10th grade

Objectives for the subject Danish

In Danish, pupils will develop their experience and understanding of literature and other aesthetic texts, academic texts, language and communication as sources for the development of personal and cultural identity. The subject should promote pupils' capacity for empathy and their aesthetic, ethical and historical understanding.
Paragraph 2. In Danish, pupils should strengthen their command of the language and promote their desire to use the language personally and in a variety of ways in interaction with others. Pupils should develop an open and analytical attitude to the forms of expression of contemporary and other periods and cultures. In Danish, pupils should develop their joy of expression and reading and qualify their empathy and insight into literature and other aesthetic texts, academic texts, language and communication.

Skills and knowledge objectives
For an exhaustive description of the subject's skills and knowledge objectives, see the Ministry of Education's website.

This year
Organisation
Learning and conceptual content are based on differentiated teaching, taking into account
to the competences of the pupils, thereby promoting the abilities and potential of each pupil to the maximum. Danish language teaching is divided into 3 levels, so that there are appropriate challenges for all students.
The main emphasis of the teaching is on the interaction between analytical approach, assessment and choice of
options for action - individually and collectively. In the daily learning processes we take as a starting point
education and democracy, by students engaging critically and constructively with the subject matter and especially with each other. Broader and more complex contexts are explored in relation to sound, texts, and other forms of expression.

Subject matter
During the school year, we will introduce students to a wide range of older and newer prose, poetry and story texts. In 9th grade we will work with 3 major works; 2 Danish novels and a Danish feature film. In 10th grade, students will work with 2 major works; 1 Danish novel and 1 Danish feature film. In addition, we will work with other multimodal forms of expression, e.g. short films, documentaries, podcasts, etc.
We are working on an educational trip to Aarhus in December 2021 with a focus on cultural history, where we will visit the Old Town, AROS and the Museum of Gender. We are also working on a lecture with a Danish performer.

Interdisciplinary topics
At the beginning of the year, we will teach the same texts and films in all 9th and 10th grades, so that we can find the right level for each student. We will start by working on the theme "Making a choice". The aim of this theme is to focus students' critical and ethical thinking on the actions behind making a choice, thereby helping to develop students' democratic formation.
After leveling, each Danish teacher, together with the students, will organize the teaching to reflect the level and composition of the class. The organisation of lessons will focus on life education, public enlightenment and democratic education.
We aim for students to experience and understand themselves as part of a multicultural society by, among other things, challenging them to see themselves in relation to the global world.
After Christmas, students will go on a cultural trip. In the run-up to the trip, we will be working with the genre of reportage. All students will present their journey in a travelogue focusing on the UN's Sustainable Development Goals and life education.
Throughout the year, we will work with many different topics and genres, such as Romanticism, short films, reality, literary history, reportage, a writer's oeuvre, Danishness, making a choice, etc.
Working with a variety of topics and genres, students gain insight into how to understand the world through texts and extend that understanding through different perspectives.
In the lessons we will work with several different approaches to topics and genres, e.g. group work, presentations, debate, preparation of own productions etc.
In the interaction between teaching approaches and subjects/genres, we aim to encourage pupils in the Danish subject to form democratically, and that pupils gain an understanding and insight into popular enlightenment and the enlightenment of life.
At the end of April, we will have a professional review of the year and focus on the upcoming exams.
End of the year
At the end of the period, the students will start writing synopses and here the actual teaching of Danish is therefore replaced by guidance.

Sample form
Written and oral exams are given in Danish in 9th grade.
The preparation takes place during the last part of the class. The pupil draws an immersion area, which is made on the basis of the given texts, which have been worked on during the school year. The pupil then chooses, in consultation with the teacher, his or her test paper. For the preparation, 10 tutoring hours per class will be scheduled.
Written and oral exams are given in Danish in 10th grade.
The student draws an area of immersion, which is made on the basis of the given texts. The pupil then chooses, in consultation with the teacher, his or her test paper. For the preparation there are 10 hours of guidance per class, which will be scheduled.

