historical Outline from 1900: The onset and effects of Communism in the Soviet Union (1917-1941); Indonesia as an example of decolonisation (1942-1949); the Israel/Palestine fire (1945-1979). |
X |
¹ The school can check one or more of the exam units V1 through V6 in the Mixed and Theoretical Learning Road on the school exam but is not mandatory for that purpose.
BB
KB
GL/TL
| EC/K/1 |
Orientation on learning and working |
|||
| The candidate can orient himself to the career and to the importance of the economy in society. |
X |
X |
X |
|
| EC/K/2 |
Basic Skills |
|||
| The candidate can apply basic skills that relate to communicating, working together, and acquiring and processing information. |
X |
X |
X |
|
| EC/K/3 |
Learning skills in the economy |
CE |
CE |
CE |
| The candidate may apply strategic skills that contribute to the development of own learning ability and the ability to communicate with economic professional language and conduct research. |
X |
X |
X |
|
| EC/K/4A |
Consumption |
CE |
CE |
CE |
| The candidate has insight into aspects of consumer behavior, such as choices, needs, income and in the functions of money, borrowing and saving, and can apply this insight into a given case. |
X |
X |
X |
|
| EC/K/4B |
Consumption and consumer organisations |
|||
| The candidate has an understanding of the banking system, such as the acquisition of foreign money, savings forms and loan forms, and in motives and features of insurance, and can use information from consumer organisations. |
X |
X |
X |
|
| EC/K/5A |
Labour and production |
CE |
CE |
CE |
| The candidate has an understanding of aspects of producer behaviour such as costs, revenues, profits, value-added, labor, division of labour, labour productivity, employment, unemployment, and can apply this insight into a given case. |
X |
X |
X |
|
| EC/K/5B |
Labour and business |
|||
| The candidate has insight into the production of goods and services and in the phases that a product goes through from the producer of raw materials to the retail/retailer, and can give examples of occupations/activities typical of goods and services. for different economic sectors. |
X |
X |
X |
|
| EC/K/6 |
Government and administration |
CE |
||
| The candidate has insight into the social, economic and financial functions of the government and can apply this insight into a given case. |
X |
X |
X |
|
| EC/K/7 |
International developments |
CE |
CE |
CE |
| The candidate has insight into international economic relations such as the Netherlands as an open economy, the European Union, development issues and can apply this insight into a given case. |
X |
X |
X |
|
| EC/K/8 |
Nature and the environment |
|||
| The candidate has an understanding of the connection between consumption, production and the environment, and can describe the role of government, civil society and individuals in the context of environmental damage examples. |
X |
X |
X |
|
| EC/V/1 |
Enrichment material |
CE |
||
| The candidate has an understanding of the backgrounds of the issues concerning: the development of the budget deficit and the public debt the systematics and principles of pay and income tax the causes and consequences of the value change of money price compensation as a means of counteracting purchasing power loss and can apply this insight into a given case. |
X |
|||
| EC/V/2 |
Acquisition, processing and provision of information |
|||
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|||
| EC/V/3 |
Skills in coherence |
CE |
||
| The candidate may apply the skills from the core part in conjunction. |
X |
GL/TL
| BV/K/1 |
Orientation on learning and working |
|
| The candidate orient herself to the importance of visual arts and design in society. |
X |
|
| BV/K/2 |
Basic Skills |
|
| The candidate can apply basic skills that relate to communicating, working together, and acquiring and processing information. |
X |
|
| BV/K/3 |
Learning skills in the visual subjects |
CE |
| The candidate controls a number of strategic visual skills which contribute to the development of his learning ability. |
X |
|
| BV/K/4 |
Visual work, productive |
|
| The candidate may, as a result of a problem, make visual work-autonomous and applied. |
X |
|
| BV/K/5 |
Work process, productive |
|
| The candidate can explore, analyze, fix, and execute a visual problem. |
X |
|
| The candidate can draw up, monitor and execute a work plan, record, and organize, and reflect on, work process. |
X |
|
| BV/K/6 |
Resources, productive |
|
| The candidate can use aspects of the performance and design in such a way as to make a contribution to the saying power of the own visual work. |
X |
|
| BV/K/7 |
Consider-own work, reflectivity |
|
| The candidate may, in his own visual work, appoint and explain the aspects of the performance and of the design. |
X |
|
| The candidate may establish a relationship between his own visual work and the visual work of others on the basis of the aspects of the performance and of the design. |
X |
|
| BV/K/8 |
View-work of others, reflectivity |
CE |
| The candidate may, in the visual work of others, appoint and explain the functionality, the aspects of the performance, the design and the cultural and/or artificial istorical context. |
X |
|
| BV/V/1 |
Final command, productive and reflective |
CE |
| The candidate may, on the basis of his own problem of difficulty-autonomously and applied-make visual work. |
X |
|
| The candidate can explore, analyze, resolve, and execute this problem. |
X |
|
| The candidate can draw up, monitor and execute a work plan, record, and organize, and reflect on, work process. |
X |
|
| The candidate can use aspects of the performance and design in such a way as to make a contribution to the saying power of the own visual work. |
X |
|
| The candidate may, in his own visual work, appoint and explain the aspects of the performance and of the design. |
X |
|
| The candidate may establish a relationship between his own visual work and the visual work of others on the basis of the aspects of the performance and of the design. |
X |
|
| The candidate may establish a relationship between his own visual work and the visual work of others according to the functionality, the aspects of the performance and of the design and the cultural and/or artificial istorical context. |
X |
|
| BV/V/2 |
Acquisition, processing and provision of information |
|
| The candidate may independently acquire, process, and provide information. |
X |
|
| BV/V/3 |
Skills in coherence |
CE |
| The candidate shall be able to apply the skills in the endterms of the core part in conjunction. |
X |
GL/TL
| MU/K/1 |
Orientation on learning and working |
|
| The candidate can orient himself to his own career and the importance of music in society. |
X |
|
| MU/K/2 |
Basic Skills |
|
| The candidate can apply basic skills that relate to communicating, working together, and acquiring and processing information. |
X |
|
| MU/K/3 |
Learning skills in the music profession |
CE |
| The candidate can apply a number of skills, such as applying musical notions, which contribute to the development of own learning ability. |
X |
|
| MU/K/4 |
Musiceren: singing and playing | |
| The candidate can individually and in collaboration with others perform a representative repertoire of one-and multi-stemmed, vocal/instrumental music. |
X |
|
| MU/K/5 |
Shaping: improvising/composing |
|
| The candidate can, individually and in collaboration with others, improvise/compose music, from an (outside) musical given with deliberate use of sound properties and form principles. |
X |
|
| MU/K/6 |
Present |
|
| The candidate can only present and/or in collaboration with others (parts of) the musichonic repertoire. |
X |
|
| MU/K/7 |
Listen to |
CE |
| The candidate can follow the notation of rhythmic and melodic fragments and recognize, name, and/or record musical notions. |
X |
|
| MU/K/8 |
Music and society |
CE |
| The candidate may: Associated music with meanings and functions of it Express the own musical experience and involve other people's opinions when deciding on their own point of view in the argumentation for the position refer to musical aspects and/or functions and meanings of music. |
X |
|
| MU/K/9 |
Music and other arts |
CE |
| The candidate may: Within a music production, recognize art forms other than music and name its functions preparing for a practical and theoretical visit to a performance in which multiple art forms are addressed and report on the functions of the various art forms in the performance. |
X |
|
| MU/V /1 |
End Request |
|
| The candidate may be independent: provide a presentation on a topic related to the music provide a presentation of their own music work for an audience other than their own group/class report research that he/she has carried out in the field of music in relation to at least one of the other art forms. |
X |
|
| MU/V/2 |
Acquisition, processing and provision of information |
|
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|
| MU/V/3 |
Skills in coherence |
CE |
| The candidate shall be able to apply the skills in the endterms of the core part in conjunction. |
X |
GL/TL
| DR/K/1 |
Orientation on learning and working |
|
| The candidate can orient himself to the career and to the importance of drama in society. |
X |
|
| DR/K/2 |
Basic Skills |
|
| The candidate can apply basic skills that relate to communicating, (together), work and acquire and process information. |
X |
|
| DR/K/3 |
Learning skills in the drama |
CE |
| The candidate may apply a number of skills that contribute to the development of own learning ability, such as: Recognizing, naming and applying terminology use its own expressive capabilities of body and voice. functional use of game data and moulding |
X |
|
| DR/K/4 |
Play |
|
| The candidate may be in play: apply non-verbal and verbal-out possibilities Using game data integrated provide functional game impulses and respond to other players ' game impulses. |
X |
|
| DR/K/5 |
Shaping |
|
| The candidate can shape a game from a source, making functional use of: game data, rolopbuild, game building and material design resources. |
X |
|
| DR/K/6 |
Present |
|
| The candidate can only and/or in collaboration with others at a performance in front of an audience: apply game and design skills present a text using pre-transfer techniques. |
X |
|
| DR/K/7 |
Consider |
CE |
| The candidate can give an account of their own play and at the game of others by: to name the content of theatrical means, to name the way the references to reality are shaped in play naming dramatic techniques that are used in places other than the theatre. |
X |
|
| DR/K/8 |
Drama and society |
CE |
| The candidate may: appoint attributes of theatrical deformation and oral traditions of different cultures and present this playing specify what the functions of drama can be, and cite examples of that. |
X |
|
| DR/K/9 |
Drama and other arts |
CE |
| The candidate may: within a drama production, identify any forms of art other than drama and appoint its functions preparing practical and theoretically for a visit to a performance in which more art forms are addressed, and report on the functions of the various art forms in the performance. |
X |
|
| DR/V/1 |
End Request |
|
| The candidate can independently shape a game and can present this game to a different audience than the own classmates. |
X |
|
| DR/V/2 |
Acquisition, processing and provision of information |
|
| The candidate may independently acquire, process and provide information in the context of the sector working document. |
X |
|
| DR/V/3 |
Skills in coherence |
CE |
| The candidate shall be able to apply the skills in the endterms of the core part in conjunction. |
X |
GL/TL
| DA/K/1 |
Orientation on learning and working |
|
| The candidate can orient himself to the career and to the importance of dance in society. |
X |
|
| DA/K/2 |
Basic Skills |
|
| The candidate can apply basic skills that relate to communicating, working together, and acquiring and processing information. |
X |
|
| DA/K/3 |
Learning skills in the dance box |
CE |
| The candidate may apply a number of skills that contribute to the development of own learning ability, such as: Recognizing, naming and applying terminology by means of explorers, improvising and structuring a dance design make using the creative and expressive possibilities of the body functional use of theatrical means. |
X |
|
| DA/K/4 |
Dancing |
|
| The candidate can only and in cooperation with others: feelings, experiences, ideas, situations and events move ideas a physical, musical, dramatic, or visual theme in dance translation, using the dance elements space, time and power, with application of body awareness and shape awareness and with a personal charge. |
X |
|
| DA/K/5 |
Shaping |
|
| The candidate may: exploration and improvising from a given motion and/or thematically directed assignment by improvising, exploration, and structuring a dance design and execution in which a substantive development line becomes visible, and use is made of the dance elements, structure and theatrical means. |
X |
|
| DA/K/6 |
Present |
|
| The candidate can present a self-made and/or existing dance with others alone or together. |
X |
|
| DA/K/7 |
Consider |
CE |
| The candidate may: Aware of the characteristics of Danes and describe them of a dance the following elements are appointed: Dancer dance (dance elements, body, structure) Sound space/location theatrics danosine/meaning and their consistency. |
X |
|
| DA/K/8 |
Dance and society |
CE |
| The candidate may: Recognize and appoint functions of dance recognize and argue that dance is the product of a certain culture/society in a particular time period and living environment report of a cultural activity, of which dance is an explicit part. |
X |
|
| DA/K/9 |
Dance and other arts |
CE |
| The candidate may: Recognize art forms other than dance within a dance production, and name its functions preparing practical and theoretically for a visit to a performance in which more art forms are addressed, and report on the functions of the various art forms in the performance. |
X |
|
| DA/V/1 |
End Request |
|
| The candidate can present a self-made and an existing dance to a different audience than the private classroom, in which: the meaning/dance content and the saying power forward take into account the presence of the public. |
X |
|
| DA/V/2 |
Acquisition, processing and provision of information |
|
| The candidate may independently acquire, process and provide information, for example, in the context of the sector work piece. |
X |
|
| DA/V/3 |
Skills in coherence |
CE |
| The candidate shall be able to apply the skills in the endterms of the core part in conjunction. |
X |
BB
KB
GL
| B/K/1 |
Orientation towards construction and construction |
|||
| The candidate may: describe the course of business in the creation of a construction work name the main laws and regulations in the construction sector Mention aspects of the construction process the institutes and companies in the construction industry and related industries describe the technological developments in building technology make a conscious choice for follow-up training Aspects of works in construction are mentioned. |
X |
X |
X |
|
| B/K/2 |
Professional skills |
CE |
CE |
CE |
| The candidate may carry out work in a systematic manner. |
X |
X |
X |
|
| The candidate may use the Dutch language functionally. |
X |
X |
X |
|
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
X |
|
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
X |
|
| During the working preparations and the working performance, the candidate can draw up work drawings and measure existing construction parts and outline them in proportion. |
X |
X |
X |
|
| The candidate may carry out work according to the rules of integral KAM care. |
X |
X |
X |
|
| The candidate can adapt to and adapt to the company culture. |
X |
X |
X |
|
| The candidate may cooperate in the performance of work. |
X |
X |
X |
|
| The candidate may manifest a critical institution to their own interest. |
X |
X |
X |
|
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
X |
|
| B/K/3 |
Technical Informatics |
|||
| The candidate may use CAD equipment: creating an elementary technical design program a robotic arm. |
X |
|||
| The candidate may be in a practicum: Measurements using an automated measurement system Realizing and applying circuits with the 'and' or ' function Implement and apply an elementary open control system. |
X |
|||
| The candidate may: Performing basic business telephony operations consult sources using network services use multi-media products/apply produce a document using a text processing program. |
X |
|||
| B/K/4 |
Introduction of carpentry/furniture making |
|||
| The candidate may, on the basis of a work drawing, including work preparation: Using common tools and machines run basic woodwork skills Apply Connection Resources create basic wood connections. |
X |
X |
||
| B/K/5 |
Enlist |
|||
| The candidate may, on the basis of a working drawing, including work preparation, enclose a half-point wall in half-way. |
X |
X |
||
| B/K/6 |
Register of stuccanous |
|||
| The candidate may, on the basis of a work drawing, including work preparation, perform basic skills in relation to stuccanous ears. |
X |
X |
||
| B/K/7 |
Painting Introduction |
|||
| The candidate may carry out basic skills with regard to painting: Mixing colors Pre-treatment paint systems on wood, metal, plastic and stone-like undergrounds. |
X |
X |
||
| B/K/8 |
Introduction advertising and decorative techniques |
|||
| The candidate may: Treating and decorating basic objects draw basic geometric constructions -to manufacture elementary texts. |
X |
|||
| B/K/9 |
Introduction of infrastructure |
|||
| The candidate may: working drawings/cutlery read Other parts of the structure are of the same creating elemental concrete Handle measuring and expansion tools Assist in the execution of land measurements creating the basic street work of concrete tiles identify the infrastructure that is required for utilities describe the transport infrastructure refer to the role of the managers of infrastructure works. |
X |
X |
||
| B/K/10 |
The construction process |
CE |
CE |
|
| The candidate can use software: the provision of a new residential area to be built creating a design create a calculation creating a construction schedule/work schedule creating color design create a maintenance plan create a construction plan for the construction site. |
X |
X |
||
| B/K/11 |
CAD/CAM and woodworking machines |
|||
| The candidate may: creating an elementary technical design with the help of CAD software apply CNC program using CAM software using CAM software simulate, test and, if necessary, modify the CNC program Work with woodworking machines Refer to the general principles of automation processes. |
X |
X |
||
| B/K/12 |
Industrialization and automation in construction |
CE |
CE |
|
| The candidate may: perform a measurement relate the concept of logistics to the construction process. |
X |
X |
||
| B/K/13 |
Telematics |
|||
| The candidate may: Performing basic business telephony operations run basic operations with many applied operating systems use multi-media products/apply produce a document with a text processing program use/apply network services Call an elementary telemetry system. |
X |
X |
||
| B/K/14 |
Aesthetics |
|||
| The candidate may: Treating and decorating basic objects draw basic geometric constructions To manufacture basic letter texts create an image analysis by using a number of style concepts and apply this analysis to their own work Recognizing trends Apply advertising and other media expressions Recognize art styles and art features. |
X |
X |
||
| BB/K/24 |
Construction technique: Timber 1 |
CE |
CE |
|
| The candidate may, on the basis of a work drawing, including work preparation: performing basic set-off and stillwork processing isolation materials create a sloping roof Create a rectangular coare according to KVT ' 95 affixing the sealing materials to rectangular frames Rotating parts depend and make shutters. |
X |
X |
||
| BB/K/25 |
Construction technique: artificial stone 1 |
|||
| The candidate may, on the basis of a work drawing, including work preparation: Carrying out work on mettle and serpent work Glued non-fried artificial stone to create masonry with associated constructions and finishes. |
X |
X |
||
| BB/K/26 |
Construction technique: finishing techniques 1 |
|||
| The candidate may: Preparing the work environment Assess undergrounds Carrying out preparatory work to apply a paint system Applying paint systems works with climbing material and scaffolding. |
X |
X |
||
| The candidate may, at glazing: Performing preparatory actions placing glass and finishing. |
X |
X |
||
| The candidate may: applying decorations Define colors matching and describing relevant color theory. |
X |
X |
||
| B/V/1 |
Integrative Command |
CE |
||
| The candidate may be in a simulated professional situation: criteria for the choice of (research) materials for the creation of a workpiece/product or the doing of an investigation establish criteria for the quality of the workpiece/product, or research gathering information define a method of operation for the design/product/product of the research make the workpiece/product, or do the research the workpiece/product, analysis and evaluation based on self-and/or other-formulated criteria The workpiece/product, or the study if desired by the updating/improvement the preparation, performance and/or results and evaluation of the workpiece/product, or the study, in writing or in audiovisual recording or otherwise presenting to an audience according to the criteria to be set out in advance. |
X |
BB
KB
GL
| B/K/1 |
Orientation towards construction and construction |
|||
| The candidate may: describe the course of business in the creation of a construction work name the main laws and regulations in the construction sector Mention aspects of the construction process the institutes and companies in the construction industry and related industries describe the technological developments in building technology make a conscious choice for follow-up training Aspects of works in construction are mentioned. |
X |
X |
X |
|
| B/K/2 |
Professional skills |
CE |
CE |
CE |
| The candidate may carry out work in a systematic manner. |
X |
X |
X |
|
| The candidate may use the Dutch language functionally. |
X |
X |
X |
|
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
X |
|
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
X |
|
| During the working preparations and the working performance, the candidate can draw up work drawings and measure existing construction parts and outline them in proportion. |
X |
X |
X |
|
| The candidate may carry out work according to the rules of integral KAM care. |
X |
X |
X |
|
| The candidate can adapt to and adapt to the company culture. |
X |
X |
X |
|
| The candidate may cooperate in the performance of work. |
X |
X |
X |
|
| The candidate may manifest a critical institution to their own interest. |
X |
X |
X |
|
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
X |
|
| B/K/3 |
Technical Informatics |
|||
| The candidate may use CAD equipment: creating an elementary technical design program a robotic arm. |
X |
|||
| The candidate may be in a practicum: Measurements using an automated measurement system Realizing and applying circuits with the 'and' or ' function Implement and apply an elementary open control system. |
X |
|||
| The candidate may: Performing basic business telephony operations consult sources using network services use multi-media products/apply produce a document using a text processing program. |
X |
|||
| B/K/4 |
Introduction of carpentry/furniture making |
|||
| The candidate may, on the basis of a work drawing, including work preparation: Using common tools and machines run basic woodwork skills Apply Connection Resources create basic wood connections. |
X |
X |
||
| B/K/5 |
Enlist |
|||
| The candidate may, on the basis of a working drawing, including work preparation, enclose a half-point wall in half-way. |
X |
X |
||
| B/K/6 |
Register of stuccanous |
|||
| The candidate may, on the basis of a work drawing, including work preparation, perform basic skills in relation to stuccanous ears. |
X |
X |
||
| B/K/7 |
Painting Introduction |
|||
| The candidate may carry out basic skills with regard to painting: Mixing colors Pre-treatment paint systems on wood, metal, plastic and stone-like undergrounds. |
X |
X |
||
| B/K/8 |
Introduction advertising and decorative techniques |
|||
| The candidate may: Treating and decorating basic objects draw basic geometric constructions -to manufacture elementary texts. |
X |
|||
| B/K/9 |
Introduction of infrastructure |
|||
| The candidate may: working drawings/cutlery read Other parts of the structure are of the same creating elemental concrete Handle measuring and expansion tools Assist in the execution of land measurements creating the basic street work of concrete tiles identify the infrastructure that is required for utilities describe the transport infrastructure refer to the role of the managers of infrastructure works. |
X |
X |
||
| B/K/10 |
The construction process |
CE |
CE |
|
| The candidate can use software: the provision of a new residential area to be built creating a design create a calculation creating a construction schedule/work schedule creating color design create a maintenance plan create a construction plan for the construction site. |
X |
X |
||
| B/K/11 |
CAD/CAM and woodworking machines |
|||
| The candidate may: creating an elementary technical design with the help of CAD software apply CNC program using CAM software using CAM software simulate, test and, if necessary, modify the CNC program Work with woodworking machines Refer to the general principles of automation processes. |
X |
X |
||
| B/K/12 |
Industrialization and automation in construction |
CE |
CE |
|
| The candidate may: perform a measurement relate the concept of logistics to the construction process. |
X |
X |
||
| B/K/13 |
Telematics |
|||
| The candidate may: Performing basic business telephony operations run basic operations with many applied operating systems use multi-media products/apply produce a document with a text processing program use/apply network services Call an elementary telemetry system. |
X |
X |
||
| B/K/14 |
Aesthetics |
|||
| The candidate may: Treating and decorating basic objects draw basic geometric constructions To manufacture basic letter texts create an image analysis by using a number of style concepts and apply this analysis to their own work Recognizing trends Apply advertising and other media expressions Recognize art styles and art features. |
X |
X |
||
| BT/K/18 |
Bribing stone constructions |
|||
| The candidate may, on the basis of a work drawing, including work preparation: Laying down works for masonry Work with insulating materials Create masonry with baked or non-fried artificial stone. |
X |
X |
||
| BT/K/19 |
Stone-like inner walls |
|||
| The candidate may, on the basis of a work drawing, including work preparation: Doing the work Glued non-fried artificial stone Light separation wall bribing of baked artificial stone. |
X |
X |
||
| BT/K/20 |
Masonry |
CE |
CE |
|
| The candidate may, on the basis of a work drawing, including work preparation: Laying down works for the purpose of masonry cleaners Work with insulating materials in solid assembly Installation of facilities in the construction of materials for the shrinking and restocking of materials to create masonry with associated constructions and finishes adding and thickening. |
X |
X |
||
| B/V/1 |
Integrative Command |
CE |
||
| The candidate may be in a simulated professional situation: criteria for the choice of (research) materials for the creation of a workpiece/product or the doing of an investigation establish criteria for the quality of the workpiece/product, or research gathering information define a method of operation for the design/product/product of the research make the workpiece/product, c.q.the research the workpiece/product, analysis and evaluation based on self-and/or other-formulated criteria The workpiece/product, or the study if desired by the updating/improvement the preparation, performance and/or results and evaluation of the workpiece/product, or the study, in writing or in audiovisual recording or otherwise presenting to an audience according to the criteria to be set out in advance. |
X |
BB
KB
GL
| B/K/1 |
Orientation towards construction and construction |
|||
