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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. Shared basic focus Different types of core curricula 3 years’ duration – the hf 2 years Enrolment National examination systems

daniel-harrell
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Four types of upper secondary academically orientated programmes

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  1. Four types of upper secondary academically orientated programmes • Stx (“The Gymnasium”) • Hhx • Htx • Hf Focus: Preparation for higher education

  2. 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

  3. 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

  4. 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

  5. Internal evaluation • Continuous evaluation • School based plan • Evaluation of the performance of each student • Dialogue • Testing • Marks • Evaluation of the schools’ performance

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. School development • Implementation plans • Organisational development • Pedagogical development • Teachers’ academic development • ICT • Partnerships

  15. 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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