Purpose
In mathematics, pupils should develop mathematical competences and acquire skills and knowledge so that they can deal appropriately with mathematics-related situations in their current and future daily, leisure, educational, working and social lives.
Pupils' learning should be based on the experience, independently and through dialogue and collaboration with others, that mathematics requires and promotes creative activity, and that mathematics provides tools for problem solving, reasoning and communication.

Organisation
The teaching of mathematics is divided into three levels. One for those who have experienced difficulties with mathematics, one for those who are ok with mathematics and one for those who have an easy time with mathematics. There may be different areas of focus within the different levels, but all teams will work alongside the subject areas.

We work with the mathematical competences in each subject area. The work with the competences is clearly expressed in the work with oral mathematics and we will thus conclude each subject with an oral presentation.

During the school year, specific work is done on two of the UN's 17 Sustainable Development Goals:

SDG 3: Health and well-being

Interdisciplinary work with sport is done here. The programme is carried out in the autumn.
Statistics on jumps, second degree functions on speed, construction of race course, built around Olympics (countries - combinatorics), Cooper test, film a jump, Strength in relation to boys/girls (ratio), health profile (blood pressure), reaction time, alcohol compendium
Jess, Heidi - convenor

SDG 7: Sustainable Energy
This course is linked to one of our three trips. Possibly sustainability week.
Budget, CO2 accounting, Energy conversion (wind, solar), measuring your own energy consumption (what does it cost to charge a computer), conversion of units, green accounting for businesses, food waste, waste sorting, clothing consumption.

Sample form
A and B tests

Rams
- 6 lessons per week
- 1 joint delivery in week 37. Thereafter, each subject teacher decides individually on the number and scope of hand-ins
- An oral examination at the end of each mathematics discipline.
- 1 written exam in week 8

Maths kit in each class: rulers, calculator, formulae
Mobile phones are handed in from the start of class.

English
Purpose of the subject English
As regards the subject-specific objectives, we refer to the Ministry of Education's skills and knowledge objectives for the subject. In addition, we work to create public awareness in a globalised society, which should help students to look at themselves and their own culture, and help to form students for a democratic society with co-responsibility and a stance. We will do this, among other things, through life education, where students will be introduced to different group formations and ways of working together that can create space to fail and learn from each other.

Organisation
For both 9th and 10th grades, students are leveled into high, medium, and low. The teaching methods will alternate between communicative exercises, group work and individual tasks. There will be an equal weighting between oral and written exercises/tasks.
In planning the lessons, we have chosen 4 overarching themes that all classes will work on during the year. In addition, classes will work on at least 2 of the UN SDGs, which can be chosen in collaboration with the students. It is up to the individual if they wish to include more SDGs.

Themes
1. Youth and identity
2. Life on the edge
3. Global issues
4. Discrimination

Sample form
We follow the Ministry of Education's school leaving examination for primary school in 9th and 10th grade respectively.
Deliveries/Test
For the work on reading and language and language use, Clioonline.dk is used as the primary source and Grammatip.com as a supplement. Alternatives may also be used.
At least 5 papers must be handed in during the school year of which the final exam counts as 1 and 1 can be handed in orally.

Suggestions: 2 before the first of November, 1 after Christmas, term test, 1 before written tests, and the oral exam can be placed wherever it suits.

The framework:Both 9th and 10th grade have 4 lessons of 45 min. per week.

Objectives for the subject Danish

In Danish, pupils will develop their experience and understanding of literature and other aesthetic texts, academic texts, language and communication as sources for the development of personal and cultural identity. The subject should promote pupils' capacity for empathy and their aesthetic, ethical and historical understanding.
Paragraph 2. In Danish, pupils should strengthen their command of the language and promote their desire to use the language personally and in a variety of ways in interaction with others. Pupils should develop an open and analytical attitude to the forms of expression of contemporary and other periods and cultures. In Danish, pupils should develop their joy of expression and reading and qualify their empathy and insight into literature and other aesthetic texts, academic texts, language and communication.

Skills and knowledge objectives
For an exhaustive description of the subject's skills and knowledge objectives, see the Ministry of Education's website.