| The candidate may: describe the course of business in the creation of a construction work name the main laws and regulations in the construction sector Mention aspects of the construction process the institutes and companies in the construction industry and related industries describe the technological developments in building technology make a conscious choice for follow-up training Aspects of works in construction are mentioned. |
X |
X |
X |
|
| B/K/2 |
Professional skills |
CE |
CE |
CE |
| The candidate may carry out work in a systematic manner. |
X |
X |
X |
|
| The candidate may use the Dutch language functionally. |
X |
X |
X |
|
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
X |
|
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
X |
|
| During the working preparations and the working performance, the candidate can draw up work drawings and measure existing construction parts and outline them in proportion. |
X |
X |
X |
|
| The candidate may carry out work according to the rules of integral KAM care. |
X |
X |
X |
|
| The candidate can adapt to and adapt to the company culture. |
X |
X |
X |
|
| The candidate may cooperate in the performance of work. |
X |
X |
X |
|
| The candidate may manifest a critical institution to their own interest. |
X |
X |
X |
|
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
X |
|
| B/K/3 |
Technical Informatics |
|||
| The candidate may use CAD equipment: creating an elementary technical design program a robotic arm. |
X |
|||
| The candidate may be in a practicum: Measurements using an automated measurement system Realizing and applying circuits with the 'and' or ' function Implement and apply an elementary open control system. |
X |
|||
| The candidate may: Performing basic business telephony operations consult sources using network services use multi-media products/apply produce a document using a text processing program. |
X |
|||
| B/K/4 |
Introduction of carpentry/furniture making |
|||
| The candidate may, on the basis of a work drawing, including work preparation: Using common tools and machines run basic woodwork skills Apply Connection Resources create basic wood connections. |
X |
X |
||
| B/K/5 |
Enlist |
|||
| The candidate may, on the basis of a working drawing, including work preparation, enclose a half-point wall in half-way. |
X |
X |
||
| B/K/6 |
Register of stuccanous |
|||
| The candidate may, on the basis of a work drawing, including work preparation, perform basic skills in relation to stuccanous ears. |
X |
X |
||
| B/K/7 |
Painting Introduction |
|||
| The candidate may carry out basic skills with regard to painting: Mixing colors Pre-treatment paint systems on wood, metal, plastic and stone-like undergrounds. |
X |
X |
||
| B/K/8 |
Introduction advertising and decorative techniques |
|||
| The candidate may: Treating and decorating basic objects draw basic geometric constructions -to manufacture elementary texts. |
X |
|||
| B/K/9 |
Introduction of infrastructure |
|||
| The candidate may: working drawings/cutlery read Other parts of the structure are of the same creating elemental concrete Handle measuring and expansion tools Assist in the execution of land measurements creating the basic street work of concrete tiles identify the infrastructure that is required for utilities describe the transport infrastructure refer to the role of the managers of infrastructure works. |
X |
X |
||
| B/K/10 |
The construction process |
CE |
CE |
|
| The candidate can use software: the provision of a new residential area to be built creating a design create a calculation creating a construction schedule/work schedule creating color design create a maintenance plan create a construction plan for the construction site. |
X |
X |
||
| B/K/11 |
CAD/CAM and woodworking machines |
|||
| The candidate may: creating an elementary technical design with the help of CAD software apply CNC program using CAM software using CAM software simulate, test and, if necessary, modify the CNC program Work with woodworking machines Refer to the general principles of automation processes. |
X |
X |
||
| B/K/12 |
Industrialization and automation in construction |
CE |
CE |
|
| The candidate may: perform a measurement relate the concept of logistics to the construction process. |
X |
X |
||
| B/K/13 |
Telematics |
|||
| The candidate may: Performing basic business telephony operations run basic operations with many applied operating systems use multi-media products/apply produce a document with a text processing program use/apply network services Call an elementary telemetry system. |
X |
X |
||
| B/K/14 |
Aesthetics |
|||
| The candidate may: Treating and decorating basic objects draw basic geometric constructions To manufacture basic letter texts create an image analysis by using a number of style concepts and apply this analysis to their own work Recognizing trends Apply advertising and other media expressions Recognize art styles and art features. |
X |
X |
||
| BT/K/15 |
Preparation for rough construction |
|||
| The candidate may, on the basis of a work drawing, including work preparation, perform elemental turn-off and stillwork. |
X |
X |
||
| BT/K/16 |
Wood-processing techniques & run-down |
CE |
CE |
|
| The candidate may, on the basis of a work drawing, including work preparation and using common tools and machines: Make a rectangular carriage and window according to KVT ' 95 Rotating parts depend and make shutters affixing the sealing materials to rectangular frames Doing carpentry work. |
X |
X |
||
| BT/K/17 |
Building-plate engineering |
|||
| The candidate may, on the basis of a work drawing, including work preparation: Making shuttering and concrete collapsing, compounding and finishing processing isolation materials Belting and flatting Make a sloping roof. |
X |
X |
||
| The candidate may: naming methods describe the starting-floor-to-floor/work connection. |
X |
X |
||
| B/V/1 |
Integrative Command |
CE |
||
| The candidate may be in a simulated professional situation: criteria for the choice of (research) materials for the creation of a workpiece/product or the doing of an investigation establish criteria for the quality of the workpiece/product, or research gathering information define a method of operation for the design/product/product of the research make the workpiece/product, or do the research the workpiece/product, analysis and evaluation based on self-and/or other-formulated criteria The workpiece/product, or the study if desired by the updating/improvement the preparation, performance and/or results and evaluation of the workpiece/product, or the study, in writing or in audiovisual recording or otherwise presenting to an audience according to the criteria to be set out in advance. |
X |
BB
KB
GL
| B/K/1 |
Orientation towards construction and construction |
|||
| The candidate may: describe the course of business in the creation of a construction work name the main laws and regulations in the construction sector Mention aspects of the construction process the institutes and companies in the construction industry and related industries describe the technological developments in building technology make a conscious choice for follow-up training Aspects of works in construction are mentioned. |
X |
X |
X |
|
| B/K/2 |
Professional skills |
CE |
CE |
CE |
| The candidate may carry out work in a systematic manner. |
X |
X |
X |
|
| The candidate may use the Dutch language functionally. |
X |
X |
X |
|
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
X |
|
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
X |
|
| During the working preparations and the working performance, the candidate can draw up work drawings and measure existing construction parts and outline them in proportion. |
X |
X |
X |
|
| The candidate may carry out work according to the rules of integral KAM care. |
X |
X |
X |
|
| The candidate can adapt to and adapt to the company culture. |
X |
X |
X |
|
| The candidate may cooperate in the performance of work. |
X |
X |
X |
|
| The candidate may manifest a critical institution to their own interest. |
X |
X |
X |
|
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
X |
|
| B/K/3 |
Technical Informatics |
|||
| The candidate may use CAD equipment: creating an elementary technical design program a robotic arm. |
X |
|||
| The candidate may be in a practicum: Measurements using an automated measurement system Realizing and applying circuits with the 'and' or ' function Implement and apply an elementary open control system. |
X |
|||
| The candidate may: Performing basic business telephony operations consult sources using network services use multi-media products/apply produce a document using a text processing program. |
X |
|||
| B/K/4 |
Introduction of carpentry/furniture making |
|||
| The candidate may, on the basis of a work drawing, including work preparation: Using common tools and machines run basic woodwork skills Apply Connection Resources create basic wood connections. |
X |
X |
||
| B/K/5 |
Enlist |
|||
| The candidate may, on the basis of a working drawing, including work preparation, enclose a half-point wall in half-way. |
X |
X |
||
| B/K/6 |
Register of stuccanous |
|||
| The candidate may, on the basis of a work drawing, including work preparation, perform basic skills in relation to stuccanous ears. |
X |
X |
||
| B/K/7 |
Painting Introduction |
|||
| The candidate may carry out basic skills with regard to painting: Mixing colors Pre-treatment paint systems on wood, metal, plastic and stone-like undergrounds. |
X |
X |
||
| B/K/8 |
Introduction advertising and decorative techniques |
|||
| The candidate may: Treating and decorating basic objects draw basic geometric constructions -to manufacture elementary texts. |
X |
|||
| B/K/9 |
Introduction of infrastructure |
|||
| The candidate may: working drawings/cutlery read Other parts of the structure are of the same creating elemental concrete Handle measuring and expansion tools Assist in the execution of land measurements creating the basic street work of concrete tiles identify the infrastructure that is required for utilities describe the transport infrastructure refer to the role of the managers of infrastructure works. |
X |
X |
||
| B/K/10 |
The construction process |
CE |
CE |
|
| The candidate can use software: the provision of a new residential area to be built creating a design create a calculation creating a construction schedule/work schedule creating color design create a maintenance plan create a construction plan for the construction site. |
X |
X |
||
| B/K/11 |
CAD/CAM and woodworking machines |
|||
| The candidate may: creating an elementary technical design with the help of CAD software apply CNC program using CAM software using CAM software simulate, test and, if necessary, modify the CNC program Work with woodworking machines Refer to the general principles of automation processes. |
X |
X |
||
| B/K/12 |
Industrialization and automation in construction |
CE |
CE |
|
| The candidate may: perform a measurement relate the concept of logistics to the construction process. |
X |
X |
||
| B/K/13 |
Telematics |
|||
| The candidate may: Performing basic business telephony operations run basic operations with many applied operating systems use multi-media products/apply produce a document with a text processing program use/apply network services Call an elementary telemetry system. |
X |
X |
||
| B/K/14 |
Aesthetics |
|||
| The candidate may: Treating and decorating basic objects draw basic geometric constructions To manufacture basic letter texts create an image analysis by using a number of style concepts and apply this analysis to their own work Recognizing trends Apply advertising and other media expressions Recognize art styles and art features. |
X |
X |
||
| BT/K/21 |
Woody underlands beglazing 1 |
CE |
CE |
|
| The candidate may, in the case of woody undergrounds: Preparing the work environment assess the undergrounds carry out the preparatory work in order to apply a paint system apply the paint systems works with climbing material and scaffolding. |
X |
X |
||
| The candidate may, at glazing: Performing preparatory work placing glass and finishing. |
X |
X |
||
| BT/K/22 |
Metal/plastic undergrounds and decorative and advertising techniques |
|||
| The candidate may subdue in metal/plastic material: Preparing the work environment assess the undergrounds carry out the preparatory work in order to apply a paint system apply the paint systems works with climbing material and scaffolding. |
X |
X |
||
| The candidate may, in the case of decorative and advertising techniques: Make the computer and plotter basic logos and letter texts decorating decorations and advertising. |
X |
X |
||
| BT/K/23 |
Stone-like underland and wallpaper |
|||
| The candidate may, in the case of stone-like undergrounds: Preparing the work environment assess the undergrounds carry out the preparatory work in order to apply a paint system apply the paint systems the works with climbing material and scaffolding. |
X |
X |
||
| BT/K/23 |
Stone-like underland and wallpaper (only applicable to wallpaper) |
CE |
CE |
|
| The candidate may attend in the event of wallpaper: Preparing the work environment assess the undergrounds carry out the preparatory work apply the wallpaper works with climbing material and scaffolding. |
X |
X |
||
| B/V/1 |
Integrative Command |
CE |
||
| The candidate may be in a simulated professional situation: criteria for the choice of (research) materials for the creation of a workpiece/product or the doing of an investigation establish criteria for the quality of the workpiece/product, or research gathering information define a method of operation for the design/product/product of the research make the workpiece/product, or do the research the workpiece/product, analysis and evaluation based on self-and/or other-formulated criteria The workpiece/product, or the study if desired by the updating/improvement the preparation, performance and/or results and evaluation of the workpiece/product, or the study, in writing or in audiovisual recording or otherwise presenting to an audience according to the criteria to be set out in advance. |
X |
BB
KB
GL
| B/K/1 |
Orientation towards construction and construction |
|||
| The candidate may: describe the course of business in the creation of a construction work name the main laws and regulations in the construction sector Mention aspects of the construction process the institutes and companies in the construction industry and related industries describe the technological developments in building technology make a conscious choice for follow-up training Aspects of works in construction are mentioned. |
X |
X |
X |
|
| B/K/2 |
Professional skills |
CE |
CE |
CE |
| The candidate may carry out work in a systematic manner. |
X |
X |
X |
|
| The candidate may use the Dutch language functionally. |
X |
X |
X |
|
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
X |
|
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
X |
|
| During the working preparations and the working performance, the candidate can draw up work drawings and measure existing construction parts and outline them in proportion. |
X |
X |
X |
|
| The candidate may carry out work according to the rules of integral KAM care. |
X |
X |
X |
|
| The candidate can adapt to and adapt to the company culture. |
X |
X |
X |
|
| The candidate may cooperate in the performance of work. |
X |
X |
X |
|
| The candidate may manifest a critical institution to their own interest. |
X |
X |
X |
|
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
X |
|
| B/K/3 |
Technical Informatics |
|||
| The candidate may use CAD equipment: creating an elementary technical design program a robotic arm. |
X |
|||
| The candidate may be in a practicum: Measurements using an automated measurement system Realizing and applying circuits with the 'and' or ' function Implement and apply an elementary open control system. |
X |
|||
| The candidate may: Performing basic business telephony operations consult sources using network services use multi-media products/apply produce a document using a text processing program. |
X |
|||
| B/K/4 |
Introduction of carpentry/furniture making |
|||
| The candidate may, on the basis of a work drawing, including work preparation: Using common tools and machines run basic woodwork skills Apply Connection Resources create basic wood connections. |
X |
X |
||
| B/K/5 |
Enlist |
|||
| The candidate may, on the basis of a working drawing, including work preparation, enclose a half-point wall in half-way. |
X |
X |
||
| B/K/6 |
Register of stuccanous |
|||
| The candidate may, on the basis of a work drawing, including work preparation, perform basic skills in relation to stuccanous ears. |
X |
X |
||
| B/K/7 |
Painting Introduction |
|||
| The candidate may carry out basic skills with regard to painting: Mixing colors Pre-treatment paint systems on wood, metal, plastic and stone-like undergrounds. |
X |
X |
||
| B/K/8 |
Introduction advertising and decorative techniques |
|||
| The candidate may: Treating and decorating basic objects draw basic geometric constructions -to manufacture elementary texts. |
X |
|||
| B/K/9 |
Introduction of infrastructure |
|||
| The candidate may: working drawings/cutlery read Other parts of the structure are of the same creating elemental concrete Handle measuring and expansion tools Assist in the execution of land measurements creating the basic street work of concrete tiles identify the infrastructure that is required for utilities describe the transport infrastructure refer to the role of the managers of infrastructure works. |
X |
X |
||
| B/K/10 |
The construction process |
CE |
CE |
|
| The candidate can use software: the provision of a new residential area to be built creating a design create a calculation creating a construction schedule/work schedule creating color design create a maintenance plan create a construction plan for the construction site. |
X |
X |
||
| B/K/11 |
CAD/CAM and woodworking machines |
|||
| The candidate may: creating an elementary technical design with the help of CAD software apply CNC program using CAM software using CAM software simulate, test and, if necessary, modify the CNC program Work with woodworking machines Refer to the general principles of automation processes. |
X |
X |
||
| B/K/12 |
Industrialization and automation in construction |
CE |
CE |
|
| The candidate may: perform a measurement relate the concept of logistics to the construction process. |
X |
X |
||
| B/K/13 |
Telematics |
|||
| The candidate may: Performing basic business telephony operations run basic operations with many applied operating systems use multi-media products/apply produce a document with a text processing program use/apply network services Call an elementary telemetry system. |
X |
X |
||
| B/K/14 |
Aesthetics |
|||
| The candidate may: Treating and decorating basic objects draw basic geometric constructions To manufacture basic letter texts create an image analysis by using a number of style concepts and apply this analysis to their own work Recognizing trends Apply advertising and other media expressions Recognize art styles and art features. |
X |
X |
||
| BT/K/16 |
Wood-processing techniques & run-down |
|||
| The candidate may, on the basis of a work drawing, including work preparation and using common tools and machines: Make a rectangular carriage and window according to KVT ' 95 Rotating parts depend and make shutters affixing the sealing materials to rectangular frames Doing carpentry work. |
X |
X |
||
| BT/K/27 |
Furniture making |
CE |
CE |
|
| The candidate may, on the basis of a work drawing and using common tools and machines: furnishings and assembly apply and assemble materials. |
X |
X |
||
| BT/K/28 |
Interior design |
|||
| The candidate may, on the basis of a work drawing and using common tools and machines: creating and applying interior and interior carpenters apply and assemble materials. |
X |
X |
||
| B/V/1 |
Integrative Command |
CE |
||
| The candidate may be in a simulated professional situation: criteria for the choice of (research) materials for the creation of a workpiece/product or the doing of an investigation establish criteria for the quality of the workpiece/product, or research gathering information define a method of operation for the design/product/product of the research make the workpiece/product, or do the research the workpiece/product, analysis and evaluation based on self-and/or other-formulated criteria The workpiece/product, or the study if desired by the updating/improvement the preparation, performance and/or results and evaluation of the workpiece/product, or the study, in writing or in audiovisual recording or otherwise presenting to an audience according to the criteria to be set out in advance. |
X |
BB
KB
GL
| Gm 1 |
Orientation on the work field |
|||
| 1. |
The Candidate Has an understanding of the potential for the future within the secondary education and the graphite-media; visual appeals, professional practice and current developments in the graphite media. |
x |
x |
x |
| 2. |
The candidate can manage his/her personal portfolio during his/her school career. |
x |
x |
x |
| Gm 2 |
General professional skills and competences |
CE |
CE |
CE |
| 3. |
The candidate can perform project-based work for realizing a grafimedia product. |
x |
x |
x |
| 4. |
The candidate can deal with his own and other people's norms and values. |
x |
x |
x |
| 5. |
The candidate knows the relationship between man and nature and the concept of sustainable development. |
x |
x |
x |
| 6. |
The candidate can operate in a secure manner for himself and others in the professional practice and in his own environment. |
x |
x |
x |
| 7. |
The candidate can read and listen Dutch and English texts. |
x |
x |
x |
| 8. |
The candidate may produce written and oral texts in correct Dutch. |
x |
x |
x |
| 9. |
The candidate can search for, select, collect, and organize information in various data files. |
x |
x |
x |
| 10. |
The candidate can apply computational skills (main signs, calculation rules use, measurement and estimation). |
x |
x |
x |
| 11. |
The candidate can meet the requirements of the environment, hygiene, health and ergonomics. |
x |
x |
x |
| 12. |
The candidate shall be able to handle materials, tools and equipment efficiently and safely. |
x |
x |
x |
| 13. |
The candidate will be able to perform work using the computer. |
x |
x |
x |
| 14. |
The candidate can consult and collaborate in team-related. |
x |
x |
x |
| 15. |
The candidate can appoint and wield cultural and sex differences between people. |
x |
x |
x |
| 16. |
The candidate can deal with formal and informal appointments, rules and procedures. |
x |
x |
x |
| 17. |
The candidate can create a learning and work schedule. |
x |
x |
x |
| 18. |
The candidate can monitor the learning and work process. |
x |
x |
x |
| 19. |
The candidate can make a simple product and process evaluation and draw conclusions from it. |
x |
x |
x |
| Gm 3 |
Print media |
CE |
||
| 20. |
The candidate can create a sketchdesign for printed matter. |
x |
x |
|
| 21. |
The candidate can draw up a page using the supplied text and image material. |
x |
x |
x |
| 22. |
The candidate can easily print printing work in various printing techniques. |
x |
x |
|
| 23. |
The candidate can take care of the post-treatment/packaging of a manufactured product. |
x |
x |
|
| Gm 4 |
Sign |
|||
| 24. |
The candidate can create a sketchdesign for a signup decoration and make the signage decoration and mounting. |
x |
x |
|
| Gm 5 |
Audio Visual |
CE |
CE |
|
| 25. |
The candidate can come up with a theme for making a simple AV production. |
x |
x |
|
| 26. |
The candidate can make a simple AV production. |
x |
x |
x |
| 27. |
The candidate can mount recordings for a simple AV production. |
x |
x |
x |
| 28. |
The candidate can present a simple AV production. |
x |
x |
|
| Gm 6 |
Audiovisual/Photography |
|||
| 29. |
The candidate can make a simple photo-portage. |
x |
x |
x |
| Gm 7 |
Audiovisual/Theatre |
|||
| 30. |
The candidate may provide support in a presentation/presentation/execution. |
x |
x |
|
| Gm 8 |
Multimedia 1 |
CE |
CE |
|
| 31. |
The candidate can create a concept for a multimedia production. |
x |
x |
|
| 32. |
The candidate can search for, archive, and edit text and image files. |
x |
x |
x |
| 33. |
The candidate can create and present a branched multimedia production. |
x |
x |
x |
| Gm 9 |
Multimedia 2 |
|||
| 34. |
The candidate can make parts of a computer ready for use. |
x |
x |
BB
KB
GL
| T&L/K/1 |
Orientation on the Netherlands distribution country |
|||
| The candidate has insight into: the institutes and companies in the transport and logistics industry the technological developments in transport and logistics the own possibilities of training and works in transport and logistics. |
X |
|||
| The candidate has insight into: the transport infrastructure the institutes and companies in the transport and logistics industry the technological developments in transport and logistics the own possibilities of training works in transport and logistics. |
X |
X |
||
| T&L/K/2 |
Professional skills |
CE |
CE |
CE |
| The candidate may carry out work in a systematic manner. |
X |
X |
X |
|
| The candidate may use the Dutch language functionally. |
X |
X |
X |
|
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
X |
|
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
X |
|
| The candidate can deal economically consciously with materials and resources. |
X |
X |
X |
|
| The candidate may carry out the work in a safe manner. |
X |
X |
X |
|
| The candidate may carry out his work according to rules arising from integral environmental and quality care. |
X |
X |
X |
|
| The candidate can adapt to and adapt to the company culture. |
X |
X |
X |
|
| The candidate may cooperate in the performance of work. |
X |
X |
X |
|
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
X |
|
| T&L/K/3 |
Technical Informatics |
|||
| The candidate may: creating a simple technical design with the help of CAD equipment program a robotic arm. |
X |
X |
X |
|
| The candidate may be in a practicum: Measurements using an automated measurement system Realizing and applying circuits with the 'and' or ' function Implement and apply a simple open control system. |
X |
X |
X |
|
| The candidate may: Performing basic business telephony operations consult sources using network services use multi-media products/apply produce a simple document with a text processing program. |
X |
X |
X |
|
| T&L/K/4 |
Technology in matter of matter |
|||
| The candidate may: operating a traffic installation with sensors in a practicum situation Performing basic operations when operating air pressure systems Performing basic actions when working with electrical circuits Performing basic acts when working with pneumatic circuits Performing basic acts when working with the tachograph Performing basic actions when programming robots using a software package to read fleet data. |
X |
X |
||
| The candidate has knowledge of sensors and actuators. |
X |
X |
||
| T&L/K/5 |
Technology in information use |
|||
| The candidate may: using telematics devices carrying out basic telecommunication operations run basic operations with a graphical operating system Performing basic actions with an electronic logbook performing basic logistics operations run basic software operations. |
X |
X |
X |
|
| T&L/K/6 |
Internal transport techniques |
CE |
CE |
CE |
| The candidate may: conduct business-based information management methods and techniques performing internal move methods and techniques execute basic operating methods and techniques Operate the most common transport equipment Use the most common transport equipment Use the most common means of communication use the most common tools in logistics companies. |
X |
X |
X |
|
| The candidate has knowledge of information channels in logistics companies. |
X |
X |
X |
|
| T&L/K/7 |
External transport techniques 1 |
|||
| The candidate may use the loading and propelling techniques: process the information required for loading and studs Simple loading and propelling techniques securing and protecting cargo. |
X |
X |
X |
|
| The candidate may be responsible for the planning techniques: put simple loads on route performing control techniques in the use of the zipper Check simple loads by using loading documents Counting precise packages for various methods of stacking Perform a fare check of simple vehicles. |
X |
X |
X |
|
| The candidate may be able to deal with the operating techniques: implementing necessary preparatory actions and checks to perform cargo-letter handling procedures. |
X |
X |
X |
|
