Four types of upper secondary academically orientated programmes
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Four types of upper secondary academically orientated programmes. Stx (“The Gymnasium”) Hhx Htx Hf Focus: Preparation for higher education. Basic features. Shared basic focus Different types of core curricula 3 years’ duration – the hf 2 years Enrolment National examination systems

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Four types of upper secondary academically orientated programmes

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Four types of upper secondary academically orientated programmes

Four types of upper secondary academically orientated programmes

  • Stx (“The Gymnasium”)

  • Hhx

  • Htx

  • Hf

    Focus: Preparation for higher education


Basic features

Basic features

  • Shared basic focus

  • Different types of core curricula

  • 3 years’ duration – the hf 2 years

  • Enrolment

  • National examination systems

  • Teachers’ qualifications

  • 2 types of institutions

  • Different systems of management and financing


Reforms of upper secondary programmes goals and principles

Reforms of upper secondary programmes– goals and principles

  • Strengthening of students’ knowledge, proficiency and competencies

  • Solidifying students’ competencies in relation to higher education

  • Increased focus on natural sciences

  • Update of cultural and general educational concepts (common frame of reference)

  • Four programmes with clearly different profiles

  • Flexibility, including pathways between different programmes


Standards

Standards

  • Fixed level of study time at national level. Fixed level in all subjects and cross curricular work

  • Schools decide on the distribution of lessons inside national frames

  • Schools decide on the number of students per class, choice of specific syllabuses and work methods - inside national frames

  • National curricula for all subjects

  • Examination – oral, written, project work

  • External examiners

  • Quality assurance mechanisms

  • Supervision and inspection


Internal evaluation

Internal evaluation

  • Continuous evaluation

  • School based plan

  • Evaluation of the performance of each student

    • Dialogue

    • Testing

    • Marks

  • Evaluation of the schools’ performance


Basic common structure in the stx hhx and htx

Basic common structure in the Stx, Hhx and Htx

Specialized studies 2½ y.

Subj.x level A

Subj.y level B

Subj.z level C

Compulsory subjects and

Cross.curr.

Specialized studies 2½ y.

Subj.x level A

Subj.y level A

Subj.z level C

Compulsory subjects and

Cross.curr.

Specialized studies 2½ y.

Subj.x level A

Subj.y level B

Subj.z level B

Compulsory subjects and

Cross.curr.

Optional subjects

Basic course ½ year


The basic course in the stx hhx and htx

The basic course in the stx, hhx and htx

  • Danish

  • English

  • Mathematics

  • Second foreign language (except in the htx)

  • The gymnasium + History, Sports, Arts, Social sciences, Natural sciences

  • Cross curricular work

  • Final evaluation based on project work

  • Choice of specialized studies among those offered at the school


Specialized studies

Specialized studies

  • Each student chooses his/her “menu” from the schools’ programme. The menu chosen is composed of

  • A specialized studies package of 2 or 3 subjects

  • Compulsory subjects

  • Timeframe for cross curricular work

  • Optional subjects – between 1 and 4

  • 2½ years normally in the same class except in optional subjects


Optional subjects

Optional subjects

  • Each student chooses between 1 and 4 optional subjects outside ”the menu”. Levels C, B or A

  • Optional subjects are common for all the programs

  • Compulsory subjects from one program may be offered as optional subjects in the others

  • Cooperation among schools – possibly common classes

  • Optional subjects may be studied at other schools


Testing and examination

Testing and examination

  • Internal marks for all subjects

  • 10 external examinations for each student + project based examination in cross curricular work

  • Written and project based examinations at A-level are compulsory

  • Individual examination

  • Different weighting of marks at levels C, B and A

  • The final diploma: Weighted average mark - basis for acceptance into higher education


Students

Students

  • Clearer objectives for teaching and students’ competencies

  • Taking responsibility for your learning

  • Participation in decision-making

  • Active students - new work method

  • New forms of testing and examination

  • Tightening up of regulations on students’ active participation in class


Teachers e g

Teachers, e.g.

  • Shared responsibility for the programme as a whole

  • Subjects to be taught in cooperation with other teachers

  • Innovation, development and quality

  • Focus on ICT

  • Organisation: Less in private more in teamwork

  • Introduction of formalized timeframes for cooperative teaching

  • New work methods

  • Focus on student progression

  • Focus on evaluation


The principal

The Principal

  • Management, e.g.

    • School profile

    • Specific programmes and classes

    • number of students in classes

    • Decisions as to

    • Managing teaching time

    • Managing resources for marking students’ written work

    • Cooperation with other schools

  • Pedagogical leadership, e.g.

    • Focus on boosting cooperation among teachers in different subjects

    • Organiser of teams

    • Organiser of the structure of the school year

    • Organiser of internal evaluation


School development

School development

  • Implementation plans

  • Organisational development

  • Pedagogical development

  • Teachers’ academic development

  • ICT

  • Partnerships


School democracy

School democracy

  • Formal arrangements

    • Governing boards

    • Teachers’ councils

    • Students’ councils

  • In everyday life

    • Study content

    • Work methods

    • Common arrangements and theme days

    • School environment

    • Parties and celebrations


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