This year
Organisation
Learning and conceptual content are based on differentiated teaching, taking into account
to the competences of the pupils, thereby promoting the abilities and potential of each pupil to the maximum. Danish language teaching is divided into 3 levels, so that there are appropriate challenges for all students.
The main emphasis of the teaching is on the interaction between analytical approach, assessment and choice of
options for action - individually and collectively. In the daily learning processes we take as a starting point
education and democracy, by students engaging critically and constructively with the subject matter and especially with each other. Broader and more complex contexts are explored in relation to sound, texts, and other forms of expression.

Subject matter
During the school year, we will introduce students to a wide range of older and newer prose, poetry and story texts. In 9th grade we will work with 3 major works; 2 Danish novels and a Danish feature film. In 10th grade, students will work with 2 major works; 1 Danish novel and 1 Danish feature film. In addition, we will work with other multimodal forms of expression, e.g. short films, documentaries, podcasts, etc.
We are working on an educational trip to Aarhus in December 2021 with a focus on cultural history, where we will visit the Old Town, AROS and the Museum of Gender. We are also working on a lecture with a Danish performer.

Interdisciplinary topics
At the beginning of the year, we will teach the same texts and films in all 9th and 10th grades, so that we can find the right level for each student. We will start by working on the theme "Making a choice". The aim of this theme is to focus students' critical and ethical thinking on the actions behind making a choice, thereby helping to develop students' democratic formation.
After leveling, each Danish teacher, together with the students, will organize the teaching to reflect the level and composition of the class. The organisation of lessons will focus on life education, public enlightenment and democratic education.
We aim for students to experience and understand themselves as part of a multicultural society by, among other things, challenging them to see themselves in relation to the global world.
After Christmas, students will go on a cultural trip. In the run-up to the trip, we will be working with the genre of reportage. All students will present their journey in a travelogue focusing on the UN's Sustainable Development Goals and life education.
Throughout the year, we will work with many different topics and genres, such as Romanticism, short films, reality, literary history, reportage, a writer's oeuvre, Danishness, making a choice, etc.
Working with a variety of topics and genres, students gain insight into how to understand the world through texts and extend that understanding through different perspectives.
In the lessons we will work with several different approaches to topics and genres, e.g. group work, presentations, debate, preparation of own productions etc.
In the interaction between teaching approaches and subjects/genres, we aim to encourage pupils in the Danish subject to form democratically, and that pupils gain an understanding and insight into popular enlightenment and the enlightenment of life.
At the end of April, we will have a professional review of the year and focus on the upcoming exams.
End of the year
At the end of the period, the students will start writing synopses and here the actual teaching of Danish is therefore replaced by guidance.

Sample form
Written and oral exams are given in Danish in 9th grade.
The preparation takes place during the last part of the class. The pupil draws an immersion area, which is made on the basis of the given texts, which have been worked on during the school year. The pupil then chooses, in consultation with the teacher, his or her test paper. For the preparation, 10 tutoring hours per class will be scheduled.
Written and oral exams are given in Danish in 10th grade.
The student draws an area of immersion, which is made on the basis of the given texts. The pupil then chooses, in consultation with the teacher, his or her test paper. For the preparation there are 10 hours of guidance per class, which will be scheduled.

Purpose
In mathematics, pupils should develop mathematical competences and acquire skills and knowledge so that they can deal appropriately with mathematics-related situations in their current and future daily, leisure, educational, working and social lives.
Pupils' learning should be based on the experience, independently and through dialogue and collaboration with others, that mathematics requires and promotes creative activity, and that mathematics provides tools for problem solving, reasoning and communication.

Organisation
The teaching of mathematics is divided into three levels. One for those who have experienced difficulties with mathematics, one for those who are ok with mathematics and one for those who have an easy time with mathematics. There may be different areas of focus within the different levels, but all teams will work alongside the subject areas.

We work with the mathematical competences in each subject area. The work with the competences is clearly expressed in the work with oral mathematics and we will thus conclude each subject with an oral presentation.