| The candidate shall have knowledge of: the order turnover of transport companies driver instructions. |
X |
X |
X |
|
| The candidate shall have external knowledge of the transport organisation as follows: Transport flows Transport chains Passenger transport Freight transport national and international road transport transport modes. |
X |
X |
X |
|
| T&L/K/8 |
External transport techniques 2 |
|||
| The candidate may use the use of the rhythm techniques: Perform driving and rest periods activities perform basic ritual preparation operations Performing basic operations in vehicle maintenance and repair Perform basic handling of cargo handling. |
X |
X |
||
| The candidate may carry out basic delivery techniques in relation to the delivery techniques. |
X |
X |
||
| The candidate may be able to deal with the operating techniques: verifying easy documents Completion of work registration (uvs) appropriately Use simple quality instruments. |
X |
X |
||
| The candidate has knowledge of laws and regulations regarding driver's work. |
X |
X |
||
| The candidate can read and interpret the vehicle technique simple instruction books of a vehicle. |
X |
X |
||
| The candidate shall have knowledge of: the method of operation for the use of commercial vehicles the possibilities of application of many on-board tools. |
X |
X |
||
| In respect of vehicle components, the candidate shall have knowledge of the partial systems of a vehicle. |
X |
X |
||
| T&L/K/9 |
Road behaviour and road network 1 |
|||
| The candidate may be able to deal with the road behaviour: To recognise the basic risks involved in traffic assess situational behaviour. |
X |
X |
||
| The candidate shall have knowledge of: basic traffic rules special traffic behaviour basic conditions for participation in traffic. |
X |
X |
||
| The candidate may be on the road network: Perform basic actions when looking up locations run basic actions when planning routes Use electronic route planning programs. |
X |
X |
||
| The candidate may be responsible for the infrastructure of the Netherlands: Use atlases, maps, maps and plans recognising systems for road-benumbering. |
X |
X |
||
| The candidate shall have knowledge of: the national and international routes the transport infrastructure of the Netherlands. |
X |
X |
||
| T&L/K/10 |
Safety and personal care |
|||
| The candidate may be responsible for safety and health: how to deal properly with physical skills handling personal protective equipment handling rest and working hours handling stressful working conditions handling dangerous situations Performing basic first aid techniques perform some special treatments. |
X |
X |
||
| The candidate may address fire prevention and firefighting: Recognize fire-hazardous situations Perform basic fire fighting techniques Properly inform emergency services. |
X |
X |
||
| The candidate shall have knowledge of: combustible and other dangerous substances Basic fire prevention and control methods. |
X |
X |
||
| The candidate may, in the case of the Self Aid, typidism in cases of accidents that are common. |
X |
X |
||
| The candidate shall have knowledge of: basic functions of the human body treatment methods of many common physical disorders. |
X |
X |
||
| T&L/K/11 |
On-and over-percusating techniques |
|||
| The candidate may be responsible for the internal storage techniques: Performing basic operations in the establishment and use of storage facilities make use of basic stationary storage devices correctly make use of basic mobile storage devices correctly Performing basic operations for safe operation in storage facilities Perform cleaning work on rooms and inventory. |
X |
X |
||
| The candidate may carry out basic operations in the handling of goods in respect of handling of goods. |
X |
X |
||
| The candidate may be able to deal with the operating techniques: Using basic regulations in storage companies to clean up the workplace. |
X |
X |
||
| The candidate shall have knowledge of the organisation of storage companies. |
X |
X |
||
| The candidate shall have knowledge of the storage and handling methods of: distribution nodes the establishment of storerooms types of storage locations Storage coding systems Storage storage systems basic legal requirements at the time of the entry and transfer. |
X |
X |
||
| The candidate shall have knowledge of the flow control process in relation to the flow control process. |
X |
X |
||
| T&L/K/12 |
Reception and insertion techniques |
CE |
CE |
|
| The candidate may be responsible for the receipt of goods: reading and applying rules on transport routes Instructions for manoeuvring vehicles unloading loads safely and efficiently check incoming loads using loading documents preparing goods for impact. |
X |
X |
||
| The candidate shall have knowledge of: Transport routes Transactions on the receipt of goods reception techniques Marking techniques. |
X |
X |
||
| The candidate may be able to use the inaction techniques: common charges, identify products carrying out basic verification procedures Placing goods into storage using given location code run basic processing techniques Perform basic registration procedures on impact Performing simple tagging techniques. |
X |
X |
||
| The candidate shall have knowledge of: retention technique for goods Registration techniques. |
X |
X |
||
| T&L/K/13 |
Commodity collection techniques |
|||
| The candidate may be responsible for stock management techniques: Performing basic operations in inventory control running inventory records Apply safety requirements for temperature control and hazardous substances cleaning and disinfecting storage places. |
X |
X |
||
| The candidate has knowledge of causes of injury/quality loss. |
X |
X |
||
| The candidate may be able to use the order-collecting techniques: Distinguish correctly labelling Perform basic operations on the order collection. |
X |
X |
||
| T&L/K/14 |
Freight delivery techniques |
CE |
CE |
|
| The candidate may carry out basic packaging techniques in relation to packaging techniques. |
X |
X |
||
| The candidate has knowledge of package units. |
X |
X |
||
| The candidate may carry out basic shipping operations in connection with the dispatch techniques. |
X |
X |
||
| The candidate shall have knowledge of: Shipping preparation techniques intermediaries. |
X |
X |
||
| T&L/K/15 |
Information and communication management |
CE |
CE |
|
| The candidate may be responsible for communication techniques: Professional functioning in border areas exchanging information at basic level in German or English language area. |
X |
X |
||
| The applicant shall have knowledge of cross-border business activities. |
X |
X |
||
| The candidate may use the information management techniques: performing statistical techniques Perform basic tasks with commonly used logistical data-based software packages Perform basic operations using simple database programs. |
X |
X |
||
| The candidate shall have knowledge of automated logistic data-based systems. |
X |
X |
||
| T&L/K/16 |
Inventory Management |
CE |
CE |
|
| The candidate shall have knowledge of the following activities: the order flow the flow of goods to production and commercial enterprises. |
X |
X |
||
| The candidate may be associated with the purchasing management techniques: using catalogues from material suppliers Distinguish between different types of goods execute insurance, damage-handling and complaint handling procedures calculate and compare simple purchase prices Wield purchase recording techniques. |
X |
X |
||
| The candidate shall have knowledge of: inventory types types of item files. |
X |
X |
||
| The candidate may be responsible for stock management techniques: Performing basic operations in inventory control Performing basic issue at issue. |
X |
X |
||
| The candidate may be responsible for the sales management techniques: Performing basic sales activities Perform basic sacrificial handling operations. |
X |
X |
||
| T&L/K/17 |
Work preparation for logistic planning |
CE |
||
| The candidate may be responsible for technical planning techniques: performing simple operations in logistic work preparation determining coordinates of intersection points for a hoist planning. |
X |
|||
| The candidate shall have knowledge of technical planning techniques. |
X |
|||
| In respect of technical transport conditions, the candidate shall have knowledge of: transport conditions Physical properties of goods of freight power learning with respect to loads Noise related to means of transport. |
X |
|||
| T&L/V/1 |
Integrative Command |
CE |
||
| The candidate may be in a simulated professional situation: criteria for the choice of (research) materials for the creation of a workpiece/product or the doing of an investigation establish criteria for the quality of the workpiece/product, or research gathering information define a method of operation for the design/product/product of the research make the workpiece/product, or do the research the workpiece/product, analysis and evaluation based on self-and/or other-formulated criteria The workpiece/product, or the study if desired by the updating/improvement the preparation, performance and/or results and evaluation of the workpiece/product, or the research, in writing or in audio visual recording or otherwise presenting to an audience according to the criteria to be set out in advance. |
X |
BB
KB
GL
| VT/K/1 |
The world of mobility |
|||
| The candidate has insight into: the technological developments in the vehicle industry the possibilities of training work in the vehicle industry and the organization of this line of business. |
X |
X |
X |
|
| VT/K/2 |
Professional skills |
CE |
CE |
CE |
| The candidate may carry out work in a systematic manner. |
X |
X |
X |
|
| The candidate may use the Dutch language functionally. |
X |
X |
X |
|
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
X |
|
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
X |
|
| During the work preparation and the work execution, the candidate can read. |
X |
X |
X |
|
| The candidate can deal economically consciously with materials and resources. |
X |
X |
X |
|
| The candidate may carry out his work in a safe manner. |
X |
X |
X |
|
| The candidate may carry out his work according to rules arising from integral environmental and quality care. |
X |
X |
X |
|
| The candidate can adapt to and adapt to the company culture. |
X |
X |
X |
|
| The candidate may cooperate in the performance of work. |
X |
X |
X |
|
| The candidate may manifest a critical institution to their own interest. |
X |
X |
X |
|
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
X |
|
| VT/K/3 |
Technical Informatics |
|||
| The candidate may: handling a technical drawing program Dealing with simple programmable devices. |
X |
|||
| The candidate may be in a practicum: Measurements using automated measurement systems Measurements carried out within open and closed systems Applying sensors, actuators and control systems Implement and apply a simple open control system. |
X |
|||
| The candidate may apply a simple circuit in a practicum: Relays With hydraulic components Pneumatic components With digital building blocks With combined electrical, pneumatic and hydraulic systems. |
X |
|||
| The candidate has knowledge of energy flows and energy transfer. |
X |
|||
| The candidate may: Performing basic business telephony operations consult with the use of internet sources produce a simple document with a computer program. |
X |
|||
| VT/K/4 |
Basic skills Vehicle engineering |
|||
| The candidate may: performing work preparation Cleaning parts of vehicles environmentally conscious Preparing vehicles with environmental awareness for delivery parts of vehicles from-and inbuilt. |
X |
|||
| The candidate shall have knowledge of: The performance of vehicles the construction of vehicles Vehicle technical specifications the materials of vehicles. |
X |
|||
| VT/K/5 |
Basic skills electrical installations |
|||
| The candidate may: performing work preparation parts of the electrical installation cleaning and deconstructing and installing Measurements at the electrical installation Connect relays and electronic components Build up resistors and make the connection between power and voltage visible read and apply schematics of electrical installations calculations, and comparison with measurement data. |
X |
|||
| The candidate shall have knowledge of the electrical installation in the vehicle: head and subsystems. |
X |
|||
| VT/K/6 |
Basic Engine Engineering Skills |
|||
| The candidate may: performing work preparation motor parts of the engine environmentally conscious cleaning and off-and in-building Measurements on the engine/components, compare the measurement results with the factory data. |
X |
|||
| The candidate shall have knowledge of: Engines for the execution and construction of engines Principeoperation of internal combustion engines Technical descriptions of engines Refrigerants and lubricants Fuels Materials and tools used. |
X |
|||
| VT/K/7 |
Drive line and wheels |
|||
| The candidate may: performing work preparation Maintenance to the powertrain control, adjustment, and replacement components. |
X |
X |
||
| The candidate shall have knowledge of lubricants/transmission oils. |
X |
X |
||
| VT/K/8 |
Suspension for suspension, steering and braking |
CE |
||
| The candidate may: performing work preparation Maintenance of wheel suspension, steering and braking control, adjustment, and replacement components. |
X |
X |
||
| The candidate shall have knowledge of: Lubricants and brake fluids Suspension, suspension and shock absorption. |
X |
X |
||
| VT/K/9 |
Lighting, signalling and safety systems |
|||
| The candidate may: performing work preparation control, adjustment, and replacement components |
X |
X |
||
| The candidate shall have knowledge of: Schematics Encodings and tables. |
X |
X |
||
| VT/K/10 |
Loading and starting systems |
CE |
||
| The candidate may: performing work preparation Maintaining maintenance on the charging system control, adjustment, and replacement components. |
X |
X |
||
| The candidate shall have knowledge of: Glow-board systems Schematics Codings. |
X |
X |
||
| VT/K/11 |
Ignition and fuel systems |
CE |
||
| The candidate may: performing work preparation Maintenance of ignition and fuel systems control, adjustment, and replacement components. |
X |
X |
||
| VT/K/12 |
Inlet systems, valve control and exhaust systems |
|||
| The candidate may: performing work preparation Maintenance to inlet system control, adjustment, and replacement components. |
X |
X |
||
| VT/K/13 |
Refrigeration and lubrication systems |
CE |
||
| The candidate may: performing work preparation Maintaining environmental awareness of refrigeration and lubricating systems control, adjustment, and replacement components. |
X |
X |
||
| VT/K/14 |
Informatics/telematics |
CE |
||
| The candidate may: Performing basic business telephony operations use multi-media products/apply Using the personal computer software on the PC produce a simple document with a computer program using or using the Internet Apply navigation systems. |
X |
X |
||
| VT/K/15 |
Vehicle technical principles |
CE |
CE |
|
| The candidate may apply a simple circuit in a practicum: performing work preparation With pneumatic components With hydraulic components With digital building blocks. |
X |
X |
||
| VT/K/16 |
Electronic/electric principles |
CE |
||
| The candidate may: performing work preparation apply a simple circuit using electrical and electronic components in a practical course. |
X |
X |
||
| The candidate shall have knowledge of: lighting systems Comfort and safety systems Loading systems and launch systems Ignition systems engine management systems. |
X |
X |
||
| VT/K/17 |
Engine engineering principles |
CE |
CE |
|
| The candidate may: performing work preparation Measuring engine muzzles calculations on the two-four-stroke engine. |
X |
X |
||
| The candidate shall have knowledge of: Fuel systems /engine management Inlet, valve-control and exhaust systems Cooling systems lubrication systems lubricants. |
X |
X |
||
| VT/V/1 |
Integrative Command |
CE |
||
| The candidate may be in a simulated professional situation: criteria for the choice of (research) materials for the creation of a workpiece/product or the doing of an investigation establish criteria for the quality of the workpiece/product, or research gathering information define a method of operation for the design/product/product of the research make the workpiece/product, or do the research the workpiece/product, analysis and evaluation based on self-and/or other-formulated criteria The workpiece/product, or the study if desired by the updating/improvement the preparation, performance and/or results and evaluation of the workpiece/product, or the study, in writing or in audiovisual recording or otherwise presenting to an audience according to the criteria to be set out in advance. |
X |
BB
KB
GL
| MT/K/1 |
The Metal Engineering World |
|||
| The candidate has insight into: the production process of metals the institutes and companies in the metal sector the technological developments in metallic technology the possibilities of training and work in the metal sector. |
X |
X |
X |
|
| MT/K/2 |
Professional skills |
CE |
CE |
|
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
||
| During the work preparation and the work execution, the candidate can read. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| The candidate may carry out his work according to rules arising from integral environmental and quality care. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate may manifest a critical institution to their own interest. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| MT/K/3 |
Technical Informatics |
|||
| The candidate may: creating an elementary technical design with the help of CAD equipment program a robotic arm. |
X |
|||
| The candidate may be in a practicum: Measurements using an automated measurement system Realizing and applying circuits with the 'and' or ' function Implement and apply an elementary open control system. |
X |
|||
| The candidate may: Performing basic business telephony operations consult sources using network services use multi-media products/apply produce a document using a text processing program. |
X |
|||
| MT/K/4 |
General metal ground skills |
|||
| The candidate can for the production of a simple workpiece: Saw manually manually ponds Drilling wire cutting. |
X |
X |
||
| MT/K/5 |
Introduction plate and construction |
|||
| The candidate can for the production of a simple workpiece: Machine saws Cut Cutting Blackberries bending Swan bending. |
X |
X |
||
| MT/K/6 |
Initiation technique |
|||
| The candidate can for the production of a simple workpiece: Rotate Milling. |
X |
X |
||
| MT/K/7 |
Introduction of connecting technology |
|||
| The candidate can for the production of a simple workpiece: Soldering Glues create a detachable connection. |
X |
X |
||
| MT/K/8 |
Arc welding and auto welding |
|||
| The candidate can create simple connections by using: Autogen welding Booglings. |
X |
X |
||
| MT/K/9 |
Constructional works 1 |
CE |
CE |
|
| The candidate may be for the length materials: manual and machine saws Sharpening and cutting Machine bending and with flame bending Manual and machine plasmassage drive connect single parts using connection techniques. |
X |
X |
||
| MT/K/10 |
Place Working 1 |
|||
| The candidate may apply for sheet materials: Swab bending Manual and machine plasmassage drive Roller bending connect single parts using connection techniques. |
X |
X |
||
| MT/K/11 |
Rotate 1 |
CE |
CE |
|
| The candidate can run for the production of a complex workpiece on the center-and CNC-turning machine. |
X |
X |
||
| MT/K/12 |
Frezen 1 |
|||
| The candidate can run for the production of a complex workpiece milling on the vertical milling machine. |
X |
X |
||
| MT/K/13 |
Banking 1 |
CE |
CE |
|
| The candidate may: Machining, grinding, sawing Manual cutting, clearing and figs Manufacture and pass parts Assemble parts using connection techniques. |
X |
X |
||
| MT/K/14 |
Assembly and lodging |
|||
| The candidate may: Mounting pneumatic and electro-pneumatic circuits Mounting shaft and hub compounds Draw up single transmissions. |
X |
X |
||
| MT/K/15 |
CAD/CAM |
CE |
CE |
|
| The candidate may: creating a simple technical drawing with the help of CAD software apply a CNC program using CAM software using simulation software to work with FPA Automated measurement in the context of quality assurance. |
X |
X |
X |
|
| MT/K/16 |
Electronics |
|||
| The candidate may build a simple circuit in a practicum with: Resistors Coil capacitor single component composite component. |
X |
X |
||
| The candidate may describe particular refuges. |
X |
X |
||
| The candidate has insight into the applications of electronics. |
X |
X |
||
| MT/K/17 |
Automating |
CE |
||
| The candidate may be in a practicum: collecting metrics the basic principles of measurement describe the construction and operation of measurement systems. |
X |
|||
| The candidate may build a simple circuit in a practicum with: Relays Pneumatic components Digital building blocks. |
X |
|||
| The candidate can build up a simple rule system in a practicum: Consisting of sensors, actuators and control units as an open rule system as a closed rule system for tracking circuit as a closed-line system of power-on control. |
X |
|||
| The candidate has insight into the societal effects of production technology. |
X |
|||
| MT/K/18 |
Telematics |
|||
| The candidate may: Performing basic business telephony operations run basic operations with common operating systems use multi-media products/apply produce a simple document with a text processing program use/apply network services call a simple system for telemetry. |
X |
X |
||
| MT/K/19 |
Introduction and cabling Introduction |
|||
| The candidate may: Performing simple mechanical engineering operations Attaching components in a panel and connecting describe the operation of a special installation using block schemas. |
X |
|||
| MT/V/1 |
Integrative Command |
CE |
||
| The candidate may be in a simulated professional situation: criteria for the choice of (research) materials for the creation of a workpiece/product or the doing of an investigation establish criteria for the quality of the workpiece/product, or research gathering information define a method of operation for the design/product/product of the research make the workpiece/product, or do the research the workpiece/product, analysis and evaluation based on self-and/or other-formulated criteria The workpiece/product, or the study if desired by the updating/improvement the preparation, performance and/or results and evaluation of the workpiece/product, or the study, in writing or in audiovisual recording or otherwise presenting to an audience according to the criteria to be set out in advance. |
X |
|||
| MEI/K/2 |
Professional skills |
CE |
||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate may carry out simple administrative work by using a computer. |
X |
|||
| During the work preparation and the work execution, the candidate can read. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| The candidate may carry out his work according to rules arising from an integral environment and quality assurance. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate may manifest a critical institution to their own interest. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| MEI/K/20 |
Introduction and cabling Introduction |
CE |
||
| The candidate may: Performing simple mechanical engineering operations Attaching components in a panel and connecting describe the operation of a special installation using block schemas. |
X |
|||
| MEI/K/21 |
Automating |
CE |
||
| The candidate may be in a practicum: performing measurements collecting metrics the basic principles of measurement describe the construction and operation of measurement systems. |
X |
|||
| The candidate may build a simple circuit in a practicum with: Relays Pneumatic components Digital building blocks. |
X |
|||
| The candidate can build up a simple rule system in a practicum: Consisting of sensors, actuators and control units as an open rule system as a closed rule system for tracking circuit as a closed-line system of power-on control. |
X |
|||
| The candidate has insight into the societal effects of production technology. |
X |
|||
| MEI/K/22 |
CAD |
CE |
||
| The candidate can use CAD and calculatement software: designing a simple electrotechnical installation for a dwelling create a work preparation. |
X |
BB
KB
GL
| ET/K/1 |
The electrotechnical world |
|||
| The candidate has insight into: the road from inducer to consumer the institutes and companies in the electro-branch in technological developments in electrical engineering the own possibilities of training and working in the electrical engineering sector. |
X |
X |
X |
|
| ET/K/2 |
Professional skills |
CE |
CE |
|
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
||
| During the work preparation and the work execution, the candidate can read. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| The candidate may carry out his work according to rules arising from integral environmental and quality care. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate may manifest a critical institution to their own interest. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| ET/K/3 |
Technical Informatics |
|||
| The candidate may: creating an elementary technical design with the help of CAD equipment program a robotic arm. |
X |
|||
| The candidate may be in a practicum: Measurements using an automated measurement system Realizing and applying circuits with the 'and' or ' function Implement and apply an elementary open control system. |
X |
|||
| The candidate may: Performing basic business telephony operations consult sources using network services use multi-media products/apply produce a document using a text processing program. |
X |
|||
| ET/K/4 |
Introduction to the main line in the house |
|||
| The candidate can for a home installation, on a montagebord Mounting and connecting switches, wall contact boxes and a base light circuit according to common installation systems: read and interpret drawings and schemas search and correct errors. |
X |
X |
||
| ET/K/5 |
Introduction to the uninstallation in the house |
|||
| The candidate can mount for a home installation, on a mounting board lighting fittings/luminaires. |
X |
X |
||
| The candidate may be in a pilot arrangement: Connecting electrical household use devices establish an installation with household appliances Measurement of electrical quantities. |
X |
X |
||
| ET/K/6 |
Introduction to the pipeline network in the construction of the utility building |
|||
| The candidate may assemble and connect switches, wall socket and light circuits for a utility installation, on a mounting board, on a mounting board, according to common installation systems: finding and correcting errors Call the operation of a relay controlled light circuit "magnetic properties." |
X |
X |
||
| ET/K/7 |
Introduction to electrical appliances and machines in the Utilfield construction industry |
|||
| The candidate may attach to power equipment, appliances, water-proof luminaires and grounding devices on a power plant, for an installation of electrical equipment. |
X |
X |
||
| The candidate may apply for a utility installation, in a pilot arrangement: Measurement of electrical quantities Equipment. |
X |
X |
||
| ET/K/8 |
Construction network for the electrical installation in the house |
CE |
CE |
|
| The candidate can for a home installation: Tube, tube (plint) and electric appliances, mounting wires and finishing machines according to common installation systems read and interpret drawings and schemas search and correct errors. |
X |
X |
||
| ET/K/9 |
Deassembly of the electrical installation in the dwelling |
CE |
CE |
|
| The candidate can for a home installation: Connecting electrical household use devices placing the switching and distribution system joining the grounding facility installation of household appliances Measurement of electrical quantities. |
X |
X |
||
| ET/K/10 |
Construction network for electrical installation in the construction of electrical equipment |
CE |
CE |
|
| The candidate may apply for a utility installation: mount and mount a cable installation according to common line systems wiring, cabling, and welding an existing line installation Electrical apparatus finding and correcting errors describe the operation of a relay controlled light circuit Declare magnetic properties. |
X |
X |
||
| ET/K/11 |
