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 Teachers’ qualifications 2 types of institutions Different systems of management and financing

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 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 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 course ½ year 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 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

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  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 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 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 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. 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 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 Implementation plans Organisational development Pedagogical development Teachers’ academic development ICT Partnerships

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