During the school year, specific work is done on two of the UN's 17 Sustainable Development Goals:

SDG 3: Health and well-being

Interdisciplinary work with sport is done here. The programme is carried out in the autumn.
Statistics on jumps, second degree functions on speed, construction of race course, built around Olympics (countries - combinatorics), Cooper test, film a jump, Strength in relation to boys/girls (ratio), health profile (blood pressure), reaction time, alcohol compendium
Jess, Heidi - convenor

SDG 7: Sustainable Energy
This course is linked to one of our three trips. Possibly sustainability week.
Budget, CO2 accounting, Energy conversion (wind, solar), measuring your own energy consumption (what does it cost to charge a computer), conversion of units, green accounting for businesses, food waste, waste sorting, clothing consumption.

Sample form
A and B tests

Rams
- 6 lessons per week
- 1 joint delivery in week 37. Thereafter, each subject teacher decides individually on the number and scope of hand-ins
- An oral examination at the end of each mathematics discipline.
- 1 written exam in week 8

Maths kit in each class: rulers, calculator, formulae
Mobile phones are handed in from the start of class.

Our goal is to learn about architecture, design and engineering: how to draw by hand, how to draw in different programmes, how to make plans and how to solve technical knots (e.g. roof, wall, foundation).

In our lessons, we need to achieve our goals by getting through:

1. Design phase: learn about design, hand-draw sketches and ideas, create a conceptual model, draw a 3D sketch-up model, video walkthrough.

2. Design development: learn about technical architecture (how to construct a wall, floor, roof, ...), learn to draw in different programmes (Revit, ...), draw floor plans, sections, etc.

3. Technical design: learn how to plan/solve connections (e.g. how to connect the wall to the roof), create a complete 3D model.

In addition, there are opportunities to visit architectural offices, universities, construction sites and get to know the different phases and professions in the construction industry.

We work together in groups and go through the different construction phases with the goal of planning a holiday home from the first sketch to completion.

In Art & Design, students develop skills to experience, produce and analyse images. Students should be able to observe, reflect and use imagery in communicative and innovative processes. The aim is for students to acquire basic skills that they can use in the creative process. In addition, they should also work on their imagination. The subject should lead the pupil to a creative development and a more colourful world.

Asian Cooking is first and foremost about cooking some delicious Asian dishes, but not only that.
We focus on the UN Sustainable Development Goals of Health and Well-being.

Students will learn different methods of cooking and how to assess which method is appropriate for which food, so that the food is both healthy and tasty. In this way we challenge and inspire students to cook in different ways based on Asian principles.

Once students have mastered all the basic principles of Asian cooking, there will also be an opportunity for them to try their hand at making their own creative "Asian" dishes.

You should choose Computers and IT because you want to broaden your IT horizons and become a more critical consumer of IT. With my alternative teaching style, I will try to get everyone involved regardless of level. I put a lot of emphasis on the proper conversation between Teacher and Student. You will be asked a lot about what you think and feel within the topics we choose.

We have previously worked with Security, Hacking, Server, WordPress, Windows optimization, game development, build your own PC, linux and a lot more.

I also value news coverage of what's really happening in the digital world.

In some island groups, up to 97 % of the surrounding coral reef was found to be bleached and degraded (due to El Nino) in 1998, which affected marine life to an extreme degree and thus also the population dependent on fishing. After intense restoration work with coral nurseries, fragmentation and later releases, coral coverage went from 2-3% in 2012 to 16 % in 2014 and even higher coverage in the years after - the work is helping. We will first-hand survey bleached and damaged coral reefs and fragment corals and assist in coral reef restoration.

Crafts and Design will explore different crafts. Based on traditional crafts, you will work with wool, leather, wood and metal. There will be braiding, sewing, cutting, carving and tapping.

Products that are not only pleasing to the eye, but also useful. This could be anything from slippers and knives to purses, bracelets and bowls. You will work on design processes and ideation of your products.

There will be time for contemplation, skill development and, not least, socialising while you work and improve your skills. There will also be an opportunity to contribute with projects that you would like to improve yourself.