Connecting and putting into service of electrical appliances and machinery in the building of utilrity |
CE |
CE |
|
| The candidate may apply for a utility installation: creating a work preparation Electrical equipment, apparatus of consumption, watertight fixtures and earths ' devices Installation and equipment in operation Measurement of electrical quantities for multi-stage systems. |
X |
X |
||
| ET/K/12 |
Industrial electrical installation |
|||
| The candidate may apply for an industrial plant: Electrical appliances and machines, connecting and finishing finding and correcting errors Track-rail assembly, describing describe the operation of transformers. |
X |
X |
||
| ET/K/13 |
Special electrical installations 1 |
|||
| The candidate may apply for special electrical installations: Wire, attach, and mount an existing pipe system Apparatus Operating, searching and correcting errors call signal properties. |
X |
X |
||
| ET/K/14 |
Telecommunications installations |
|||
| The candidate may install telecommunications equipment: Wire an existing pipe system and make connections Devices setting up and recording the installation in protocols call signal properties. |
X |
X |
||
| ET/K/15 |
Electronics |
|||
| The candidate may build a simple circuit in a practicum with: Resistors Coil capacitor single components composite components. |
X |
X |
||
| The candidate may describe particular refuges. |
X |
X |
||
| The candidate has insight into the applications of electronics. |
X |
X |
||
| ET/K/16 |
Automating |
CE |
||
| The candidate may be in a practicum: performing measurements collecting metrics the basic principles of measurement describe the construction and operation of measurement systems. |
X |
|||
| The candidate may build a simple circuit in a practicum with: Relays Pneumatic components Digital building blocks. |
X |
|||
| The candidate can build up a simple rule system in a practicum: Consisting of sensors, actuators and control units as an open rule system as a closed rule system for tracking circuit as a closed-line system of power-on control. |
X |
|||
| The candidate has insight into the societal effects of production technology. |
X |
|||
| ET/K/17 |
Telematics |
|||
| The candidate may: Performing basic business telephony operations run basic operations with many applied operating systems use multi-media products/apply produce a simple document with a text processing program use/apply network services call a simple system for telemetry. |
X |
X |
||
| ET/K/18 |
CAD |
CE |
||
| The candidate can use CAD and calculatement software: designing a simple electrotechnical installation for a dwelling create a work preparation. |
X |
|||
| ET/K/19 |
Installations in the dwelling |
|||
| The candidate can, using CAD software, design and realize a simple electrotechnical and installation technical drawing for a dwelling. |
X |
|||
| ET/K/20 |
Introduction and cabling Introduction |
|||
| The candidate may: Performing simple mechanical engineering operations Attaching components in a panel and connecting describe the operation of a special installation using block schemas. |
X |
|||
| ET/V/1 |
Integrative Command |
CE |
||
| The candidate may be in a simulated professional situation: criteria for the choice of (research) materials for the creation of a workpiece/product or the doing of an investigation establish criteria for the quality of the workpiece/product, or research gathering information define a method of operation for the design/product/product of the research make the workpiece/product, or do the research the workpiece/product, analysis and evaluation based on self-and/or other-formulated criteria The workpiece/product, or the study if desired by the updating/improvement the preparation, performance and/or results and evaluation of the workpiece/product, or the research, in writing or in audio visual recording or otherwise presenting to an audience according to the criteria to be set out in advance. |
X |
|||
| MEI/K/2 |
Professional skills |
CE |
||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate may carry out simple administrative work by using a computer. |
X |
|||
| During the work preparation and the work execution, the candidate can read. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| The candidate may carry out his work according to rules arising from integral environmental and quality care. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate may manifest a critical institution to their own interest. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| MEI/K/20 |
Introduction and cabling Introduction |
CE |
||
| The candidate may: Performing simple mechanical engineering operations Attaching components in a panel and connecting describe the operation of a special installation using block schemas. |
X |
|||
| MEI/K/21 |
Automating |
CE |
||
| The candidate may be in a practicum: performing measurements collecting metrics the basic principles of measurement describe the construction and operation of measurement systems. |
X |
|||
| The candidate may build a simple circuit in a practicum with: Relays Pneumatic components Digital building blocks. |
X |
|||
| The candidate can build up a simple rule system in a practicum: Consisting of sensors, actuators and control units as an open rule system as a closed rule system for tracking circuit as a closed-line system of power-on control. |
X |
|||
| The candidate has insight into the societal effects of production technology |
X |
|||
| MEI/K/22 |
CAD |
CE |
||
| The candidate can use CAD and calculatement software: designing a simple electrotechnical installation for a dwelling create a work preparation. |
X |
BB
KB
GL
| IT/K/1 |
The world of the installation technique |
|||
| The candidate has insight into: the area of work of the installation technique the institutes and companies in the installation industry the technological developments in the installation technique in the self-capabilities of training and working in the installation industry. |
X |
X |
X |
|
| IT/K/2 |
Professional skills |
CE |
CE |
|
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
||
| During the work preparation and the work execution, the candidate can read. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| The candidate may carry out his work according to rules arising from integral environmental and quality care. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate may manifest a critical institution to their own interest. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| IT/K/3 |
Technical Informatics |
|||
| The candidate may use CAD equipment: creating an elementary technical design program a robotic arm. |
X |
|||
| The candidate may be in a practicum: Measurements using an automated measurement system Realizing and applying circuits with the 'and' or ' function Implement and apply an elementary open control system. |
X |
|||
| The candidate may: Performing basic business telephony operations using network services, consult and apply multimedia products produce a document using a text processing program. |
X |
|||
| IT/K/4 |
Basic operation: Zinc/Lead sheet |
|||
| The candidate can handle zinc and lead. |
X |
X |
||
| IT/K/5 |
Basic operation: tube operation |
|||
| The candidate can handle copper, steel (thick and thinly) and plastic tubing. |
X |
X |
||
| IT/K/6 |
Basic operations: Read signs and drawing |
|||
| The candidate may: read simple installation symbols on the basis of a architectural drawing draw results from an American projection Draw an isometric schedule from a working drawing. |
X |
X |
||
| IT/K/7 |
Hard soldering |
|||
| The candidate may: Create hard solder connections apply safety aspects. |
X |
|||
| The candidate may: Create hard solder connections describing safety aspects |
X |
|||
| IT/K/8 |
Gas technology 1 |
|||
| The candidate may: Supply of copper and steel gas pipelines, including the accessories Line systems test for density Protection against damage to gas pipelines Describing gas installations in a dwelling describing core concepts within the gas technology describe combustion gas supply lines in a dwelling Describing the fitting of linings and line accessories in a dwelling Technical apparatus used in a dwelling to describe rules applicable to the construction of gas installations in a dwelling. |
X |
X |
||
| IT/K/9 |
Water technology 1 |
|||
| The candidate may: Connecting copper water pipes, including the accessories and taps, and mounting Line systems test for density apply protection against degradation describe the construction of water-pipe installations in a dwelling Describing the fitting of linings and accessories rules applicable to the construction and maintenance of pipes. describe the function of appliances within water technology. |
X |
X |
||
| IT/K/10 |
Sanitairtechnique 1 |
CE |
CE |
|
| The candidate may: Connect and create sanitary plastic pipes describing key concepts Mention regulations and guidelines for the construction of sanitary appliances in a dwelling describe the construction of sanitary installations in a dwelling. |
X |
X |
||
| IT/K/11 |
Heating technology 1 |
CE |
CE |
|
| The candidate may: connectors of thin-walled steel and plastic tubing, including accessories Installing and connecting heating bodies Filling, refill, vent and tap a resume installation describe the construction of a CV installation in a dwelling The requirements and assembly requirements which are relevant for the creation of a CV installation in a dwelling. |
X |
X |
||
| IT/K/12 |
Roof Cover Technique 1 |
|||
| The candidate may: creating a gutter Create cover lists gutting support. |
X |
X |
||
| IT/K/13 |
Welding |
|||
| The candidate can use the autogenous welding system: Attach two plates of equal thickness Attach two tubes of equal diameter create a border welding assembly on a horizontal plate describe welding methods Describe crimp and deformation when stitching and welding describe the changes of material properties in welding describe safety aspects. |
X |
X |
||
| IT/K/14 |
Computer applications in the installation technique |
|||
| The candidate may: creating a simple technical design with the help of CAD software program a simple process using modern means of communication |
X |
|||
| IT/K/15 |
Electronics |
|||
| The candidate may build a simple circuit in a practicum with: Resistors Coil capacitor Single component. |
X |
X |
||
| The candidate may describe particular refuges. |
X |
X |
||
| The candidate has insight into the applications in the applications of electronics. |
X |
X |
||
| IT/K/16 |
Automating |
CE |
||
| The candidate may be in a practicum: performing measurements collecting metrics the basic principles of measurement describe the construction and operation of measurement systems. |
X |
|||
| The candidate may build a simple circuit in a practicum with: Relays Pneumatic components Digital building blocks. |
X |
|||
| The candidate can build up a simple rule system in a practicum: Consisting of sensors, actuators and control units as an open rule system as a closed rule system for tracking circuit as a closed-line system of power-on control. |
X |
|||
| The candidate has insight into the societal effects of production technology |
X |
|||
| IT/K/17 |
Telematics |
|||
| The candidate may: Performing basic business telephony operations run basic operations with common operating systems use multi-media products/apply produce a simple document with a text processing program use/apply network services call a simple system for telemetry. |
X |
X |
||
| IT/K/18 |
CAD |
CE |
||
| The candidate can use CAD and calculatement software: designing a simple electrotechnical installation for a dwelling create a work preparation. |
X |
|||
| IT/K/19 |
Installations in the dwelling |
|||
| The candidate can use CAD software to design and realize a simple electrotechnical and installation technical drawing for a dwelling. |
X |
|||
| IT/V/1 |
Integrative Command |
CE |
||
| The candidate may be in a simulated professional situation: criteria for the choice of (research) materials for the creation of a workpiece/product or the doing of an investigation establish criteria for the quality of the workpiece/product, or research gathering information define a method of operation for the design/product/product of the research make the workpiece/product, or do the research the workpiece/product, analysis and evaluation based on self-and/or other-formulated criteria The workpiece/product, or the study if desired by the updating/improvement the preparation, performance and/or results and evaluation of the workpiece/product, or the research, in writing or in the audiovisual field or otherwise presenting to an audience according to the criteria to be set out in advance |
X |
|||
| MEI/K/2 |
Professional skills |
CE |
||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate may carry out simple administrative work by using a computer. |
X |
|||
| During the work preparation and the work execution, the candidate can read. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| The candidate may carry out his work according to rules arising from integral environmental and quality care. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate may manifest a critical institution to their own interest. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| MEI/K/20 |
Introduction and cabling Introduction |
CE |
||
| The candidate may: Performing simple mechanical engineering operations Attaching components in a panel and connecting describe the operation of a special installation using block schemas. |
X |
|||
| MEI/K/21 |
Automating |
CE |
||
| The candidate may be in a practicum: performing measurements collecting metrics the basic principles of measurement describe the construction and operation of measurement systems. |
X |
|||
| The candidate may build a simple circuit in a practicum with: Relays Pneumatic components Digital building blocks. |
X |
|||
| The candidate can build up a simple rule system in a practicum: Consisting of sensors, actuators and control units as an open rule system as a closed rule system for tracking circuit as a closed-line system of power-on control. |
X |
|||
| The candidate has insight into the societal effects of production technology |
X |
|||
| MEI/K/22 |
CAD |
CE |
||
| The candidate can use CAD and calculatement software: designing a simple electrotechnical installation for a dwelling create a work preparation. |
X |
BB
KB
GL
| IE/K/1 |
Orientation on instalektro |
|||
| The candidate has insight into: the worksite of the instalektro in the institutes and companies in the electrical engineering and electrical engineering industry the technological developments in the installation technique and the electrical engineering in the own possibilities of training and work in the technical engineering and electrical engineering industry. |
X |
X |
X |
|
| IE/K/2 |
Professional skills |
CE |
CE |
|
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
||
| During the work preparation and the work execution, the candidate can read. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| The candidate may carry out his work according to rules arising from integral environmental and quality care. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate may manifest a critical institution to their own interest. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| IE/K/3 |
Technical Informatics |
|||
| The candidate may: creating an elementary technical design with the help of CAD equipment program a robotic arm. |
X |
|||
| The candidate may be in a practicum: Measurements using an automated measurement system Realizing and applying circuits with the 'and' or ' function Implement and apply an elementary open control system. |
X |
|||
| The candidate may: Performing basic business telephony operations consult sources using network services use multi-media products/apply produce a document using a text processing program. |
X |
|||
| IE/K/4 |
Introduction to the infrastructure |
|||
| The candidate may: determine the location of existing cables and pipes describe the infrastructure for telephone and cai describe the infrastructure for the transport of natural gas describe the infrastructure for the transport of water describe the transport infrastructure for waste water describe the infrastructure for the transport of electrical energy Describe the techniques for laying cables and pipes. |
X |
X |
||
| IE/K/5 |
Introduction to the main line in the house |
|||
| The candidate can for a home installation, on a montagebord: Mounting and connecting switches, wall contact boxes and a base light circuit according to common installation systems read and interpret drawings and schemas search and correct errors. |
X |
X |
||
| IE/K/6 |
Introduction to the uninstallation in the house |
|||
| The candidate can mount for a home installation, on a mounting board lighting fittings/luminaires. |
X |
X |
||
| The candidate may be in a pilot arrangement: Connecting electrical household use devices establish an installation with household appliances Measurement of electrical quantities. |
X |
X |
||
| IE/K/7 |
Introduction to the pipeline network in the construction of the utility building |
CE |
CE |
|
| The candidate may assemble and connect switches, wall socket and light circuits for a utility installation, on a mounting board, on a mounting board, according to common installation systems: finding and correcting errors Call the operation of a relay controlled light circuit "magnetic properties." |
X |
X |
||
| IE/K/8 |
Introduction to electrical appliances and machines in the Utilfield construction industry |
CE |
CE |
|
| The candidate may attach to power equipment, appliances, water-proof luminaires and grounding devices on a power plant, for an installation of electrical equipment. |
X |
X |
||
| The candidate may apply for a utility installation, in a pilot arrangement: Measurement of electrical quantities Equipment. |
X |
X |
||
| IE/K/9 |
Introduction and cabling Introduction |
|||
| The candidate may: Performing simple mechanical engineering operations Attaching components in a panel and connecting describe the operation of a special installation using block schemas. |
X |
X |
||
| IE/K/10 |
Basic operation: tube operation |
|||
| The candidate can handle copper, steel (thick and thinly) and plastic tubing. |
X |
X |
||
| IE/K/11 |
Hard soldering |
|||
| The candidate may: Create hard solder connections apply safety aspects. |
X |
X |
||
| IE/K/12 |
Water engineering |
|||
| The candidate may: Connecting copper water pipes, including the accessories and taps, and mounting Line systems test for density apply protection against degradation describe the construction of water installations in a dwelling Describing the fitting of linings and accessories call for the construction and maintenance of pipes. describe the function of appliances within water technology. |
X |
X |
||
| IE/K/13 |
Sanitary engineering |
CE |
CE |
|
| The candidate may: Connect and create sanitary plastic pipes describing key concepts Mention regulations and guidelines for the construction of sanitary appliances in the dwelling describe the construction of sanitary installations in the dwelling. |
X |
X |
||
| IE/K/14 |
Heating technology |
CE |
CE |
|
| The candidate may: joints of thin-walled steel and plastic tubing, including accessories Filling, refill, vent and tap a resume installation describe the construction of a CV installation in a dwelling The requirements and assembly requirements in connection with the creation of a CV installation in a dwelling. |
X |
X |
||
| IE/K/15 |
Electronics |
|||
| The candidate may build a simple circuit in a practicum with: Resistors Coil capacitor single components composite components. |
X |
X |
||
| The candidate may describe particular refuges. |
X |
X |
||
| The candidate has insight into the applications of electronics. |
X |
X |
||
| IE/K/16 |
Automating |
CE |
||
| The candidate may be in a practicum: performing measurements collecting metrics the basic principles of measurement describe the construction and operation of measurement systems. |
X |
|||
| The candidate may build a simple circuit in a practicum with: Relays Pneumatic components Digital building blocks. |
X |
|||
| The candidate can build up a simple rule system in a practicum: Consisting of sensors, actuators and control units as an open rule system as a closed rule system for tracking circuit as a closed-line system of power-on control. |
X |
|||
| The candidate has insight into the societal effects of production technology. |
X |
|||
| IE/K/17 |
Telematics |
|||
| The candidate may: Performing basic business telephony operations run basic operations with many applied operating systems use multi-media products/apply produce a simple document with a text processing program use/apply network services call a simple system for telemetry. |
X |
X |
||
| IE/K/18 |
CAD |
CE |
||
| The candidate can use CAD and calculatement software: designing a simple electrotechnical installation for a dwelling create a work preparation. |
X |
|||
| IE/K/19 |
Installations in the dwelling |
|||
| The candidate can, using CAD software, design and realize a simple electrotechnical and installation technical drawing for a dwelling. |
X |
|||
| IE/V/1 |
Integrative Command |
CE |
||
| The candidate may be in a simulated professional situation: criteria for the choice of (research) materials for the creation of a workpiece/product or the doing of an investigation establish criteria for the quality of the workpiece/product, or research gathering information define a method of operation for the design/product/product of the research make the workpiece/product, or do the research the workpiece/product, analysis and evaluation based on self-and/or other-formulated criteria The workpiece/product, or the study if desired by the updating/improvement the preparation, performance and/or results and evaluation of the workpiece/product, or the research, in writing or in audio visual recording or otherwise presenting to an audience according to the criteria to be set out in advance. |
X |
|||
| MEI/K/2 |
Professional skills |
CE |
||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate may carry out simple administrative work by using a computer. |
X |
|||
| During the work preparation and the work execution, the candidate can read. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| The candidate may carry out his work according to rules arising from integral environmental and quality care. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate may manifest a critical institution to their own interest. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| MEI/K/20 |
Introduction and cabling Introduction |
CE |
||
| The candidate may: Performing simple mechanical engineering operations Attaching components in a panel and connecting describe the operation of a special installation using block schemas. |
X |
|||
| MEI/K/21 |
Automating |
CE |
||
| The candidate may be in a practicum: performing measurements collecting metrics the basic principles of measurement describe the construction and operation of measurement systems. |
X |
|||
| The candidate may build a simple circuit in a practicum with: Relays Pneumatic components Digital building blocks. |
X |
|||
| The candidate can build up a simple rule system in a practicum: Consisting of sensors, actuators and control units as an open rule system as a closed rule system for tracking circuit as a closed-line system of power-on control. |
X |
|||
| The candidate has insight into the societal effects of production technology |
X |
|||
| MEI/K/22 |
CAD |
CE |
||
| The candidate can use CAD and calculatement software: designing a simple electrotechnical installation for a dwelling create a work preparation. |
X |
BB
KB
GL
| ME/K/1 |
Orientation on the metalektro |
|||
| The candidate has insight into: the worksite within the metalektro the institutes and companies in the metalektrobranch the technological developments in the metalektro the own possibilities of training and work in the metalworking class. |
X |
X |
X |
|
| ME/K/2 |
Professional skills |
CE |
CE |
|
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
||
| During the work preparation and the work execution, the candidate can read. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| The candidate may carry out his work according to rules arising from integral environmental and quality care. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate may manifest a critical institution to their own interest. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| ME/K/3 |
Technical Informatics |
|||
| The candidate may: creating an elementary technical design with the help of CAD equipment program a robotic arm. |
X |
|||
| The candidate may be in a practicum: Measurements using an automated measurement system Realizing and applying circuits with the 'and' or ' function Implement and apply an elementary open control system. |
X |
|||
| The candidate may: Performing basic business telephony operations consult sources using network services use multi-media products/apply produce a document using a text processing program. |
X |
|||
| ME/K/4 |
Introduction to the main line in the house |
|||
| The candidate can for a home installation, on a montagebord Mounting and connecting switches, wall contact boxes and a base light circuit according to common installation systems: read and interpret drawings and schemas search and correct errors. |
X |
X |
||
| ME/K/5 |
Introduction to the uninstallation in the house |
|||
| The candidate can mount for a home installation, on a mounting board lighting fittings/luminaires. |
X |
X |
||
| The candidate may be in a pilot arrangement: Connecting electrical household use devices establish an installation with household appliances Measurement of electrical quantities. |
X |
X |
||
| ME/K/6 |
Introduction to the pipeline network in the construction of the utility building |
CE |
CE |
|
| The candidate may, on a mounting record, for a installation of utility: cable, switch, wall socket and light circuits mount and connect according to common installation systems finding and correcting errors Call the operation of a relay controlled light circuit "magnetic properties." |
X |
X |
||
| ME/K/7 |
Introduction to electrical appliances and machines in the Utilfield construction industry |
CE |
CE |
|
| The candidate may attach to power equipment, appliances, water-proof luminaires and grounding devices on a power plant, for an installation of electrical equipment. |
X |
X |
||
| The candidate may apply for a utility installation, in a pilot arrangement: Measurement of electrical quantities Equipment. |
X |
X |
||
| ME/K/8 |
Introduction and cabling Introduction |
|||
| The candidate may: Performing simple mechanical engineering operations Attaching components in a panel and connecting describe the operation of a special installation using block schemas. |
X |
X |
||
| ME/K/9 |
General metal ground skills |
|||
| The candidate can for the production of a simple workpiece: Saw manually manually ponds Drilling wire cutting. |
X |
X |
||
| ME/K/10 |
Introduction plate and construction |
CE |
CE |
|
| The candidate can for the production of a simple workpiece: Machine saws Cut Cutting Blackberries bending Swan bending. |
X |
X |
||
| ME/K/11 |
Introduction of connecting technology |
|||
| The candidate can for the production of a simple workpiece: Welding Soldering Glues create a detachable connection. |
X |
X |
||
| ME/K/12 |
Initiation technique |
CE |
CE |
|
| The candidate can for the production of a simple workpiece: Rotate Milling. |
X |
X |
||
| ME/K/13 |
CAD/CAM |
|||
| The candidate may: creating a simple technical drawing with the help of CAD software apply a CNC program using CAM software using simulation software to work with FPA Automated measurement in the context of quality assurance. |
X |
X |
||
| ME/K/14 |
Installations in the dwelling |
|||
| Using CAD software, the candidate can design a simple electrotechnical drawing for a dwelling and prepare the work. |
X |
|||
| ME/K/15 |
Electronics |
|||
| The candidate may build a simple circuit in a practicum with: Resistors Coil capacitor single component composite component. |
X |
X |
||
| The candidate may describe particular refuges. |
X |
X |
||
| The candidate has insight into the applications of electronics. |
X |
X |
||
| ME/K/16 |
Automating |
CE |
||
| The candidate may be in a practicum: performing measurements collecting metrics the basic principles of measurement describe the construction and operation of measurement systems. |
X |
|||
| The candidate may build a simple circuit in a practicum with: Relays Pneumatic components Digital building blocks. |
