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Upper Secondary Academically Oriented Programmes in Denmark

Explore the four types of upper secondary academically orientated programmes in Denmark, their basic features, standards, evaluation methods, curriculum structure, specialized studies, testing and examination procedures, and more. Learn about the reforms, student requirements, teacher responsibilities, principal management, school development, and school democracy.

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Upper Secondary Academically Oriented Programmes in Denmark

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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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