Technical Innovation 10+ is a programme where we want to work with technology, specifically targeting 3D printing and electronics. The goal will be to give students an introduction to fundamental electronics in the form of Arduino controllers and Raspberry PIs and combine this with 3D printing to create different types of tools in the form of robots or similar.

The course will involve programming, working with and learning about electronic circuits and how they work, as well as the use of 3D printing and what these materials can be used for. There will still be a certain amount of academic work associated with this course, as there will be programming and electronic circuits to work with, but the goal is to create a course that can provide an introduction to working with modern electronics.

This elective is for you who love to challenge yourself physically with all kinds of training methods and sports.

We will mainly train weightlifting and calisthenics, which we put together into different workouts from time to time. In addition we will work on how to set personal goals and what it takes to reach them.

In addition, we are going to have training theory get smarter about diet and body anatomy. Weather permitting, we will also get to use the school's other facilities including MTB, canoeing, OCR running, swimming and much more.

Fashion is primarily a skills subject. We work with all elements of the creative process from brainstorm and mindmap to finished product.

We work with recycled materials such as bed linen, tablecloths, curtains, from which we sew new clothes. This could be trousers, dresses, tops, mule bags and scrunchies. This way we use already existing fabrics that are easy to work with. During the year you will learn basic sewing technical skills such as working with a pattern and sewing on a sewing machine. If you already know how to do this, we will challenge you with new techniques.

We will work both on jointly defined tasks, but also on individual projects. In addition, we may work with printing on clothing, embroidery, "visible mending" and possibly also knitting and crochet. We will work on both joint and individual projects.

If you love film and have a little filmmaker in you, you can delve into the world of film in Film and Media and become more skilled at both making films and "watching" films.

The course constantly alternates between theory and practice, allowing you to experience, consider and evaluate different types of film productions and, in parallel, work on small video productions and acquire basic skills in video production.

We will deal with different topics during the year - such as portraiture, genre films, dramaturgy and film history and watch quality films that fit the topics.

Philosophy means love of knowledge. This is not saying much, and it is not easy to give a definition of what philosophy is.

Most contemporary thinkers deny that there can be an unambiguous definition, because philosophy is rather a particular way of thinking.

In philosophy, we examine our world and challenge the thinking that underlies many of the things we do. Get an overview of the history of philosophy, philosophical trends and thinkers, and understand the impact they have on our everyday lives.

The Football elective aims to give students an understanding of the impact of football on a global scale and is for anyone with an interest in technical, tactical and physical training.

There is a strong emphasis on social well-being and the feeling of being part of something bigger, so team building, competition and fair play also become important concepts. The UN SDGs will therefore be a cross-cutting factor, with particular emphasis on point 3: Health and well-being, focusing on both physical and mental health.

We place great emphasis on students becoming co-creators of subject content and using each other's skills so that everyone feels an important part of the group. Throughout the school year, in addition to training 2-3 times a week, there will be both indoor and outdoor matches against other afterschools, as well as participation in the North Jutland Championships for Afterschools in the autumn. In addition, the school has entered into a development cooperation with Aab which includes training technology such as goal station, lectures by professional football players and sparring in connection with general training.

The aim of teaching beginner French is for students to acquire the knowledge and skills to understand individual messages in spoken and written French. The aim is also for them to be able to express themselves orally in certain everyday situations such as buying tickets, visiting a café and finding their way around.

The teaching aims to develop students' awareness of French culture.

Another aim is to inspire students to take the language further, either at secondary school or through self-study and visits to French-speaking areas. It is important to stress that teaching French at beginner level can and should be fun: otherwise you learn nothing!

Do you have a little designer in your tummy? Then Functional Design might be the profession for you. Functional Design gives you the opportunity to test and develop your own ideas. You'll be faced with a range of design problems, all aimed at broadening your creative horizons. Here you'll get to work with a range of different forms of expression, from model cardboard constructions to 3D renderings and prints. Functional design explores the tools of the modern designer and uses them to play with the relationship between form and function.

Physics/Chemistry in Year 10 is a continuation of the teaching students have had in Science, with a focus on the two scientific branches of physics and chemistry.