X |
|||
| The candidate can build up a simple rule system in a practicum: Consisting of sensors, actuators and control units as an open rule system as a closed rule system for tracking circuit as a closed-line system of power-on control. |
X |
|||
| The candidate has insight into the societal effects of production technology. |
X |
|||
| ME/K/17 |
Telematics |
|||
| The candidate may: Performing basic business telephony operations run basic operations with many applied operating systems use multi-media products/apply produce a simple document with a text processing program use/apply network services call a simple system for telemetry. |
X |
X |
||
| ME/K/18 |
CAD |
CE |
||
| The candidate can use CAD and calculatement software: designing a simple electrotechnical installation for a dwelling create a work preparation. |
X |
|||
| ME/V/1 |
Integrative Command |
CE |
||
| The candidate may be in a simulated professional situation: criteria for the choice of (research) materials for the creation of a workpiece/product or the doing of an investigation establish criteria for the quality of the workpiece/product, or research gathering information define a method of operation for the design/product/product of the research make the workpiece/product, or do the research the workpiece/product, analysis and evaluation based on self-and/or other-formulated criteria The workpiece/product, or the study if desired by the updating/improvement the preparation, performance and/or results and evaluation of the workpiece/product, or the research, in writing or in audio visual recording or otherwise presenting to an audience according to the criteria to be set out in advance. |
X |
|||
| MEI/K/2 |
Professional skills |
CE |
||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate may carry out simple administrative work by using a computer. |
X |
|||
| During the work preparation and the work execution, the candidate can read. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| The candidate may carry out his work according to rules arising from integral environmental and quality care. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate may manifest a critical institution to their own interest. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| MEI/K/20 |
Introduction and cabling Introduction |
CE |
||
| The candidate may: Performing simple mechanical engineering operations Attaching components in a panel and connecting describe the operation of a special installation using block schemas. |
X |
|||
| MEI/K/21 |
Automating |
CE |
||
| The candidate may be in a practicum: performing measurements collecting metrics the basic principles of measurement describe the construction and operation of measurement systems. |
X |
|||
| The candidate may build a simple circuit in a practicum with: Relays Pneumatic components Digital building blocks. |
X |
|||
| The candidate can build up a simple rule system in a practicum: Consisting of sensors, actuators and control units as an open rule system as a closed rule system for tracking circuit as a closed-line system of power-on control. |
X |
|||
| The candidate has insight into the societal effects of production technology. |
X |
|||
| MEI/K/22 |
CAD |
CE |
||
| The candidate can use CAD and calculatement software: designing a simple electrotechnical installation for a dwelling create a work preparation. |
X |
BB
KB
GL
| UV/K/1 |
Orientation on the UV Line |
|||
| The candidate has insight into: the target groups and work fields in the external care industry the possibilities for the future work in the external care industry. |
X |
X |
X |
|
| UV/K/2 |
Professional skills |
CE |
CE |
|
| The candidate can work on a planned basis. |
X |
X |
||
| The candidate can reflect on their own actions. |
X |
X |
||
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate can deal economically consciously with materials and resources. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| Candidate can act with environmental awareness. |
X |
X |
||
| The candidate can work hygienically. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| The candidate may assess information on usability, reliability and representativeness. |
X |
X |
||
| UV/K/3 |
Social and communicative skills |
|||
| The candidate may: receive clients and say goodbye to them to conduct a business call to have a continuous conversation Use social skills. |
X |
X |
||
| The candidate may be in a practice (simulation): receive clients and say goodbye to them to conduct a business call to have a continuous conversation Use social skills. |
X |
|||
| The candidate has knowledge of the emergence and the influence of prejudice. |
X |
X |
X |
|
| UV/K/4 |
Drama |
|||
| The candidate can express himself verbally and non-verbal in a (roles) game, individually and in interplay with other players. |
X |
X |
X |
|
| UV/K/5 |
Ground stance |
|||
| The candidate may: present themselves in an appropriate manner taking care of a cared for Being respectful of others dealing with rules and keeping to appointments -to be critical of the work and its own interests Customer-friendly action. |
X |
X |
X |
|
| UV/K/6 |
Information and communication technology |
CE |
CE |
|
| The candidate can use automated systems within the subject area: finding information working with software make a simple business report carrying out administrative work. |
X |
X |
||
| The candidate has an understanding of aspects of technological innovation and its impact on professional practice. |
X |
X |
||
| UV/K/7 |
Hygiene |
CE |
CE |
|
| The candidate may: apply the rules for own-body hygiene and for business hygiene and safety in practice disinfect the skin. |
X |
X |
||
| The candidate shall have knowledge of: the importance of a cared for possible hypersensitivity reactions to disinfectants. |
X |
X |
||
| UV/K/8 |
Adults/Elderly |
CE |
CE |
|
| The candidate shall have knowledge of: factors influencing the behaviour of people phenomena that belong to different ages in relation to the UV practice postures and views related to life beliefs and cultural backgrounds. |
X |
|||
| The candidate shall have knowledge of: factors influencing the behaviour of people phenomena that belong to different ages in relation to the UV practice attitudes and views related to life beliefs and cultural backgrounds diseases that are very common in the elderly. |
X |
|||
| UV/K/9 |
Sick |
|||
| The candidate shall have knowledge of: the relationship between lifestyle and infection and the emergence of diseases prevention, cause and symptoms of the most common diseases. |
X |
|||
| The candidate shall have knowledge of: the relationship between lifestyle and infection and the emergence of diseases prevention, cause and symptoms of the most common diseases how to act in the UV practice when a disease occurs the meaning of being ill for the person concerned and the environment. |
X |
|||
| UV/K/10 |
From top to toe |
|||
| The candidate may apply products for general body care and hygiene. |
X |
X |
||
| The candidate shall have knowledge of: The most common products for general body care aspects that affect the appearance and significance of the appearance. |
X |
X |
||
| UV/K/11 |
Security |
|||
| The candidate may: Identify and avoid potentially unsafe practice situations Apply first aid basic techniques. |
X |
X |
||
| The candidate shall have knowledge of points that are important in the granting of First Aid. |
X |
X |
||
| UV/K/12 |
Health/health care |
CE |
CE |
|
| The candidate has knowledge of the relationship between physical, mental and social well-being. |
X |
X |
||
| UV/K/13 |
Power supply |
CE |
CE |
|
| The candidate shall be able to assess food and genotals and to offer them responsibly. |
X |
X |
||
| The candidate has knowledge of the influence of dietary behaviour on health and appearance. |
X |
X |
||
| UV/K/14 |
Sales theory |
|||
| The candidate shall have knowledge of: retail forms, shop types and controls Sets of sets the concepts of VAT, gross and net prices Sales registration. |
X |
|||
| The candidate shall have knowledge of: retail forms, shop types and controls Sets of sets the concepts of VAT, gross and net prices Sales branding policy. |
X |
|||
| UV/K/15 |
Sales operations |
|||
| The candidate may: provide the sales space receive and process goods operating the cash register and handling payments to perform a sales performance. |
X |
|||
| The candidate may: provide the sales space receive and process goods operating the cash register and handling payments to conduct a sales and advisory discussion. |
X |
|||
| UV/K/16 |
Product presentation |
|||
| The candidate may: Presenting products in a sales room pack an item |
X |
X |
||
| The candidate has knowledge of article presentation. |
X |
X |
||
| UV/K/17 |
Hair advice, research and treatment plan |
|||
| The candidate can make a diagnosis of her and scalp. |
X |
X |
||
| The candidate can determine the thickness and shape of the hair by using a micrometer. |
X |
|||
| UV/K/18 |
Hair care |
CE |
CE |
|
| The candidate can wash the hair of a client and apply different nursing products. |
X |
X |
||
| The candidate may: Wash the hair of a client and apply different care products a diagnosis for a scalp massage under guidance perform a head skin massage. |
X |
|||
| The candidate has knowledge of various nursing products for the hair and their elaboration. |
X |
|||
| The candidate shall have knowledge of: various nursing products for the hair and their effects the purpose and elaboration of a head skin massage. |
X |
|||
| The candidate shall have knowledge of: properties, structure, construction and functions of the hair various nurseries products for the hair and their effects. |
X |
|||
| UV/K/19 |
Taking care of long hair |
|||
| The candidate can long untangle her, wash and dry her with a hair dryer. |
X |
X |
||
| The candidate has knowledge of the requirements for the treatment of long hair. |
X |
X |
||
| UV/K/20 |
Föhnen |
CE |
CE |
|
| The candidate may: drying her hair from a client in model using föhn, brush and hands apply the kneading and/or scrunch technique cosmetic products. |
X |
X |
X |
|
| The candidate shall have knowledge of: Technical and modical föhnen the concept of volume The parts of the hair Combs and brushes Types of föhnen, curlers and thermobrushes cosmetic products in respect of föhnen. |
X |
|||
| The candidate shall have knowledge of: Technical and modical föhnen the concept of volume The parts of the hair Combs and brushes. |
X |
X |
||
| The candidate can make a modical hairstyle. |
X |
|||
| UV/K/21 |
Structural treatment |
|||
| The candidate may apply a nine-bay permanent winding. |
X |
X |
||
| The candidate shall have knowledge of: The connection between the diameter of the wrapper and the curler the application of the heat source in the case of permanents. |
X |
|||
| The candidate shall have knowledge of: The connection between the diameter of the wrapper and the curler the application of the heat source in the case of permanents the operation of different types of permanent and stabilizer fluids. |
X |
|||
| UV/K/22 |
Colors |
|||
| The candidate may: use a colour steel card for finding the hair color Use a hair dye treatment with a replacement agent. |
X |
X |
||
| The candidate shall have knowledge of: The raw materials for colour treatments of colour leather. |
X |
|||
| The candidate shall have knowledge of: The raw materials for colour treatments Colour leather oxidative and non-oxidative hair dye products. |
X |
|||
| UV/K/23 |
Cut |
|||
| The candidate may: Cut hairstrips for cutting hairstrips straight, horizontal, diagonal and cut vertically. |
X |
X |
X |
|
| The candidate has knowledge of effilers, shears, the materials and species. |
X |
X |
X |
|
| UV/K/24 |
Hand care and massage |
CE |
CE |
|
| The candidate can take care of the hands under guidance, including lacquers of the nails. |
X |
X |
||
| The candidate shall have knowledge of: the functions of bones, the joints in hand and forearm and the nail Nail care products, dyeing products and hand-care instruments Any of the fingers of the fingers. |
X |
X |
||
| The candidate can perform a massage of hand and forearm under guidance. |
X |
|||
| The candidate shall have knowledge of: The species and composition of bones The different massage. |
X |
|||
| UV/K/25 |
Foot care and massage |
|||
| The candidate can take care of the feet under guidance, including, massage and varnaging. |
X |
X |
||
| The candidate shall have knowledge of: the joints in lower leg and foot, nail abnormalities to the nails of the toes Foot and nail care products and foot care instruments. |
X |
|||
| The candidate shall have knowledge of: the joints in lower leg and foot, nail abnormalities to the nails of the toes Foot and nail care products and foot care instruments contra-indications for foot care. |
X |
|||
| UV/K/26 |
Skin cleaning and skin species |
CE |
CE |
|
| The candidate can make a skin analysis of the facial skin, clean the skin by hand, and apply a day cream under guidance. |
X |
|||
| The candidate may be accompanied by: creating a skin analysis Manually cleanse and care the skin |
X |
|||
| The candidate shall have knowledge of: cleaning systems and products hypersensitivity reactions. |
X |
|||
| The candidate shall have knowledge of: cleaning systems and products hypersensitivity reactions skin defects and their treatment. |
X |
|||
| UV/K/27 |
Hair removal |
|||
| The candidate may be able to remove eyebrow teachers, including for post and post treatment. |
X |
X |
||
| The candidate shall have knowledge of: Eyelimper and eyebrow yarn decarelling methods and means of decarisation. |
X |
|||
| The candidate shall have knowledge of: Eyelimper and eyebrow yarn Depanating methods and methods Causes of overhair. |
X |
|||
| UV/K/28 |
Make Up |
|||
| The candidate can apply for a day make-up. |
X |
X |
X |
|
| The candidate has knowledge of the rules of applying and applying day makeup. |
X |
X |
||
| The candidate shall have knowledge of: the rules of application and application of day make up Facial forms and corrective facial correction. |
X |
|||
| UV/K/29 |
Tissue |
|||
| The candidate shall have knowledge of: the construction and functions of the skin the influences of artificial effects on the skin, such as cosmetics, sunbeds, sauna, tattoo, piercing. |
X |
|||
| The candidate shall have knowledge of: the construction and functions of the skin influences of artificial effects on skin such as cosmetics, sun couch, sauna, tattoo, piercing types of muscle and muscle the buildup of the muscle. |
X |
|||
| UV/K/30 |
Cosmetics |
|||
| The candidate can use and store cosmetics. |
X |
|||
| The candidate shall have knowledge of: the basic forms and composition of cosmetic products and the cosmetic products the relationship between cosmetic use and hypersensitivity. |
X |
|||
| UV/K/31 |
Manual care |
|||
| The candidate can take care of the hands, including lugs of the nails. |
X |
|||
| The candidate shall have knowledge of: the functions of bones, the joints in hand and forearm and the nail nail care products, embelting products and hand care instruments. |
X |
|||
| UV/K/32 |
Foot care |
|||
| The candidate can take care of the feet, including lugs of the nails. |
X |
|||
| The candidate shall have knowledge of: the joints in lower leg and foot, nail abnormalities to the nails of the toes Foot and nail care products and foot care instruments. |
X |
|||
| UV/K/33 |
Skin cleaning |
|||
| The candidate can clean and care for the skin. |
X |
|||
| The candidate shall have knowledge of: construction and functions of the skin influences of artificial effects on the skin, such as cosmetics, solar bank, sauna, tattoo, piercing. |
X |
|||
| UV/V/1 |
Integrative Command |
CE |
||
| The candidate may carry out a practical assignment relating to one-third of the final terms of the core part. In that context, the candidate may: In the preparatory phase: create a worked out design for the practical assignment create viable business and time planning |
X |
|||
| At the stage of implementation: gathering relevant information process, analyze, and interpret the collected information summarise the information collected in a concise and clear way In the phase of the shutdown: display the result of the assignment in a coherent manner using a text processing program according to the requirements of layout, format and layout present the result of the practical assignment verbally using media and presentation skills |
||||
| demonstrate that the professional skills are controlled in the end terms of the core part where the assignment relates Argue their own views In the phase of the evaluation: evaluate the execution process and the outcome of the contract on the basis of pre-specified criteria. The candidate may be accountable for the manner in which the result of assignment has been achieved, on the basis of a plan of approach or log or process evaluation. |
||||
| ZWG/K/2 |
Professional skills |
CE |
||
| The candidate can work on a planned basis. |
X |
|||
| The candidate can reflect on their own actions. |
X |
|||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate can deal economically consciously with materials and resources. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| Candidate can act with environmental awareness. |
X |
|||
| The candidate can work hygienically. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| The candidate may assess information on usability, reliability and representativeness. |
X |
|||
| ZWG/K/6 |
Information and communication technology |
CE |
||
| The candidate can use automated systems within the subject area: finding information working with software carrying out administrative work. |
X |
|||
| The candidate has an understanding of aspects of technological innovation and its impact on professional practice. |
X |
|||
| ZWG/K/7 |
Social pedagogical work |
CE |
||
| The candidate may: with their own emotions and those of others To understand the feelings and wishes of the care requestor around caring. |
X |
|||
| The candidate shall have knowledge of: physical, mental, social and societal influences and changes in children encourage the care requestor to self-reliance self-care and ADL. |
X |
|||
| ZWG/K/10 |
Personal care |
CE |
||
| The candidate may: Apply general body care and hygiene products apply a day make-up take care of the hands. |
X |
|||
| The candidate shall have knowledge of aspects which affect the appearance and meaning of such aspects. |
X |
|||
| ZWG/K/11 |
Assisting and providing |
CE |
||
| The candidate may: Prepare, run and evaluate simple (nurseries) activities provide the infirmary. apply simple first-aid basic techniques. |
X |
BB
KB
GL
| VZ/K/1 |
Orientation in the fields |
|||
| The candidate has insight into: the target groups and work fields in the field of care and welfare and external care the possibilities for the future work in the care and well-being and external care industry. |
X |
X |
X |
|
| VZ/K/2 |
Professional skills |
CE |
CE |
|
| The candidate can work on a planned basis. |
X |
X |
||
| The candidate can reflect on their own actions. |
X |
X |
||
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate can deal economically consciously with materials and resources. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| The candidate can act in an environmentally conscious way. |
X |
X |
||
| The candidate can work hygienically. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| The candidate may assess information on usability, reliability and representativeness. |
X |
X |
||
| VZ/K/3 |
Social and communicative skills |
|||
| The Candidate may be in a practical simulation receive clients and say goodbye to them to conduct a business call to have a continuous conversation Use social skills. |
X |
X |
X |
|
| The candidate has knowledge of the emergence and the influence of prejudice. |
X |
X |
X |
|
| VZ/K/4 |
Drama |
|||
| The candidate can express himself verbally and non-verbal in a (roles) game, individually and in interplay with other players. |
X |
X |
X |
|
| VZ/K/5 |
Ground stance |
|||
| The candidate may: present themselves in an appropriate manner taking care of a cared for Being respectful of others dealing with rules and keeping to appointments -to be critical of the work and its own interests Customer-friendly action. |
X |
X |
X |
|
| VZ/K/6 |
Information and communication technology |
CE |
CE |
|
| The candidate can use automated systems within the subject area: finding information working with software make a simple business report carrying out administrative work. |
X |
X |
||
| The candidate has an understanding of aspects of technological innovation and its impact on professional practice. |
X |
X |
||
| VZ/K/7 |
Welfare of children |
|||
| The candidate can prepare, execute, and evaluate simple (nurseries) activities. |
X |
X |
||
| The candidate shall have knowledge of: physical, mental, social and societal influences and changes in children factors that promote or hinder the change or development of the child. |
X |
|||
| The candidate has knowledge of physical, mental, social and societal influences and changes in children. |
X |
|||
| VZ/K/8 |
Welfare of young people |
|||
| The candidate can prepare, execute, and evaluate simple activities. |
X |
X |
||
| The candidate has knowledge of physical, mental, social and societal influences and changes in young people. |
X |
|||
| The candidate shall have knowledge of: physical, mental, social and societal influences and changes in young people the factors that promote or hinder the changes and development of young people the emergence of addictive habits and the consequences of this. |
X |
|||
| VZ/K/9 |
Well-being of the elderly |
CE |
CE |
|
| The candidate can prepare, execute, and evaluate simple (nurseries) activities. |
X |
X |
||
| The candidate has knowledge of physical, mental, social and societal influences and changes in the elderly. |
X |
X |
||
| VZ/K/10 |
Assisting and caring for the sick |
CE |
CE |
|
| The candidate can prepare, execute, and evaluate simple (nurseries) activities. |
X |
X |
||
| The candidate shall have knowledge of: prevention, cause and symptoms of the most common diseases Sickness benefit home care store alternative medicine. |
X |
X |
||
| VZ/K/11 |
Assisting and caring for the disabled |
CE |
||
| The candidate can encourage people with a job restriction to participate in an activity. |
X |
|||
| The candidate shall have knowledge of: causes of function constraint the social and social significance of a disability for the person, environment and society the importance of tools, facilities and agencies to promote self-sufficiency of people with disabilities. |
X |
|||
| VZ/K/12 |
Care and assistance |
|||
| The candidate may: To show understanding of feelings and wishes of the care truck use the social map of the home environment encourage the care requestor to be self-reliant apply simple first-aid basic techniques. |
X |
X |
||
| The candidate shall have knowledge of the social provisions related to care and assistance. |
X |
X |
||
| VZ/K/13 |
Food Care |
CE |
CE |
|
| The candidate shall be able to assess food and genotals and to offer them responsibly. |
X |
X |
||
| The candidate shall have knowledge of responsible dietary behaviour. |
X |
X |
||
| VZ/K/14 |
Care for household |
CE |
||
| The candidate may in the private household: Preparing simple dishes Performing cleaning work washing treatment. |
X |
X |
||
| The candidate has knowledge of the sense and necessity of cleaning and maintenance. |
X |
X |
||
| VZ/K/15 |
Facility Services |
|||
| The candidate may be in the groove-at-home position: Prepare simple menus, menu components, and snacks Distribute, serve and dispose of meals and intermediate dishes Operating dishwashers. performing cleaning and maintenance operations. Execution of storeroom management. |
X |
X |
X |
|
| VZ/K/16 |
Receptive work |
|||
| The candidate may: ensure a representative appearance and behaviour Performing simple receptive work to act as a service. |
X |
|||
| VZ/K/17 |
Social Pedagogical Work |
CE |
||
| The candidate may: perform an observation and report the results encourage group members to participate in an activity. |
X |
|||
| VZ/K/19 |
Assistance and care |
|||
| The candidate can use the social map of the home environment. |
X |
|||
| The candidate shall have knowledge of the social provisions related to care and assistance. |
X |
|||
| VZ/K/20 |
Guidance of activities |
|||
| The candidate may: preparing, running, and evaluating simple activities perform an observation and report the results encourage group members to participate in an activity. |
X |
|||
| VZ/K/1 |
Integrative Command |
CE |
||
| The candidate may carry out a practical assignment relating to one-third of the final terms of the core part. In that context, the candidate may: In the preparatory phase: create a worked out design for the practical assignment create viable business and time planning |
X |
|||
| At the stage of implementation: gathering relevant information process, analyze, and interpret the collected information summarise the information collected in a concise and clear way In the phase of the shutdown: display the result of the assignment in a coherent manner using a text processing program according to the requirements of layout, format and layout present the result of the practical assignment verbally using media and presentation skills |
||||
| demonstrate that the professional skills are controlled in the end terms of the core part where the assignment relates Argue their own views In the phase of the evaluation: evaluate the execution process and the outcome of the contract on the basis of pre-specified criteria The candidate may be accountable for the manner in which the result of assignment has been achieved, on the basis of a plan of approach or log or process evaluation. |
||||
| ZWG/K/2 |
Professional skills |
CE |
||
| The candidate can work on a planned basis. |
X |
|||
| The candidate can reflect on their own actions. |
X |
|||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate can deal economically consciously with materials and resources. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| The candidate can act in an environmentally conscious way. |
X |
|||
| The candidate can work hygienically. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| The candidate may assess information on usability, reliability and representativeness. |
X |
|||
| ZWG/K/6 |
Information and communication technology |
CE |
||
| The candidate can use automated systems within the subject area: finding information working with software make a simple business report carrying out administrative work. |
X |
|||
| The candidate has an understanding of aspects of technological innovation and its impact on professional practice. |
X |
|||
| ZWG/K/7 |
Social pedagogical work |
CE |
||
| The candidate may: with their own emotions and those of others To understand the feelings and wishes of the care requestor around caring. |
X |
|||
| The candidate shall have knowledge of: physical, mental, social and societal influences and changes in children encourage the care requestor to be self-reliant self-care and ADL. |
X |
|||
| ZWG/K/10 |
Personal care |
CE |
||
| The candidate may: Apply general body care and hygiene products apply a day make-up take care of the hands. |
X |
|||
| The candidate shall have knowledge of aspects which affect the appearance and meaning of such aspects. |
X |
|||
| ZWG/K/11 |
Assisting and providing |
CE |
||
| The candidate may: Prepare, run and evaluate simple (nurseries) activities provide the infirmary. apply simple first-aid basic techniques. |
X |
BB
KB
GL
| ZW/K/1 |
Orientation in the sector |
|||
| The candidate has insight: in the target groups and work fields in the field of care and welfare and external care the possibilities for the future the care-and well-being and external care industry. |
X |
X |
X |
|
| ZW/K/2 |
Professional skills |
CE |
CE |
|
| The candidate can work on a planned basis. |
X |
X |
||
| The candidate can reflect on their own actions. |
X |
X |
||
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate can deal economically consciously with materials and resources. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| The candidate can act in an environmentally conscious way. |
X |
X |
||
| The candidate can work hygienically. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| The candidate may assess information on usability, reliability and representativeness. |
X |
X |
||
| ZW/K/3 |
Social and communicative skills |
|||
| The candidate may be in a practice (simulation): receive clients and say goodbye to them to conduct a business call to have a continuous conversation Use social skills. |
X |
X |
||
| The candidate may: receive clients and say goodbye to them to conduct a business call to have a continuous conversation Use social skills. |
X |
|||
| The candidate has knowledge of the emergence and the influence of prejudice. |
X |
X |
X |
|
| ZW/K/4 |
Drama |
|||
| The candidate can express himself verbally and non-verbal in a (roles) game, individually and in interplay with other players. |
X |
X |
X |
|
| ZW/K/5 |
Ground stance |
|||
| The candidate may: present themselves in an appropriate manner taking care of a cared for Being respectful of others dealing with rules and keeping to appointments -to be critical of the work and its own interests Customer-friendly action. |
X |
X |
X |
|
| ZW/K/6 |
Information and communication technology |
CE |
CE |
|
| The candidate can use automated systems within the subject area: finding information working with software make a simple business report carrying out administrative work. |
X |
X |
||
| The candidate has an understanding of aspects of technological innovation and its impact on professional practice. |
X |
X |
||
| ZW/K/7 |
Social pedagogical work |
CE |
CE |
|
| The candidate can deal with his own emotions and those of others. |
X |
|||
| The candidate may: with their own emotions and those of others To understand the feelings and wishes of the care requestor around caring. |
X |
|||
| The candidate shall have knowledge of: physical, mental, social and societal influences and changes in children encourage care workers to be self-reliant. |
X |
|||
| The candidate shall have knowledge of: physical, mental, social and societal influences and changes in children encourage the care requestor to be self-reliant self-care and ADL. |
X |
|||
| ZW/K/8 |
Counselling and activities |
|||
| The candidate can prepare, execute and evaluate a simple (group-) activity. |
X |
X |
||
| The candidate can carry out an observation and report the results. |
X |
|||
| ZW/K/9 |
Care and assistance |
|||
| The candidate shall have knowledge of the social provisions related to care and assistance. |
X |
X |
X |
|
| ZW/K/10 |
Personal care |
CE |
CE |
|
| The candidate may: Apply general body care and hygiene products apply a day make-up take care of the hands. |
X |
X |
||
| The candidate shall have knowledge of: aspects that affect the appearance and significance of the appearance. |
X |
X |
||
| ZW/K/11 |
Assisting and providing |
CE |
CE |
|
| The candidate may: Prepare, run and evaluate simple (nurseries) activities provide the infirmary. apply simple first-aid basic techniques. |
X |
X |
||
| ZW/K/12 |
Hair care |
|||
| The candidate may: washing and taking care of her from a client the hair of a client in model drying using föhn, brush and hands. |
X |
X |
||
| ZW/K/13 |
Food Care |
CE |
CE |
|
| The candidate shall be able to assess food and genotals and to offer them responsibly. |
X |
X |
||
| The candidate shall have knowledge of responsible dietary behaviour. |
X |
X |
||
| ZW/K/14 |
Care for household |
CE |
CE |
|
| The candidate may in the private household: Preparing simple dishes Performing cleaning work washing treatment. |
X |
X |
||
| The candidate has knowledge of the sense and necessity of cleaning and maintenance. |
X |
X |
||
| ZW/K/15 |
Facility Services |
|||
| The candidate may be in the groove-at-home position: Prepare simple menus, menu components, and snacks Distribute, serve and dispose of meals and intermediate dishes Operating dishwashers performing cleaning and maintenance work Execution of storeroom management. |
X |
X |
X |
|
| ZW/V/1 |
Integrative Command |
CE |
||
| The candidate may carry out a practical assignment relating to one-third of the final terms of the core part. In that context, the candidate may: In the preparatory phase: create a worked out design for the practical assignment create viable business and time planning |
X |
|||
| At the stage of implementation: gathering relevant information process, analyze, and interpret the collected information summarise the information collected in a concise and clear way In the phase of the shutdown: display the result of the assignment in a coherent manner using a text processing program according to the requirements of layout, format and layout present the result of the practical assignment verbally using media and presentation skills |
||||
| demonstrate that the professional skills are controlled in the end terms of the core part where the assignment relates Argue their own views In the phase of the evaluation: evaluate the execution process and the outcome of the contract on the basis of pre-specified criteria The candidate may be accountable for the manner in which the outcome of the contract has been established, on the basis of: plan of approach or log or process evaluation. |
||||
| ZWG/K/2 |
Professional skills |
CE |
||
| The candidate can work on a planned basis. |
X |
|||
| The candidate can reflect on their own actions. |
X |
|||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate can deal economically consciously with materials and resources. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| The candidate can act in an environmentally conscious way. |
X |
|||
| The candidate can work hygienically. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| The candidate may assess information on usability, reliability and representativeness. |
X |
|||
| ZWG/K/6 |
Information and communication technology |
CE |
||
| The candidate can use automated systems within the subject area: finding information working with software make a simple business report carrying out administrative work. |
X |
|||
| The candidate has an understanding of aspects of technological innovation and its impact on professional practice. |
X |
|||
| ZWG/K/7 |
Social pedagogical work |
CE |
||
| The candidate may: with their own emotions and those of others Demonstrate understanding of the feelings and wishes of the care requestor around caring encourage the care requestor to be self-reliant self-care and ADL. |
X |
|||
| The candidate has knowledge of physical, mental, social and societal influences and changes in children. |
X |
|||
| ZWG/K/10 |
Personal care |
CE |
||
| The candidate may: Apply general body care and hygiene products apply a day make-up take care of the hands. |
X |
|||
| The candidate shall have knowledge of aspects which affect the appearance and meaning of such aspects. |
X |
|||
| ZWG/K/11 |
Assisting and providing |
CE |
||
| The candidate may: Prepare, run and evaluate simple (nurseries) activities provide the infirmary. apply simple first-aid basic techniques. |
X |
BB
KB
GL
| C/K/1 |
Orientation on consumer-wide |
|||
| The candidate can name and describe important points for a good career in the hospitality industry, the bakery industry and in the tourism and recreation sector. |
X |
|||
| The candidate can describe, describe and explain important points for a good career in the hospitality industry, the bakery industry, and in the tourism and recreation sector. |
X |
X |
||
| C/K/2 |
Professional skills |
CE |
CE |
|
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
||
| The candidate can deal economically consciously with materials and resources. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| The candidate can act in an environmentally conscious way. |
X |
X |
||
| The candidate can work hygienically. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate may manifest a critical institution to their own interest. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| The candidate may comply with general practice and timber requirements for workers in the sector. |
X |
X |
||
| C/K/3 |
Operation and organisation |
|||
| The candidate can describe and apply management tasks for procurement, production and sales. |
X |
X |
||
| C/K/4 |
Raw materials and semi-finished products |
|||
| The candidate can identify, name and store basic raw materials and semi-finished products, and refer to their application possibilities within the professional context. |
X |
X |
X |
|
| C/K/5 |
Products and dishes |
CE |
CE |
|
| The candidate can recognize, name and assess products and dishes from the hospitality industry and bakery. |
X |
X |
||
| C/K/6 |
Production techniques |
CE |
CE |
|
| The candidate can produce products and dishes from the hospitality industry and bakery. |
X |
X |
||
| C/K/7 |
Customer-oriented action/social and commercial skills |
|||
| The candidate may act on a customer-orientated basis, while applying social and commercial skills. |
X |
|||
| The candidate can identify consumer behaviour, align its actions with it, and apply social and commercial skills. |
X |
X |
||
| C/K/8 |
Restaurant |
|||
| The candidate can carry out preparatory work in the restaurant and provide a guest-friendly and correct service. |
X |
X |
X |
|
| C/K/9 |
Shop/Sales |
|||
| The candidate can present products with a consumer-oriented approach from the occupational context. |
X |
X |
X |
|
| C/K/10 |
Business execution and organization in the hospitality industry |
|||
| The candidate can refer to and describe aspects of operations and organization in the hospitality industry. |
X |
|||
| The candidate can list, describe and explain aspects of business and organisation in the hospitality industry. |
X |
X |
||
| C/K/11 |
Reception, stay and say goodbye in a restaurant |
CE |
CE |
|
| The candidate can provide a guest-friendly and correct reception, stay and farewell to the guest (s). |
X |
X |
||
| C/K/12 |
Distribution and presentation 1 |
CE |
CE |
|
| The candidate can create a menu. |
X |
|||
| The candidate can create and explain a menu. |
X |
|||
| The candidate may apply procedures and techniques for serving beverages and dishes. |
X |
|||
| The candidate can apply and explain procedures and techniques for serving beverages and dishes. |
X |
|||
| C/K/17 |
Business execution and organization in the bakery |
|||
| The candidate can refer to and describe aspects of operations and organization in the bakery. |
X |
|||
| The candidate can list, describe and explain aspects of business and organisation in the bakery. |
X |
X |
||
| CB/K/21 |
Sales registration |
|||
| The candidate can record the consumption of the guests and can make up the checkout state. |
X |
X |
X |
|
| CB/K/22 |
Tourism and recreational skills 1 |
CE |
||
| The candidate can describe and apply different types of service for a pleasant stay of the guest. |
X |
|||
| The candidate may describe, apply and explain different types of service for a pleasant stay of the guest. |
X |
X |
||
| CB/K/23 |
Tourism and recreational skills 2 |
CE |
||
| The candidate may describe, apply and explain the elements relating to the recreation of the day and residence. |
X |
|||
| C/V/1 |
Integrative Command |
CE |
||
| The candidate may carry out a practical assignment relating to one-third of the final terms of the core part. In that context, the candidate may: In the preparatory phase: create a worked out design for the practical assignment create viable business and time planning |
X |
|||
| At the stage of implementation: gathering relevant information process, analyze, and interpret the collected information summarise the information collected in a concise and clear way In the phase of the shutdown: display the result of the assignment in a coherent manner using a text processing program according to the requirements of layout, format and layout present the result of the practical assignment verbally using media and presentation skills |
||||
| demonstrate that the professional skills are controlled in the end terms of the core part where the assignment relates Argue their own views In the phase of the evaluation: evaluate the execution process and the outcome of the contract on the basis of pre-specified criteria. The candidate may be accountable for the manner in which the result of assignment has been achieved, on the basis of a plan of approach or log or process evaluation. |
||||
| COG/K/2 |
Professional skills |
CE |
||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate may carry out simple administrative work by using a computer. |
X |
|||
| The candidate can deal economically consciously with materials and resources. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| The candidate can act in an environmentally conscious way. |
X |
|||
| The candidate can work hygienically. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate may manifest a critical institution to their own interest. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| The candidate may comply with general practice and timber requirements for workers in the sector. |
X |
|||
| COG/K/5 |
Products and dishes |
CE |
||
| The candidate can recognize, name and assess products and dishes from the hospitality industry and bakery. |
X |
|||
| COG/K/6 |
Production techniques |
CE |
||
| The candidate can produce products and dishes from the hospitality industry and bakery. |
X |
|||
| COG/K/23 |
Tourism and recreational skills 2 |
CE |
||
| The candidate may describe and apply the elements relating to the recreation of the day and residence. |
X |
|||
| COG/K/24 |
Trends and developments in the consumer sectors of catering, tourism, recreation and bakery |
CE |
||
| The candidate can collect, name and describe data on trends and developments of products, production processes, and business types in the consumer sectors. |
X |
BB
KB
GL
| C/K/1 |
Orientation on consumer-wide |
|||
| The candidate can name and describe important points for a good career in the hospitality industry, the bakery industry, and in the tourism and recreation sector. |
X |
|||
| The candidate can describe, describe and explain important points for a good career in the hospitality industry, the bakery industry, and in the tourism and recreation sector. |
X |
X |
||
| C/K/2 |
Professional skills |
CE |
CE |
|
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
||
| The candidate can deal economically consciously with materials and resources. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| The candidate can act in an environmentally conscious way. |
X |
X |
||
| The candidate can work hygienically. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate may manifest a critical institution to their own interest. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| The candidate may comply with general practice and timber requirements for workers in the sector. |
X |
X |
||
| C/K/3 |
Operation and organisation |
|||
| The candidate can describe and apply management tasks for procurement, production and sales. |
X |
X |
||
| C/K/4 |
Raw materials and semi-finished products |
|||
| The candidate can identify, name and store basic raw materials and semi-finished products, and refer to their application possibilities within the professional context. |
X |
X |
X |
|
| C/K/5 |
Products and dishes |
|||
| The candidate can recognize, name and assess products and dishes from the hospitality industry and bakery. |
X |
X |
||
| C/K/6 |
Production techniques |
|||
| The candidate can produce products and dishes from the hospitality industry and bakery. |
X |
X |
||
| C/K/7 |
Customer-oriented action/social and commercial skills |
|||
| The candidate may act on a customer-orientated basis, while applying social and commercial skills. |
X |
|||
| The candidate can identify consumer behaviour, align its actions with it, and apply social and commercial skills. |
X |
X |
||
| C/K/8 |
Restaurant |
|||
| The candidate can carry out preparatory work in the restaurant and provide a guest-friendly and correct service. |
X |
X |
X |
|
| C/K/9 |
Shop/Sales |
|||
| The candidate can present products with a consumer-oriented approach from the occupational context. |
X |
X |
X |
|
| C/K/10 |
Business execution and organization in the hospitality industry |
CE |
||
| The candidate can refer to and describe aspects of operations and organization in the hospitality industry. |
X |
|||
| The candidate can list, describe and explain aspects of business and organisation in the hospitality industry. |
X |
X |
||
| C/K/11 |
Reception, stay and say goodbye in a restaurant |
CE |
CE |
|
| The candidate can provide a guest-friendly and correct reception, stay and farewell to the guest (s). |
X |
X |
X |
|
| C/K/12 |
Distribution and presentation 1 |
CE |
CE |
|
| The candidate can create a menu. |
X |
|||
| The candidate can create and explain a menu. |
X |
X |
||
| The candidate may apply procedures and techniques for serving beverages and dishes. |
X |
|||
| The candidate can apply and explain procedures and techniques for serving beverages and dishes. |
X |
X |
||
| CO/K/13 |
Raw materials and semi-finished products of hotel and industry 1 |
|||
| The candidate can identify, name, process and edit raw materials and semi-finished products for the hospitality industry. |
X |
X |
||
| CO/K/14 |
Products and dishes of hospitality |
CE |
CE |
|
| The candidate can recognize, name, assess, and describe products and dishes from the hospitality industry. |
X |
X |
||
| CO/K/15 |
Production techniques hospitality industry 1 |
CE |
CE |
|
| The candidate may apply and explain production techniques in the preparation of a menu. |
X |
X |
||
| CO/K/16 |
Production techniques of hotel and industry 2 |
CE |
CE |
|
| The candidate may apply and explain production techniques in the preparation of a menu. |
X |
X |
||
| C/V/1 |
Integrative Command |
CE |
||
| The candidate may carry out a practical assignment relating to one-third of the final terms of the core part. In that context, the candidate may: In the preparatory phase: create a worked out design for the practical assignment create viable business and time planning |
X |
|||
| At the stage of implementation: gathering relevant information process, analyze, and interpret the collected information summarise the information collected in a concise and clear way In the phase of the shutdown: display the result of the assignment in a coherent manner using a text processing program according to the requirements of layout, format and layout present the result of the practical assignment verbally using media and presentation skills |
||||
| demonstrate that the professional skills are controlled in the end terms of the core part where the assignment relates Argue their own views In the phase of the evaluation: evaluate the execution process and the outcome of the contract on the basis of pre-specified criteria. The candidate may be accountable for the manner in which the result of assignment has been achieved, on the basis of a plan of approach or log or process evaluation. |
||||
| COG/K/2 |
Professional skills |
CE |
||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate may carry out simple administrative work by using a computer. |
X |
|||
| The candidate can deal economically consciously with materials and resources. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| The candidate can act in an environmentally conscious way. |
X |
|||
| The candidate can work hygienically. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate may manifest a critical institution to their own interest. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| The candidate may comply with general practice and timber requirements for workers in the sector. |
X |
|||
| COG/K/5 |
Products and dishes |
CE |
||
| The candidate can recognize, name and assess products and dishes from the hospitality industry and bakery. |
X |
|||
| COG/K/6 |
Production techniques |
CE |
||
| The candidate can produce products and dishes from the hospitality industry and bakery. |
X |
|||
| COG/K/23 |
Tourism and recreational skills 2 |
CE |
||
| The candidate may describe, apply and explain the elements relating to the recreation of the day and residence. |
X |
|||
| COG/K/24 |
Trends and developments in the consumer sectors of catering, tourism, recreation and bakery |
CE |
||
| The candidate may collect, name, describe and explain data on trends and developments of products, production processes and business types in the consumer sectors. |
X |
BB
KB
GL
| C/K/1 |
Orientation on a consumer-wide basis |
|||
| The candidate can name and describe important points for a good career in the hospitality industry, the bakery industry and in the tourism and recreation sector. |
X |
|||
| The candidate can describe, describe and explain important points for a good career in the hospitality industry, the bakery industry, and in the tourism and recreation sector. |
X |
X |
||
| C/K/2 |
Professional skills |
CE |
CE |
|
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
||
| The candidate can deal economically consciously with materials and resources. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| The candidate can act in an environmentally conscious way. |
X |
X |
||
| The candidate can work hygienically. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate may manifest a critical institution to their own interest. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| The candidate may comply with general practice and timber requirements for workers in the sector. |
X |
X |
||
| C/K/3 |
Operation and organisation |
|||
| The candidate can describe and apply management tasks for procurement, production and sales. |
X |
X |
||
| C/K/4 |
Raw materials and semi-finished products |
|||
| The candidate can identify, name and store basic raw materials and semi-finished products, and refer to their application possibilities within the professional context. |
X |
X |
X |
|
| C/K/5 |
Products and dishes |
|||
| The candidate can recognize, name and assess products and dishes from the hospitality industry and bakery. |
X |
X |
||
| C/K/6 |
Production techniques |
|||
| The candidate can produce products and dishes from the hospitality industry and bakery. |
X |
X |
||
| C/K/7 |
Customer-oriented action/social and commercial skills |
|||
| The candidate may act on a customer-orientated basis, while applying social and commercial skills. |
X |
|||
| The candidate can identify consumer behaviour, align its actions with it, and apply social and commercial skills. |
X |
X |
||
| C/K/8 |
Restaurant |
|||
| The candidate can carry out preparatory work in the restaurant and provide a guest-friendly and correct service. |
X |
X |
X |
|
| C/K/9 |
Shop/Sales |
|||
| The candidate can present products with a consumer-oriented approach from the occupational context. |
X |
X |
X |
|
| C/K/17 |
Business execution and organization in the bakery |
CE |
||
| The candidate can refer to and describe aspects of operations and organization in the bakery. |
X |
|||
| The candidate can list, describe and explain aspects of business and organisation in the bakery. |
X |
|||
| CO/K/18 |
Baking raw materials and semi-finished products 1 |
CE |
CE |
|
| The candidate can recognize, name, process and edit raw materials and semi-finished products for the bakery. |
X |
X |
||
| CO/K/19 |
Baking products 1 |
CE |
CE |
|
| The candidate can recognize, name, assess, and describe products from the bakery. |
X |
X |
||
| CO/K/20 |
Baking production techniques 1 |
CE |
CE |
|
| The candidate can produce bakery products. |
X |
|||
| The candidate can produce and explain various bakery products. |
X |
|||
| C/V/1 |
Integrative Command |
CE |
||
| The candidate may carry out a practical assignment relating to one-third of the final terms of the core part. In that context, the candidate may: In the preparatory phase: create a worked out design for the practical assignment create viable business and time planning |
X |
|||
| At the stage of implementation: gathering relevant information process, analyze, and interpret the collected information summarise the information collected in a concise and clear way In the phase of the shutdown: display the result of the assignment in a coherent manner using a text processing program according to the requirements of layout, format and layout present the result of the practical assignment verbally using media and presentation skills |
||||
| demonstrate that the professional skills are controlled in the end terms of the core part where the assignment relates Argue their own views In the phase of the evaluation: evaluate the execution process and the outcome of the contract on the basis of pre-specified criteria. The candidate may be accountable for the manner in which the result of assignment has been achieved, on the basis of a plan of approach or log or process evaluation. |
||||
| COG/K/2 |
Professional skills |
CE |
||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate may carry out simple administrative work by using a computer. |
X |
|||
| The candidate can deal economically consciously with materials and resources. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| The candidate can act in an environmentally conscious way. |
X |
|||
| The candidate can work hygienically. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate may manifest a critical institution to their own interest. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| The candidate may comply with general practice and timber requirements for workers in the sector. |
X |
|||
| COG/K/5 |
Products and dishes |
CE |
||
| The candidate can recognize, name and assess products and dishes from the hospitality industry and bakery. |
X |
|||
| COG/K/6 |
Production techniques |
CE |
||
| The candidate can produce products and dishes from the hospitality industry and bakery. |
X |
|||
| COG/K/23 |
Tourism and recreational skills 2 |
CE |
||
| The candidate may describe, apply and explain the elements relating to the recreation of the day and residence. |
X |
|||
| COG/K/24 |
Trends and developments in the consumer sectors of catering, tourism, recreation and bakery |
CE |
||
| The candidate may collect, name, describe and explain data on trends and developments of products, production processes and business types in the consumer sectors. |
X |
BB
KB
GL
| AD/K/1 |
Guidance on the administrative industry |
|||
| The candidate may prepare, execute, and evaluate an application. |
X |
X |
||
| The candidate has insight into: the role of the administration within the company the technological developments in the professional practice the own possibilities of training and working in the administrative professions. |
X |
X |
X |
|
| AD/K/2 |
Professional skills |
CE |
CE |
|
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate can deal economically consciously with materials and resources. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| The candidate can act in an environmentally conscious way. |
X |
X |
||
| The candidate can work hygienically. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate may manifest a critical institution to their own interest. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| The candidate may comply with general practice and timber requirements for workers in the sector. |
X |
X |
||
| AD/K/3 |
Bookkeeping 1 |
CE |
||
| The candidate can construct a simple booking course for a trading company in the form of a one-man case using automated systems. |
X |
X |
X |
|
| AD/K/4 |
Payment of expenditure |
|||
| The candidate may make relevant calculations using automated systems and complete forms relating to payment transactions. |
X |
X |
X |
|
| AD/K/5 |
Archive activities |
|||
| The candidate may carry out archichwork. |
X |
X |
X |
|
| AD/K/6 |
Reception |
|||
| The candidate can give information to customers manually, using automated systems, on the telephone and fax with the help of access forms. |
X |
X |
X |
|
| AD/K/7 |
Purchasing |
CE |
CE |
|
| The candidate may perform administrative acts on the processing of a purchase order and the compilation of the forms associated with it. |
X |
X |
||
| AD/K/8 |
Warehouse/Expedition |
CE |
CE |
|
| The candidate may carry out administrative acts on stock management and on the dispatch and receipt of goods. |
X |
X |
X |
|
| AD/K/9 |
Sales |
CE |
CE |
|
| The candidate may carry out administrative acts on the processing of a sales order and set up the forms forming part of the contract. |
X |
X |
||
| AD/K/10 |
Sub-administrations |
CE |
CE |
|
| The candidate can maintain subadministrations and outbook by means of automated systems. |
X |
X |
X |
|
| AD/K/11 |
Administration of personnel |
CE |
||
| The candidate may conduct administrative acts on personnel records. |
X |
X |
||
| AD/K/12 |
Computerization in administration |
|||
| The candidate can work with the computer. |
X |
X |
||
| AD/K/13 |
Bookkeeping 2 |
CE |
||
| The candidate may, using automated systems, put together a complete booking process for a trade company in the form of a one-man case. |
X |
|||
| AD/K/14 |
Operating Charge |