In the subject, students will develop competences in the natural sciences and thus gain insight into how physics and chemistry - and research in physics and chemistry - in interaction with the other natural sciences contribute to our understanding of the world.

In physics/chemistry, students will acquire skills and knowledge of basic physical and chemical relationships in nature and technology, with an emphasis on understanding basic physical and chemical concepts and relationships, and important applications of physics and chemistry.

Golf as a 10+ course is designed for those who can, as well as the beginner. The class offers a comprehensive introduction to the game, taught in a fun but serious manner to our students. During your course you will learn about golf terminology, swing, putting, chipping, pitching, different types of competitions, what clubs (irons and woods) do and when to use them, how to repair the course, card marking and do's and don'ts on and off the golf course.

Upon completion of the course we expect all students to leave with the confidence to take their new skills to the golf course.

Ranum Efterskole College has a cooperation with Løgstør Golf Club, where we can freely use all their training facilities and their beautiful 9 hole pay & play golf course.

Less talk - more action! The Greenfingers Project is a green project with sustainability as its focus in the field of soil cultivation and hobby animal husbandry. We work in practice and students have a say in the form and content. Green fingers are not a must - but dirty fingers are inevitable. The project is offered as a year-round elective (10+), takes place in the garden area at Ranumhus, and has the following five focal points:

• Sustainability (Responsible use of nature)
• Agriculture (growing and using your own vegetables)
• Animal welfare (care of project animals)
• Health (Fresh air, physical work and healthy diet)
• Nature conservation (Cooperation with Vitskøl Monastery)

As a modern hunter, one must be aware that hunting is not a right. It is a privilege that can be taken away from you if you do not obey the laws of the hunt and behave properly. Therefore, dear future hunter, you should thoroughly familiarise yourself with all the many aspects of hunting and take an active part in caring for the nature we all enjoy.

When you become a hunter, you become part of the hunting community, its culture and its history. And that's why you'll also be helping to secure its future. The subject of hunting is a good starting point for your further journey.

The course will enable you to take the compulsory hunting test and become part of history with your new hunting licence.

For 10+ ceramics we will work with clay in several different ways - we will deal with lathe techniques, plate techniques and curled ceramics.

For each class we will start together, so for example one day we will learn how to make cups, another day bowls etc - in addition you will also have the opportunity to work from your own creative ideas.  

Ceramics is an immersive subject, where you take the time to immerse yourself in the clay. 

In Merkantil we start from the student as a consumer and actor in society. We will examine how our consumption and behaviour are influenced by the currents around us.  

We will include different elements from known subjects in primary school - personal finance, entrepreneurship and entrepreneurship.  

There will also be opportunities to work innovatively and creatively - for example, through the use of nudging. We will include relevant SDGs in the course.  

In Mixed Martial Arts you will get to know different forms of martial arts.

We will get acquainted with "grappling", which is a martial art on the ground where the aim is to make the opponent give up by using locking techniques.

In addition, you will learn to handle different punching and kicking techniques and use these during sparring. In the course we will have a strong focus on both the technical aspects of the different techniques and the practical aspects of sparring.

The subject is a mixture of practice and theory. We will play a lot of music in bands, and learn about popular music and the culture it has been a part of.

In addition, there will be instruction in music theory, such as tone theory, rhythm theory, notation systems, etc.

It is not necessary that you can play an instrument beforehand, but you should be committed and ready to put in some hours practicing one or more instruments in your spare time, as well as being ready to learn about recitals, intervals, note values, subdivisions, etc.

The aim of Politics and Society is to educate students democratically, as the purpose is to understand oneself, one's living conditions and society as man-made and therefore changeable.

If students can see themselves in a political and social context, they will also better understand their own role, opportunities and responsibilities in a wider context.

The teaching of politics and society is an interaction between lectures, group work and presentations of, for example, products and studies. Local, regional, national and global politics, social issues, current affairs, ethics and morality and the UN's Sustainable Development Goals are the main themes of the course.