|||
| The candidate may make relevant business accounting calculations using automated systems. calculate depreciation amounts of the acquisition value, book value and carrying amount calculate the sales tax on value added tax according to the method of value added tax. |
X |
|||
| AD/K/15 |
Payroll |
|||
| The candidate may conduct administrative acts on the payroll administration. |
X |
|||
| AD/K/16 |
Text processing |
|||
| The candidate may produce administrative documents with a text processing programme. |
X |
|||
| AD/K/17 |
Financial interpretation |
|||
| The candidate can produce and interpret financial statements using automated systems. |
X |
|||
| AD/K/18 |
Statistics |
|||
| The candidate can create and interpret charts, whether or not using a spreadsheet program. |
X |
|||
| AD/V/1 |
Integrative Command |
CE |
||
| The candidate may carry out a practical assignment relating to one-third of the final terms of the core part. In that context, the candidate may: In the preparatory phase: create a worked out design for the practical assignment make a feasible business and time planning; At the stage of implementation: |
X |
|||
| gathering relevant information process, analyze, and interpret the collected information summarise the information collected in a concise and clear way In the phase of the shutdown: display the result of the assignment in a coherent manner using a text processing program according to the requirements of layout, format and layout present the result of the practical assignment verbally using media and presentation skills demonstrate that the professional skills are controlled in the end terms of the core part where the assignment relates |
||||
| Argue their own views In the phase of the evaluation: evaluate the execution process and the outcome of the contract on the basis of pre-specified criteria The candidate may be accountable for the manner in which the outcome of the contract has been established, on the basis of: plan of approach or log or process evaluation. |
||||
| HAV/K/2 |
Professional skills |
CE |
||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate can deal economically consciously with materials and resources. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| The candidate can act in an environmentally conscious way. |
X |
|||
| The candidate can work hygienically. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate may manifest a critical institution to their own interest. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| The candidate may comply with general practice and timber requirements for workers in the sector. |
X |
|||
| OATS/K/5 |
Purchasing Freight Flow |
CE |
||
| The candidate may conduct administrative acts in respect of stock and warehouse management. |
X |
|||
| OATS/K/6 |
Sale of goods flow |
CE |
||
| The candidate may carry out administrative acts on the processing of a sales order and set up the forms forming part of the contract. |
X |
|||
| OATS/K/8 |
Presentation and promotion |
CE |
||
| The candidate can carry out a simple market investigation. |
X |
|||
| The candidate may provide information on the importance of commercial presentation and item presentation. |
X |
BB
KB
GL
| HA/K/1 |
Guidance on trade and administration |
|||
| The candidate may prepare, execute, and evaluate an application. |
X |
X |
||
| The candidate has insight into: business operations in trade and administration the technological developments in trade and administration the own possibilities of training and working in commerce and administration. |
X |
X |
X |
|
| HA/K/2 |
Professional skills |
CE |
CE |
|
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate can deal economically consciously with materials and resources. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| The candidate can act in an environmentally conscious way. |
X |
X |
||
| The candidate can work hygienically. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate may manifest a critical institution to their own interest. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| The candidate may comply with general practice and timber requirements for workers in the sector. |
X |
X |
||
| HA/K/3 |
Customer-oriented action/service |
|||
| The candidate may: Take account of transition forms and perform a sales performance giving a customer information about service take action to prevent deranging. |
X |
X |
X |
|
| The applicant shall be able to use automated systems: telephone and fax (fax) processing mail Use information from information sources. |
X |
X |
X |
|
| The candidate may carry out a purchase investigation and customer provenance research. |
X |
|||
| HA/K/4 |
Automation in the economy |
|||
| The candidate can work with the computer. |
X |
X |
X |
|
| HA/K/5 |
Purchasing Freight Flow |
|||
| The candidate may perform administrative acts on the processing of a purchase order and the compilation of the forms associated with it. |
X |
X |
||
| HA/K/6 |
Sale of goods flow |
CE |
||
| The candidate may carry out administrative acts on the processing of a sales order and set up the forms forming part of the contract: Performing storeroom work take measures to prevent deranging. |
X |
X |
||
| The candidate can maintain an existing item presentation. |
X |
X |
||
| HA/K/7 |
Sales registration |
CE |
CE |
|
| The applicant shall be able to use automated systems: calculate the selling price of an item Perform VAT calculations processing customer payments. |
X |
X |
X |
|
| The candidate may, using automated systems, make up the checkout state. |
X |
|||
| HA/K/8 |
Presentation and promotion |
CE |
CE |
|
| The candidate may or may not make an item presentation using automated systems. |
X |
X |
||
| HA/K/9 |
Bookkeeping |
CE |
CE |
|
| The candidate can construct a simple booking course for a trading company in the form of a one-man case using automated systems. |
X |
X |
X |
|
| The candidate can maintain subadministrations and rebooking using automated systems. |
X |
X |
||
| HA/K/10 |
Calculating the business economy |
CE |
||
| The candidate may make relevant business calculation calculations using automated systems. |
X |
|||
| HA/V/1 |
Integrative Command |
CE |
||
| The candidate may carry out a practical assignment relating to one-third of the final terms of the core part. In that context, the candidate may: In the preparatory phase: create a worked out design for the practical assignment create viable business and time planning At the stage of implementation: gathering relevant information process, analyze, and interpret the collected information summarise the information collected in a concise and clear way |
X |
|||
| In the phase of the shutdown: display the result of the assignment in a coherent manner using a text processing program according to the requirements of layout, format and layout present the result of the practical assignment verbally using media and presentation skills demonstrate that the professional skills are controlled in the end terms of the core part where the assignment relates Argue their own views |
||||
| In the phase of the evaluation: evaluate the execution process and the outcome of the contract on the basis of pre-specified criteria The candidate may be accountable for the manner in which the result of assignment has been achieved, on the basis of a plan of approach or log or process evaluation. |
||||
| HAV/K/2 |
Professional skills |
CE |
||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate can deal economically consciously with materials and resources. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| The candidate can act in an environmentally conscious way. |
X |
|||
| The candidate can work hygienically. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate may manifest a critical institution to their own interest. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| The candidate may comply with general practice and timber requirements for workers in the sector. |
X |
|||
| OATS/K/5 |
Purchasing Freight Flow |
CE |
||
| The candidate may conduct administrative acts in respect of stock and warehouse management. |
X |
|||
| OATS/K/6 |
Sale of goods flow |
CE |
||
| The candidate may carry out administrative acts on the processing of a sales order and set up the forms forming part of the contract. |
X |
|||
| OATS/K/8 |
Presentation and promotion |
CE |
||
| The candidate can carry out a simple market investigation. |
X |
|||
| The candidate may provide information on the importance of commercial presentation and item presentation. |
X |
BB
KB
GL
| HV/K/1 |
Orientation on trade |
|||
| The candidate may prepare, execute, and evaluate an application. |
X |
X |
||
| The candidate has insight into: the basic principles of trade the significance of trade in society the own possibilities of training working in the trade. |
X |
X |
X |
|
| HV/K/2 |
Professional skills |
CE |
CE |
|
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
||
| The candidate can deal economically consciously with materials and resources. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| The candidate can act in an environmentally conscious way. |
X |
X |
||
| The candidate can work hygienically. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate may manifest a critical institution to their own interest. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| The candidate may comply with general practice and timber requirements for workers in the sector. |
X |
X |
||
| HV/K/3 |
Works in trade |
|||
| The candidate may or may not use data from information sources using automated systems. |
X |
X |
X |
|
| The candidate has insight into: the role of trade in the economy the structure and operation of its sectors and undertakings the conditions under which trade may take place. |
X |
X |
X |
|
| HV/K/4 |
Cash register |
CE |
CE |
|
| The candidate may or may not be able to use automated systems: calculating the selling price Perform VAT calculations processing customer payments Take measures to prevent deranging Make up the checkout state. |
X |
X |
||
| The candidate may process payments from customers through an automated checkout system and carry out the corresponding administrative operations. |
X |
|||
| The candidate shall have knowledge of: the functions of the equipment used the way in which payment is processed. |
X |
|||
| HV/K/5 |
Presentation and handling of goods |
CE |
CE |
|
| The candidate may: Create items of sales Presenting articles. |
X |
X |
X |
|
| The candidate can carry out the storage of goods in a warehouse. |
X |
X |
X |
|
| HV/K/6 |
Management of goods |
CE |
||
| The candidate may carry out stock management through an automated stock administration system. |
X |
X |
||
| The candidate has knowledge of economic concepts in stock and warehouse management. |
X |
X |
||
| HV/K/7 |
Calculating the business economy |
CE |
CE |
|
| The candidate can carry out price scaly performances of articles using automated systems and has knowledge of the various aspects of price formation. |
X |
X |
X |
|
| The candidate can use automated systems to calculate business accounting numbers, statements and indexes. |
X |
X |
||
| The candidate shall have knowledge of the underlying calculation method. |
X |
X |
||
| HV/K/8 |
Product range |
CE |
CE |
|
| The candidate can analyse an assortment. |
X |
X |
X |
|
| HV/K/9 |
Sales |
CE |
CE |
|
| The candidate may, with or without the support of automated systems, conduct a sales performance. |
X |
X |
X |
|
| HV/K/10 |
Retail marketing |
|||
| The candidate has insight into consumer wishes and behaviour. |
X |
X |
||
| HV/K/11 |
Presentation techniques 1 |
CE |
CE |
|
| The candidate may or may not design and realize a retail facility using automated systems. |
X |
X |
||
| HV/K/12 |
Presentation techniques 2 |
|||
| The candidate can design and realize advertising by means of automated systems. |
X |
X |
||
| HV/K/13 |
Commercial presentation 1 |
|||
| The applicant shall be able to use automated systems: Create an etalage design establish a presentation plan perform a corporate presentation. |
X |
X |
||
| The candidate may draw up an advertising plan by means of automated systems. |
X |
|||
| HV/K/14 |
Commercial presentation 2 |
|||
| The candidate may: Process decorations in a commercial presentation translate a shopper formula into commercial texts using automated systems. |
X |
|||
| The candidate may be in a commercial presentation: applying marketing principles to commercial presentations shaping a house style using automated systems can process decorations in a commercial presentation translate a shopper formula into commercial texts using automated systems. |
X |
|||
| HV/K/15 |
General material leather |
|||
| The candidate has knowledge of the properties, environmental aspects, and processing and application possibilities of wood and sheet materials, metals and plastics. |
X |
|||
| HV/K/16 |
Orientation in the food industry |
|||
| The candidate has insight into the products, legal aspects, health aspects, environmental aspects, and the manufacturing, packaging and preservation processes in the food industry. |
X |
X |
||
| HV/K/17 |
Orientation in the fashion industry |
|||
| The candidate has insight into the products, measurement systems, manufacturing processes, and environmental aspects in the fashion industry. |
X |
X |
||
| HV/K/18 |
Financial management/financing plan |
|||
| The candidate may: interpret an enterprise's balance sheet and financial statements establish a financing plan using automated systems. |
X |
|||
| HV/K/19 |
Bookkeeping |
|||
| The candidate can construct a simple booking course for a trading company in the form of a one-man case using automated systems. |
X |
|||
| HV/K/20 |
Business management and legal management |
|||
| The candidate has insight into the legal aspects of entrepreneurship. |
X |
|||
| HV/V/1 |
Integrative Command |
CE |
||
| The candidate may carry out a practical assignment relating to one-third of the final terms of the core part. In that context, the candidate may: In the preparatory phase: create a worked out design for the practical assignment create viable business and time planning |
X |
|||
| At the stage of implementation: gathering relevant information process, analyze, and interpret the collected information summarise the information collected in a concise and clear way In the phase of the shutdown: display the result of the assignment in a coherent manner using a text processing program according to the requirements of layout, format and layout present the result of the practical assignment verbally using media and presentation skills |
||||
| demonstrate that the professional skills are controlled in the end terms of the core part where the assignment relates Argue their own views In the phase of the evaluation: evaluate the execution process and the outcome of the contract on the basis of pre-specified criteria. The candidate may be accountable for the manner in which the result of assignment has been achieved, on the basis of a plan of approach or log or process evaluation. |
||||
| HAV/K/2 |
Professional skills |
CE |
||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate can deal economically consciously with materials and resources. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| The candidate can act in an environmentally conscious way. |
X |
|||
| The candidate can work hygienically. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate may manifest a critical institution to their own interest. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| The candidate may comply with general practice and timber requirements for workers in the sector. |
X |
|||
| OATS/K/5 |
Purchasing Freight Flow |
CE |
||
| The candidate may conduct administrative acts in respect of stock and warehouse management. |
X |
|||
| OATS/K/6 |
Sale of goods flow |
CE |
||
| The candidate may carry out administrative acts on the processing of a sales order and set up the forms forming part of the contract. |
X |
|||
| OATS/K/8 |
Presentation and promotion |
CE |
||
| The candidate can carry out a simple market investigation. |
X |
|||
| The candidate may provide information on the importance of commercial presentation and item presentation. |
X |
BB
KB
GL
| MC/K/1 |
Orientation on fashion and commerce |
|||
| The candidate may prepare, execute, and evaluate an application. |
X |
X |
||
| The candidate has insight into: Business operations in the textile and clothing industry Developments in the textile and clothing industry the own possibilities of training and working in fashion and commerce. |
X |
X |
X |
|
| MC/K/2 |
Professional skills |
CE |
CE |
|
| The candidate may carry out work in a systematic manner. |
X |
X |
||
| The candidate may use the Dutch language functionally. |
X |
X |
||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
||
| The candidate may carry out simple administrative work by using a computer. |
X |
X |
||
| The candidate can deal economically consciously with materials and resources. |
X |
X |
||
| The candidate may carry out the work in a safe manner. |
X |
X |
||
| The candidate can act in an environmentally conscious way. |
X |
X |
||
| The candidate can work hygienically. |
X |
X |
||
| The candidate can adapt to and adapt to the company culture. |
X |
X |
||
| The candidate may cooperate in the performance of work. |
X |
X |
||
| The candidate may manifest a critical institution to their own interest. |
X |
X |
||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
||
| The candidate may comply with general practice and timber requirements for workers in the sector. |
X |
X |
||
| MC/K/3 |
Works in fashion and commerce |
|||
| The candidate may or may not use data from information sources using automated systems. |
X |
X |
X |
|
| The candidate has insight into: the role and shape of trade companies classified by structure and sectors. |
X |
X |
X |
|
| MC/K/4 |
Cash register |
CE |
CE |
|
| The candidate may or may not be able to use automated systems: calculating the selling price Perform VAT calculations processing customer payments take measures to prevent deranging. |
X |
X |
X |
|
| The candidate may, using automated systems, make up the checkout state. |
X |
X |
||
| MC/K/5 |
Handling and management of goods |
CE |
CE |
|
| The candidate may: Create items of sales Export reception and storage of goods make a contribution to stock management or not by using automated systems. |
X |
X |
||
| MC/K/6 |
Sales |
|||
| The candidate may, with or without the support of automated systems, conduct a sales performance. |
X |
X |
X |
|
| MC/K/7 |
Mode orientation |
|||
| The candidate shall have knowledge of: Aspects and functions of textiles characteristics of fashion the production of clothing. |
X |
X |
X |
|
| MC/K/8 |
Fashion marketing |
CE |
CE |
|
| The candidate can apply aspects of fashion marketing. |
X |
X |
X |
|
| MC/K/9 |
Fashion knowledge |
|||
| The candidate can display a fashion image. |
X |
X |
X |
|
| MC/K/10 |
Design |
|||
| The candidate may practically apply visual aspects and design principles. |
X |
X |
||
| MC/K/11 |
Fashion presentation |
CE |
CE |
|
| The candidate may: apply different image aspects to shop windows, display cases, displays, etc. execute and maintain an item presentation. |
X |
X |
||
| MC/K/12 |
Textile knowledge |
CE |
CE |
|
| The candidate can provide information about the model, size, maintenance, and properties of an item. |
X |
X |
||
| MC/K/13 |
Production techniques |
|||
| The candidate can make a simple piece of clothing with the machine. |
X |
X |
||
| MC/V/1 |
Integrative Command |
CE |
||
| The candidate may carry out a practical assignment relating to one-third of the final terms of the core part. In that context, the candidate may: In the preparatory phase: create a worked out design for the practical assignment create viable business and time planning |
X |
|||
| At the stage of implementation: gathering relevant information process, analyze, and interpret the collected information summarise the information collected in a concise and clear way In the phase of the shutdown: display the result of the assignment in a coherent manner using a text processing program according to the requirements of layout, format and layout present the result of the practical assignment verbally using media and presentation skills |
||||
| demonstrate that the professional skills are controlled in the end terms of the core part where the assignment relates Argue their own views In the phase of the evaluation: evaluate the execution process and the outcome of the contract on the basis of pre-specified criteria The candidate may be accountable for the manner in which the result of assignment has been achieved, on the basis of a plan of approach or log or process evaluation. |
||||
| HAV/K/2 |
Professional skills |
CE |
||
| The candidate may carry out work in a systematic manner. |
X |
|||
| The candidate may use the Dutch language functionally. |
X |
|||
| The candidate can make calculations on basic level during the work preparation and work execution. |
X |
|||
| The candidate can deal economically consciously with materials and resources. |
X |
|||
| The candidate may carry out the work in a safe manner. |
X |
|||
| The candidate can act in an environmentally conscious way. |
X |
|||
| The candidate can work hygienically. |
X |
|||
| The candidate can adapt to and adapt to the company culture. |
X |
|||
| The candidate may cooperate in the performance of work. |
X |
|||
| The candidate may manifest a critical institution to their own interest. |
X |
|||
| The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
|||
| The candidate may comply with general practice and timber requirements for workers in the sector. |
X |
|||
| OATS/K/5 |
Purchasing Freight Flow |
CE |
||
| The candidate may conduct administrative acts in respect of stock and warehouse management. |
X |
|||
| OATS/K/6 |
Sale of goods flow |
CE |
||
| The candidate may carry out administrative acts on the processing of a sales order and set up the forms forming part of the contract. |
X |
|||
| OATS/K/8 |
Presentation and promotion |
CE |
||
| The candidate can carry out a simple market investigation. |
X |
|||
| The candidate may provide information on the importance of commercial presentation and item presentation. |
X |
BB
KB
GL
| TB/1 |
Orientation of the technique and the professions in the technique |
|||
| 1. |
The candidate has insight into: -the field of activity and professions in the field of technology -new developments in the field of work -own possibilities of training and working -the place used by technology in man and society. |
X |
X |
X |
| 2. |
The candidate may make a conscious choice for an appeal and the related follow-up training. |
X |
X |
X |
| TB/2 |
Professional skills |
|||
| 3. |
The candidate may use the Dutch language functionally. |
X |
X |
|
| 4. |
The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
|
| 5. |
The candidate may acquire, process and provide information within the subject area by means of automated systems. |
X |
X |
|
| 6. |
The candidate may carry out work in a systematic manner. |
X |
X |
|
| 7. |
The candidate may cooperate in the performance of work. |
X |
X |
|
| 8. |
The candidate may carry out his work in a safe manner. |
X |
X |
|
| 9. |
The candidate can deal economically consciously with materials and resources. |
X |
X |
|
| 10. |
The candidate can work hygienically. |
X |
X |
|
| 11. |
The candidate can act in an environmentally conscious way. |
X |
X |
|
| 12. |
The candidate may comply with the general practice and maintenance requirements of workers in the sector (s). |
X |
X |
|
| 13. |
The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
|
| 14. |
The candidate may manifest a critical institution to their own interest. |
X |
X |
|
| 15. |
The candidate can adapt to and adapt to the company culture. |
X |
X |
|
| 16. |
The candidate can reflect on their own actions. |
X |
X |
|
| TB/3 |
Services and maintenance |
|||
| 17. |
The candidate can advise clients in the choice or repair of household equipment, commit appointments, and prepare a work preparation. |
X |
X |
|
| 18. |
The candidate can perform maintenance and simple repairs. |
X |
X |
|
| TB/4 |
Engineering in industry and production processes |
|||
| 19. |
The candidate can put together constructions. |
X |
X |
|
| 20. |
The candidate can build simple circuits. |
X |
X |
|
| 21. |
The candidate can make a simple product by making splat using a centerpiece machine. |
X |
X |
|
| TB/5 |
Technical drawing and drawing read |
|||
| 22. |
The candidate can create a design. |
X |
X |
|
| 23. |
During the work preparation, the candidate can read and collect data from a drawing. |
X |
X |
|
| 24. |
The candidate can make a mono-or composite drawing according to normalization. |
X |
X |
|
| TB/6 |
Automating |
|||
| 25. |
The candidate may carry out a measurement in a practical field and describe the results. |
X |
X |
|
| 26. |
The candidate can build a simple circuit with pneumatic components in a practical field. |
X |
||
| 27. |
The candidate can build up a simple rule system in a practicum. |
X |
||
| 28. |
The candidate may define the basic principles of measurement. |
X |
||
| 29. |
The candidate may describe the social effects of production technology. |
X |
X |
|
| TB/7 |
Technique in and around the property ¹ |
|||
| 30. |
The candidate may carry out work in the context of the dwelling within the framework of: -construction technique -finishing technique -installation technique -Electrical engineering. |
X |
X |
X |
| TB/8 |
Grafimedia ¹ |
|||
| 31. |
The candidate can deliver products, describe processes and argue made choices within one of the professional worlds: -print media -audiovisual/theatre -multimedia. |
X |
X |
X |
| TB/9 |
Mobility, traffic and transport ¹ |
|||
| 32. |
The candidate may maintain means of transport. |
X |
X |
X |
| 33. |
The candidate shall have knowledge of the construction of infrastructure and may conduct traffic flows. |
X |
X |
X |
| TB/10 |
Warehouse Manager ¹ |
|||
| 34. |
The candidate may use goods in-, op-ed, over-, and out, and may apply purchase and stock management techniques. |
X |
X |
X |
| MEI/K/2 |
Professional skills |
|||
| I. |
The candidate may carry out work in a systematic manner. |
X |
||
| II. |
The candidate may use the Dutch language functionally. |
X |
||
| III. |
The candidate can make calculations on basic level during the work preparation and work execution. |
X |
||
| IV. |
The candidate may carry out simple administrative work by using a computer. |
X |
||
| V. |
During the work preparation and the work execution, the candidate can read. |
X |
||
| VI. |
The candidate may carry out the work in a safe manner. |
X |
||
| VII. |
The candidate may carry out his work according to rules arising from integral environmental and quality care. |
X |
||
| VIII. |
The candidate can adapt to and adapt to the company culture. |
X |
||
| IX. |
The candidate may cooperate in the performance of work. |
X |
||
| X. |
The candidate may manifest a critical institution to their own interest. |
X |
||
| XI. |
The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
||
| MEI/K/20 |
Introduction and cabling Introduction |
|||
| XII. |
The candidate may: -perform simple mechanical engineering operations -attach and connect components in a panel -describe the operation of a special installation using block schemas. |
X |
||
| MEI/K/21 |
Automating |
|||
| XIII. |
The candidate may be in a practicum: -perform measurements -collect metrics -the basic principles of measurement -describe the construction and operation of measurement systems. |
X |
||
| XIV. |
The candidate may build a simple circuit in a practicum with: -relays -pneumatic components -digital building blocks. |
X |
||
| XV. |
The candidate can build up a simple rule system in a practicum: -consisting of sensors, actuators and control units -as an open control system -as a closed line system for tracking -as a closed-line system for power-on. |
X |
||
| XVI. |
The candidate has insight into the societal effects of production technology. |
X |
||
| MEI/K/22 |
CAD |
|||
| XVII. |
The candidate can use CAD and calculatement software: -a simple electrotechnical installation for a dwelling design -to prepare a work preparation. |
X |
||
¹ Is the subject of choice or choice of examination unit.
The school gives in a curriculum Technique Broad which of the non-compulsory examination units are offered and explains this choice. In the curriculum Technique Widely, the school mentions which end terms the school offers within the examination units, what choice are the candidates making within the available offer.
BB
KB
GL
| ICT/1 |
Orientation on learning and working |
|||
| 1. |
The candidate has insight into the location and capabilities of ICT in the Culture, Care & Welfare, Trade & Administration, Engineering and Agriculture sectors. |
X |
X |
X |
| 2. |
The candidate can make a conscious choice for an occupation and further training on the basis of his own abilities and interests and possible training and professions. |
X |
X |
X |
| ICT/2 |
Professional skills |
|||
| 3. |
The candidate may use the Dutch language functionally. |
X |
X |
|
| 4. |
The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
|
| 5. |
The candidate may acquire, process and provide information within the subject area by means of automated systems. |
X |
X |
|
| 6. |
The candidate may carry out work in a systematic manner. |
X |
X |
|
| 7. |
The candidate may cooperate in the performance of work. |
X |
X |
|
| 8. |
The candidate may carry out his work in a safe manner. |
X |
X |
|
| 9. |
The candidate can deal economically consciously with materials and resources. |
X |
X |
|
| 10. |
The candidate can work hygienically. |
X |
X |
|
| 11. |
The candidate can act in an environmentally conscious way. |
X |
X |
|
| 12. |
The candidate may comply with the general practice and maintenance requirements of workers in the sector (s). |
X |
X |
|
| 13. |
The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
|
| 14. |
The candidate may manifest a critical institution to their own interest. |
X |
X |
|
| 15. |
The candidate can adapt to and adapt to the company culture. |
X |
X |
|
| 16. |
The candidate can reflect on their own actions. |
X |
X |
|
| ICT/3 |
ICT skills |
|||
| 17. |
The candidate may carry out administrative work using ICT applications. |
X |
X |
|
| ICT/4 |
ICT and services |
|||
| 18. |
The candidate may support a company or institution and its employees in the use of ICT. |
X |
X |
|
| 19. |
The candidate can write a manual on a new product. |
X |
||
| ICT/5 |
ICT and management |
|||
| 20. |
The candidate can host an event. |
X |
X |
X |
| 21. |
The candidate can conduct research and advise on questions, wishes, and needs of clients and clients. |
X |
X |
X |
| 22. |
The candidate may, on the basis of research, advise organizations on complex issues. |
X |
X |
|
| 23. |
The candidate may, at the request of a client, draw up a research plan, carry out the research, process the results, and present the results of the research. |
X |
X |
|
| 24. |
The candidate can develop and provide training for specific user groups. |
X |
X |
|
| ICT/6 |
ICT making ¹ |
|||
| 25. |
The candidate may, according to instruction, assemble, install, and maintain a computer, network or peripherals in consultation with the client. |
X |
X |
X |
| 26. |
The candidate may locate and remedy malfunctions. |
X |
X |
X |
| 27. |
The candidate can translate the wishes of a customer into the specifications of a system. |
X |
X |
|
| 28. |
The candidate can install, document, and test the system, specified according to customer wishes. |
X |
X |
|
| ICT/7 |
ICT & Media ¹ |
|||
| 29. |
The candidate will develop coherent media expressions such as image and sound, advertising and presentations. |
X |
X |
X |
| 30. |
The candidate may indicate the effectiveness of a media expression and provide improvement suggestions. |
X |
X |
|
| 31. |
Using ICT, the candidate can realize a complex media expression. |
X |
X |
|
| ITI/2a |
Professional skills |
|||
| I. |
The candidate may use the Dutch language functionally. |
X |
||
| II. |
The candidate can make calculations on basic level during the work preparation and work execution. |
X |
||
| III. |
The candidate may acquire, process and provide information within the subject area by means of automated systems. |
X |
||
| IV. |
The candidate may carry out work in a systematic manner. |
X |
||
| V. |
The candidate may cooperate in the performance of work. |
X |
||
| VI. |
The candidate may carry out his work in a safe manner. |
X |
||
| VII. |
The candidate can deal economically consciously with materials and resources. |
X |
||
| VIII. |
The candidate can work hygienically. |
X |
||
| IX. |
The candidate can act in an environmentally conscious way. |
X |
||
| X. |
The candidate may comply with the general practice and maintenance requirements of workers in the sector (s). |
X |
||
| XI. |
The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
||
| XII. |
The candidate may manifest a critical institution to their own interest. |
X |
||
| XIII. |
The candidate can adapt to and adapt to the company culture. |
X |
||
| XIV. |
The candidate can reflect on their own actions. |
X |
||
| ITI/3a |
Information technology |
|||
| XV. |
The candidate may use information technology in a (simulated) practice situation. |
X |
||
| ITI/5a |
Designing and realizing |
|||
| XVI. |
The candidate may be in a (simulated) practice situation: -by using a 2D/3D design program create a design for a product or service -read a simple architectural drawing -create a product. |
X |
||
| ITI/7a |
Commercial trading 1 |
|||
| XVII. |
The candidate may be in a (simulated) practice situation: -performing a commercial presentation -perform logistic handling -performing "after sales" services. |
X |
||
| ITI/9a |
Organize |
|||
| XVIII. |
The candidate can organize an activity within a pre-set budget. |
X |
||
¹ = Choice: Basic occupational learning pathway, framework oriented and mixed learning pathway: ICT/6 or ICT/7. The pupil chooses within the supply of the school, as determined by the competent authority of the school.
In the case of a student in the mixed learning pathway, the examination programme shall consist of:
-common part of the examination units of the common part: TGL/1, TGL/4, TGL/6, TGL/8, ITI/2a, ITI/3a, ITI/5a, ITI/7a, ITI/9a;
-the examination units of one of the sectors: care and welfare (TGL/Z/1 to TGL/Z/3), Economy (TGL/E/1 to TGL/E/3), Engineering (TGL/T/1 to TGL/T3).
BB
KB
GL
| TGL/I/1 |
Orientation to the world of care and well-being, the economy and the engineering |
|||
| 1. |
The candidate has insight into: -the field of activity in the care and welfare, economy and engineering -technological developments in professional practice -the own possibilities of training and working in the care and well-being, economics and engineering. |
X |
||
| TGL/I/4 |
Communication technology |
|||
| 2. |
The candidate may use communication technology in a (simulated) practice situation and has knowledge of applications of telephony and data communications and their associated equipment and services. |
X |
||
| TGL/I/6 |
Measuring and controlling |
|||
| 3. |
The candidate may be in a position of office: -perform a measurement, describe and interpret the results -recognize the parts of a control circle and make the operation visible and has knowledge of the 'and' and 'or' function and the practical application of chemical, optical, mechanical and electrical measurements. |
X |
||
| TGL/8 |
Commercial trading 2 |
|||
| 4 |
The candidate can take care of the logistics process in a commercial process. |
X |
||
| ITI/2a |
Professional skills |
|||
| I. |
The candidate may use the Dutch language functionally. |
X |
||
| II. |
The candidate can make calculations on basic level during the work preparation and work execution. |
X |
||
| III. |
The candidate may acquire, process and provide information within the subject area by means of automated systems. |
X |
||
| IV. |
The candidate may carry out work in a systematic manner. |
X |
||
| V. |
The candidate may cooperate in the performance of work. |
X |
||
| VI. |
The candidate may carry out his work in a safe manner. |
X |
||
| VII. |
The candidate can deal economically consciously with materials and resources. |
X |
||
| VIII. |
The candidate can work hygienically. |
X |
||
| IX. |
The candidate can act in an environmentally conscious way. |
X |
||
| X. |
The candidate may comply with the general practice and maintenance requirements of workers in the sector (s). |
X |
||
| XI. |
The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
||
| XII. |
The candidate may manifest a critical institution to their own interest. |
X |
||
| XIII. |
The candidate can adapt to and adapt to the company culture. |
X |
||
| XIV. |
The candidate can reflect on their own actions. |
X |
||
| ITI/3a |
Information technology |
|||
| XV. |
The candidate may use information technology in a (simulated) practice situation. |
X |
||
| ITI/5a |
Designing and realizing |
|||
| XVI. |
The candidate may be in a (simulated) practice situation: -by using a 2D/3D design program create a design for a product or service -read a simple architectural drawing -create a product. |
X |
||
| ITI/7a |
Commercial trading 1 |
|||
| XVII. |
The candidate may be in a (simulated) practice situation: -performing a commercial presentation -performing "after sales" services. |
X |
||
| BB |
KB |
GL |
||
| ITI/9a |
Organize |
|||
| XVIII. |
The candidate can organize an activity within a pre-set budget. |
X |
||
Sector of concern and welfare
BB
KB
GL
| TGL/Z/1 |
Nursing/Care |
|||
| 1. |
The candidate may be in a (simulated) practice situation: -show understanding with clients for their feelings and wishes about care provision and dealing with their own emotions and those of others -dealing with cultural differences in social situations. |
X |
||
| 2. |
The candidate may be in a (simulated) practice situation: -for household care, and has knowledge of concepts from the world of care and of modern techniques for care and self-care. |
X |
||
| TGL/Z/2 |
Welfare |
|||
| 3. |
The candidate can prepare, carry out and evaluate a simple (group) activity for any of the target groups of children, young people, adults, the elderly or the sick/disabled. |
X |
||
| TGL/Z/3 |
Facility Services |
|||
| 4. |
The candidate may: -compose a menu -create a cleaning plan -organize a celebration -take measures to prevent health risks as much as possible and can work with a database if necessary. |
X |
||
Sector of economy
BB
KB
GL
| TGL/E/1 |
Data Management |
|||
| 5. |
The candidate may use ICT applications: -create a simple booking process -provide the creditors and debtors for the administration of the debtor. |
X |
||
| TGL/E/2 |
Sales and presentation |
|||
| 6. |
The candidate may be in a (simulated) practice situation: -perform an item presentation -to conduct a sales performance -perform logistic handling -Perform 'after sales' services -operate an automated checkout system -using means of payment. |
X |
||
| TGL/E/3 |
Office practice |
|||
| 7. |
The candidate can perform administrative tasks using ICT applications, including a database. |
X |
||
Sector Part Of Engineering
BB
KB
GL
| TGL/T/ 1 |
CAD/CAM |
|||
| 8. |
The candidate can create a simple technical drawing with the help of CAD software and has knowledge of editing processes. |
X |
||
| TGL/T/2 |
Building a house |
|||
| 9. |
The candidate can use a CAD application: -create a simple architectural design -create a simple installation account -to create a plan for the plot. |
X |
||
| 10. |
The candidate may use a color scheme to create a colour design. |
X |
||
| TGL/T/3 |
Measuring and steering |
|||
| 11. |
The candidate may be in a position of office: -perform a measurement -to build up or to connect and make the operation visible from: . simple circuits Sensors and actuators. . a simple closed-off system for the on/off system. |
X |
||
For an apprentice in the basic and framework-oriented learning path, the examination programme shall consist of:
-the examendments of the common part: IS/1 to IS/3,
-one of three outflow variants: IS/4 Technology and Services, IS/5 Technology and Commercie, IS/6 Services and Commerce,
-examination units at the discretion of IS/7 to IS/14.
In the case of a student in the mixed learning pathway, the examination programme shall consist of:
-the exexamination units of the common part: IS/1, ITI/2a, ITI/3a, ITI/5a, ITI/7a, ITI/9a,
-examination units at the discretion of IS/7 to IS/14.
The School shall indicate in a curriculum, Intersectorally, which of the non-compulsory examination units shall be offered and shall explain this choice. In the curriculum Intersectoraal, the school mentions which end terms the school offers within the examination units, the choice of which candidates make within the range of available offers.
BB
KB
GL
| IS/1 |
Orientation in the Engineering, Commercie and Care and Welfare sectors |
|||
| 1. |
The candidate has insight into: -the field of activity and occupations in the sectors of care and welfare, commerce and administration, and technology -various customers, customers and clients within the fields of service, commerce, technology, culture and ICT -new developments in the field of work -own possibilities of training and working. |
X |
X |
X |
| IS/2 |
Professional skills |
|||
| 2. |
The candidate may use the Dutch language functionally. |
X |
X |
|
| 3. |
The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
|
| 4. |
The candidate may acquire, process and provide information within the subject area by means of automated systems. |
X |
X |
|
| 5. |
The candidate may carry out work in a systematic manner. |
X |
X |
|
| 6. |
The candidate may cooperate in the performance of work. |
X |
X |
|
| 7. |
The candidate may carry out his work in a safe manner. |
X |
X |
|
| 8. |
The candidate can deal economically consciously with materials and resources. |
X |
X |
|
| 9. |
The candidate can work hygienically. |
X |
X |
|
| 10. |
The candidate can act in an environmentally conscious way. |
X |
X |
|
| 11. |
The candidate may comply with the general practice and maintenance requirements of workers in the sector (s). |
X |
X |
|
| 12. |
The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
|
| 13. |
The candidate may manifest a critical institution to their own interest. |
X |
X |
|
| 14. |
The candidate can adapt to and adapt to the company culture. |
X |
X |
|
| 15. |
The candidate can reflect on their own actions. |
X |
X |
|
| IS/3 |
Intersectoral methodical skills |
|||
| 16. |
The candidate can work on a planned basis. |
X |
||
| 17. |
The candidate may be project-based. |
X |
||
| 18. |
In his work, the candidate can take into account common dilemmas and explain them. |
X |
X |
|
| 19. |
The candidate can communicate with the help of modern technical means. |
X |
X |
|
| IS/4 |
Skills for Technology and Services |
|||
| 20. |
The Candidate may enter within the context of Woning, Company and Environment and/or Recreation, Culture, Tourism and Horeca: -advise customers of the choice of equipment for use in or around the house -Offset and invoicing -maintained -Manage materials -to provide a presentation of a service to be delivered. |
X |
X |
|
| 21. |
The candidate may work within a given financial function. |
X |
||
| IS/5 |
Skills for Technology and Commercie |
|||
| 22. |
The Candidate can within the context of Recreation, Culture, Tourism and Horeca and/or Woning, Company and Environment based on an implemented marketing plan: -manufacture a simple product -Manage materials -to give a presentation about a product. |
X |
||
| 23. |
The Candidate may be within the context of Recreation, Culture, Tourism and Horeca and or Woning, Company and Environment: -prepare a marketing plan for a product -design and manufacture a simple product -Manage materials -work within a given financial statement -to give a presentation about a product. |
X |
||
| IS/6 |
Skills for Services and Commerce |
|||
| 24. |
The candidate may be within the context of Recreation, Culture, Tourism and Horeca and/or ZorgInstitutions: -assisting in the organization of an activity -providing service activities -simple administrative work -to give a presentation on a service provided. |
X |
||
| 25. |
The candidate may be within the context of Recreation, Culture, Tourism and Horeca and/or ZorgInstitutions: -organize an activity -providing service activities -apply knowledge of group dynamic processes -simple administrative work -to give a presentation on a service provided. |
X |
||
| IS/7 |
Sport and health ¹ |
|||
| 26. |
The candidate can offer and guide movement activities in the recreational or medical sphere. |
X |
X |
X |
| IS/8 |
Food and health ¹ |
|||
| 27. |
The candidate can store and process fresh, pre-processed and ready-made products. The candidate has knowledge of dietary habits and healthy food. |
X |
X |
X |
| IS/9 |
Enterprise, administration and trade ¹ |
|||
| 28. |
The candidate can perform work within the context of office and shop. Examples are: receptionwork, working with an office package, warehouse work, checkout work, presenting and promoting. |
X |
X |
X |
| IS/10 |
Multi-and grafimedia ¹ |
|||
| 29. |
The candidate can deliver products, describe processes and argue made choices within one of the professional worlds: -print media -audiovisual/theatre -multimedia. |
X |
X |
X |
| IS/11 |
Production, measurement, control and control ¹ |
|||
| 30. |
The candidate can make products that meet pre-set size, shape, and quality requirements. In addition, the candidate can build circuits by using schema drawings. |
X |
X |
X |
| IS/12 |
Safety, energy and environment ¹ |
|||
| 31. |
The candidate has knowledge of resources for his own safety and that of others. In addition, the candidate has knowledge of forms of energy, its use, and of the environmental aspects in the use of energy. |
X |
X |
X |
| IS/13 |
Welfare ¹ |
|||
| 32. |
The candidate may perform one or more aspects of welfare: -offering and guiding activities -performing social-pedagogical work -provide assistance and assistance -Performing first aid operations. |
X |
X |
X |
| IS/14 |
Transport, logistics and warehouse management ¹ |
|||
| 33. |
The candidate has knowledge of the construction of infrastructure, can conduct traffic flows, supply goods in-, op-, over-, and out, and can apply purchasing and inventory management techniques. |
X |
X |
X |
| ITI/2a |
Professional skills |
|||
| I. |
The candidate may use the Dutch language functionally. |
X |
||
| II. |
The candidate can make calculations on basic level during the work preparation and work execution. |
X |
||
| III. |
The candidate may acquire, process and provide information within the subject area by means of automated systems. |
X |
||
| IV. |
The candidate may carry out work in a systematic manner. |
X |
||
| V. |
The candidate may cooperate in the performance of work. |
X |
||
| VI. |
The candidate may carry out his work in a safe manner. |
X |
||
| VII. |
The candidate can deal economically consciously with materials and resources. |
X |
||
| VIII. |
The candidate can work hygienically. |
X |
||
| IX. |
The candidate can act in an environmentally conscious way. |
X |
||
| X. |
The candidate may comply with the general practice and maintenance requirements of workers in the sector (s). |
X |
||
| XI. |
The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
||
| XII. |
The candidate may manifest a critical institution to their own interest. |
X |
||
| XIII. |
The candidate can adapt to and adapt to the company culture. |
X |
||
| XIV. |
The candidate can reflect on their own actions. |
X |
||
| ITI/3a |
Information technology |
|||
| XV. |
The candidate may use information technology in a (simulated) practice situation. |
X |
||
| ITI/5a |
Designing and realizing |
|||
| XVI. |
The candidate may be in a (simulated) practice situation: -by using a 2D/3D design program create a design for a product or service -read a simple architectural drawing -create a product. |
X |
||
| ITI/7a |
Commercial trading 1 |
|||
| XVII. |
The candidate may be in a (simulated) practice situation: -performing a commercial presentation -perform logistic handling -performing "after sales" services. |
X |
||
| ITI/9a |
Organize |
|||
| XVIII. |
The candidate can organize an activity within a pre-set budget |
X |
||
¹ Is the subject of choice or choice of examination unit.
The School shall indicate in a curriculum, Intersectorally, which of the non-compulsory examination units shall be offered and shall explain this choice. In the curriculum Intersectoraal, the school mentions which end terms the school offers within the examination units, the choice of which candidates make within the range of available offers.
BB
KB
| SDV/1 |
Orientation in the world of sports, services and security |
||
| 1. |
The candidate has insight into: -the field of sport, services and safety -new developments in the area of SDV -own possibilities of training and working in the SDV sector. |
X |
X |
| SDV/2 |
Professional skills |
||
| 2. |
The candidate may use the Dutch language functionally. |
X |
X |
| 3. |
The candidate can make calculations on basic level during the work preparation and work execution. |
X |
X |
| 4. |
The candidate may acquire, process and provide information within the subject area by means of automated systems. |
X |
X |
| 5. |
The candidate may carry out work in a systematic manner. |
X |
X |
| 6. |
The candidate may cooperate in the performance of work. |
X |
X |
| 7. |
The candidate may carry out his work in a safe manner. |
X |
X |
| 8. |
The candidate can deal economically consciously with materials and resources. |
X |
X |
| 9. |
The candidate can work hygienically. |
X |
X |
| 10. |
The candidate can act in an environmentally conscious way. |
X |
X |
| 11. |
The candidate may comply with the general practice and maintenance requirements of workers in the sector (s). |
X |
X |
| 12. |
The candidate can deal with differences on the basis of cultural affiliation and gender. |
X |
X |
| 13. |
The candidate may manifest a critical institution to their own interest. |
X |
X |
| 14. |
The candidate can adapt to and adapt to the company culture. |
X |
X |
| 15. |
The candidate can reflect on their own actions. |
X |
X |
| SDV/3 |
Ground attitude and core skills SDV |
||
| 16. |
The candidate can participate with sufficient fitness and level to a wide range of movement activities. |
X |
X |
| 17. |
The candidate may be in a (simulated) practice situation: -encouraging participants and enthusiasts -dealing with differences between participants. |
X |
X |
| 18. |
The candidate may be in a (simulated) practice situation: -to live in what is moving others -feel what desires and needs are from 'customers' -customer-friendly action. |
X |
X |
| 19. |
The candidate may be in a (simulated) practice situation: -respond alert -take initiatives and show commitment and energy -giving people a sense of security. |
X |
X |
| 20. |
The candidate may be in a (simulated) practice situation: -Flexible handling of changing working conditions -adapt to new, unexpected situations. |
X |
X |
| 21. |
The candidate may be in a (simulated) practice situation: -work under budgetary pressure and time pressure -work under harsh conditions. |
X |
X |
| 22. |
The candidate may be in a (simulated) practice situation: -show a sense of responsibility -show perseverance and incasseration -the will to deliver result and quality to show. |
X |
X |
| SDV/4 |
Methodical Skills |
||
| 23. |
The candidate can assist in the organisation of an event. |
X |
|
| 24. |
The candidate can host a small event. |
X |
|
| 25. |
The candidate may present, evaluate, and summarise the design, conduct and elaboration of an event. |
X |
X |
| 26. |
The candidate can make a contribution to the smooth running of different work processes. |
X |
|
| SDV/5 |
ICT skills |
||
| 27. |
The candidate can work with simple software. |
X |
X |
| 28. |
The candidate can write a simple report using automated systems. |
X |
X |
| 29. |
The candidate can carry out simple administrative work using standard applications. |
X |
X |
| 30. |
The candidate can communicate with the help of technical aids. |
X |
X |
| SDV/6 |
Services and sport |
||
| 31. |
The candidate can make a playbook for a sporty/recreational event. |
X |
X |
| 32. |
The candidate may offer movement activities. |
X |
X |
| 33. |
The candidate can organise movement activities. |
X |
|
| 34. |
The candidate can accompany motion activities. |
X |
X |
| 35. |
The candidate may receive and accompany visitors. |
X |
X |
| 36. |
The candidate can organize activities to bring the recreational aspects of a region/environment to the attention of the public. |
X |
X |
| 37. |
The candidate can assemble an information package on recreational aspects of a region/environment. |
X |
X |
| 38. |
The candidate can deal with the influence of lifestyle, commercialsociety. |
X |
X |
| 39. |
The candidate can lay the relationship between sport and health. |
X |
X |
| SDV/7 |
Services and safety |
||
| 40. |
The candidate can apply simple desk and receptive skills. |
X |
X |
| 41. |
The candidate may carry out activities within the facilities provided for in the provision of facilities. |
X |
X |
| 42. |
The candidate may contribute to the management and care of: -buildings and land -materials and aids. |
X |
X |
| 43. |
The candidate can apply a routing for traffic and pedestrians at events and large buildings. |
X |
X |
| 44. |
The candidate may identify and report on safety concerns and security irregularities and breaches. |
X |
X |
| 45. |
The candidate may respond appropriately to incidents related to security concerns and security. |
X |
X |
| 46. |
The candidate may carry out life-saving actions. |
X |
X |
| 47. |
The candidate may, with regard to safety concerns and security: -call and deploy emergency services -separate and appoint tasks of security guards -appoint differences between private and public security authorities. |
X |
X |
BB
KB
GL/TL
| LO1/K/1 | Orientation on learning and working | |||
| 1. |
The candidate can rephrase the importance of moving and sport within the career, volunteering and in society. |
x |
||
| LO2/K/2 | Basic Skills | |||
| 2. |
The candidate can apply basic skills that relate to communicating, working together, and acquiring and processing information. |
x |
||
| LO2/K/3 | Learning skills in physical education | |||
| 3. |
The candidate develops a number of skills in moving and sport, such as: -Dealing with rules and contributing to a sporty course and to the safety of themselves and others; -Perform regulatory tasks in order to initiate and maintain motion for movement together; -dealing in motion situations with aspects such as success and failure and profit and loss; -Dealing with differences in performance level, motives, interests, cultural backgrounds and gender within movement situations; -To orient themselves on their own sports careers and indicate their own preferences in relation to movement and sport; -Critically reflect on past experiences in relation to own wishes, motives and possibilities. |
x |
||
| LO2/K/4 | Game | |||
| 4. |
The candidate can play together with others at least one target game, two return games, one honk play and various play games, in which the floor goes to floor relative to LO1. |
x |
||
| LO2/K/5 | Gymnass | |||
| 5. |
The candidate can only perform two different forms of gymnastins, together with others, with a view to deepening relative to LO1. |
x |
||
| LO2/K/6 | Move to Music | |||
| 6. |
The candidate can perform two forms of movement on music, with it going to floor relative to LO1. |
x |
||
| LO2/K/7 | Athletics | |||
| 7. |
The candidate can only perform at least one loop, one jump, and one throwing part, together with others, in which the floor is to be deeped relative to LO1. |
x |
||
| LO2/K/8 | Selfdefense | |||
| 8. |
The candidate, along with others, can perform one form of self-defense, with which it relates to floor relative to LO1. |
x |
||
| LO2/K/9 | Current movement activities | |||
| 9. |
The candidate can only carry out two new, up-to-date movement activities with others. |
x |
||
| LO2/K/10 | Arrange moving | |||
| 10. |
The candidate can carry out various rules and one-line role only or together with others, where the candidate is not himself involved as a mover. |
x |
||
| LO2/K/11 | Movement and society and health | |||
| 11. |
The candidate can indicate different meanings of movement and sport in the society and also the more personal value and motives for participation. |
x |
||
| 12. |
The candidate may: -participate in a training and fitness programme, -indicate the significance of movement and sport for health purposes in the broad sense, -give first aid in the case of simple injuries, -to make arrangements to promote safety |
x |
||
| LO2/K/12 | Professional practice | |||
| 13. |
The candidate can orient himself to profession or volunteer by performing (rule) tasks in the field of work of sport and moving. |
x |
This part has not (yet) entered into force; see the summary of changes