In product and design we will work with wood in our wood workshop. Students will be presented with bound assignments in terms of product, method, subject or form.

There will also be open tasks where students will have the opportunity to create products of their own choice.

The teaching involves everything from the idea phase to the finished product.

Psychology is the science of human beings and their relationships with each other. You learn about human thinking, emotions, motives and will.

Through teaching, you'll get a feel for a wide range of subjects and learn more about yourself and your fellow human beings. The subject provides insights and tools that can be used in other professional contexts.

We work with the subject through a combination of theory and practice. We explore important psychological theories through some topics, reading texts appropriate to the level and doing practical exercises.

Showdance is for those who love to perform and tell stories through dance. There will be elements from modern, disco, jazz, funk and musical.

You'll learn basic technique, posture and super cool choreography of everything from beloved musicals like Grease, Fame, Chicago to the latest pop music we know today.

We will perform at various events both at the school and outside the school.

Do you love to skate? Or would you like to learn? Would you like to make your mark on skate opportunities at the REC? If so, then 10+ Skateboarding is the course for you. We will start out skating and through that figure out what we need in our skate setup. In class you will learn how to create a working drawing and use it to construct the ramps.

You'll also learn about different types of wood and their uses, as well as how to make the best and most durable construction. When necessary, we will also spend time repairing our older equipment. Of course, we'll also skate a lot on our newly built features.  The course is for students who already know how to skate, but also for those who want to learn.

The teachers of the course are skate enthusiasts themselves and trained carpentry/sludge teachers. 

Students are very much co-creators of how the subject is taught and what sporting activities we engage in.

The teaching aims to have an experimental and playful element. Through practice, students will become acquainted with organisation and sports management. The aim of the subject is to be active in many different sports. The activities are naturally mirrored by an understanding of the physiology of the body.

The subject is very much mirrored by UN SDG 3: Health and Well-being, but a focus on SDG 5: Gender Equality, is also interesting and fun to teach.

Spanish classes offer the opportunity to learn basic Spanish skills. We focus on learning greetings, numbers, the time, finding your way and ordering food in a restaurant.

There will also be some focus on grammar along the way, and there will be regular theme weeks focusing on Spanish-speaking countries and their traditions.

Spanish is not a test subject, but the school has an internal term test and an internal written annual test without aids, so that at the end of the school year everyone has an idea of what Spanish skills they have acquired.

Become a lifeguard
In this course we work with the body, getting better at swimming, diving, water sports etc. We will explore different aspects of swimming, and possibly games in water.

At the end you will be offered to take a lifeguard certificate, which you can use for example for a summer job or a student job after school. 

The aim of the course is for students to acquire skills in understanding the spoken German language, in speaking the language, in perceiving the content of a German text and in using the language in writing.

Teaching should increase pupils' opportunities to learn about the living conditions and culture of the countries where the language is spoken, so as to provide them with a better basis for intercultural understanding.

The teaching is based on the latest research in language teaching, including chunks, functional grammar and various learning strategies. The focus is on the language and the exam is therefore not compulsory.

IGCSE Biology is a biology course mainly concerned with the physiological structure of animals and plants and the ecological and environmental effects of human activity. The syllabus covers a wide range of functions in animals and plants and focuses mostly on mammals and seed plants.
There is a large amount of practical work and focus on local and global ecosystems. Human health is covered in detail, and health effects of poverty and malnutrition are included.
Practical examples from students' travels are included in the lessons. Primary teaching covers UN SDGs 2,3, 6, 12,13,14 and 15.
The Cambridge curriculum places a strong emphasis on students developing scientific thinking and using the skills they learn to work on future problems in science. The impact of technology on people and people's relationship with nature is also explored.

Planning:
The class is taught at IGCSE level
Work with the class is a combination of work with textbooks, practical and theoretical work and oral and written assignments.
Students who have other subjects that cover the same UN goals are also asked to use these skills in the subject.

Exam:
The exam is 3 written tests without aids. Students can choose between the basic and the extended exam and the syllabus will be adjusted according to these choices.

Practical:
4 lessons per week
There will be 4 major written assignments during the year
The final exam will be a combination of Cambridge tests type 1 & 2 and 3 for the extended level.

Teachers: PFA

For the student who wants to understand business activities in both the public and private sectors, and the impact of innovation and change on this industry.

Students will learn about how major companies have been established, how they are governed, how they are financed and how they are regulated. In addition to learning about business concepts and techniques, students will also increase their understanding of numbers and inquiry.

We will also include the UN Sustainable Development Goals when working with the chapters 'External influences on business' and 'Operation Management' with a focus on learning about Fair Trade and how we contribute to helping 3rd world countries.

Teachers: TV, RIB

For the student who wants to understand business activities in both the public and private sectors, and the impact of innovation and change on this industry.

Students will learn about how major companies have been established, how they are governed, how they are financed and how they are regulated. In addition to learning about business concepts and techniques, students will also increase their understanding of numbers and inquiry.

We will also include the UN Sustainable Development Goals when working with the chapters 'External influences on business' and 'Operation Management' with a focus on learning about Fair Trade and how we contribute to helping 3rd world countries.

Teachers: TV, RIB

Cambridge IGCSE Chemistry is accepted by universities and employers alike as proof of essential knowledge and skills in chemistry.

During the course, students will acquire knowledge of measurement methods used in chemistry, different techniques for purification of products (filtration, evaporation, distillation, etc.), the periodic table and the relevance of the elements in chemistry, titration, ions and their bonds (covalent, ionic, metal), acid-base reactions, the molar concept and calculations in molar concentrations, chemical reactions and their balancing (stoichiometry), quantitative chemistry, systematic organic chemistry, petro-organic chemistry and biochemistry.

In addition to the basic focus on inorganic and organic chemistry, the course also targets the following concepts:
- A better understanding of the technological world and how it works in tandem with chemistry, whereby the student should gain a basic interest in science
- recognise the usefulness (and limitations) of the scientific method and how it is applied in other disciplines as well as in everyday life.
- develop attitudes of accuracy, objectivity, integrity, curiosity, initiative and resourcefulness.
- develop an interest and attitude towards the environment.
- a better understanding of society's impact and constraints on science in relation to economics, technology, ethics and the environment.
- develop an understanding of the necessary scientific skills essential for further education and in everyday life.

As part of the continued development of Ranum Efterskole College's programme, we have chosen to focus on the UN's climate and environment goals and how they may be relevant to the content students will be studying in each subject. For IGCSE Chemistry, as a subject teacher I have chosen to focus on the following three goals and their relevance to chemistry:

Goal 6 - Clean Water and Sanitation,
Goal 7 - Affordable and Clean Energy
Goal 13 - Climate Action.

Teachers: HCK

For the student who wants to learn about biology, chemistry and physics. The student will gain an understanding of fundamental principles in each subject through both practical and theoretical study, as well as developing an understanding of the skills required if one wishes to pursue studies in these subject areas.
The student will learn about methods and how science is studied and practiced. They will gain an understanding of how scientific research is used in society. In addition, students will gain an understanding of the technological world in which we live and be encouraged to take an interest in science and scientific development.

We will also focus on developing pupils' interest in precision, objectivity, integrity, curiosity, initiative, ingenuity - in order to develop their interest in the environment. The aim is to better understand the influence and constraints of society, economy, technology, ethics and the environment on science and scientific studies - in order to develop students' understanding of how important science and scientific competences are for both the future and everyday life.

We have chosen to focus on the following SDGs: Goal 6 - Clean Water and Sanitation, Goal 7 - Affordable and Clean Energy, Goal 13 - Climate Action, Goal 14 - Life Below Water and Goal 15 - Life on Land.

Teachers: HCK

Mandatory subject for international students at Ranum Efterskole College, whose mothertongue is not Danish. The goal is to develop the communicative abilities of the students and give them an insight into Danish language, culture and heritage.

FYI Danish as a second language is not an IGCSE subject.

Teachers: MSA

Cambridge IGCSE Environmental Management is accepted by universities as well as employers as proof of essential knowledge and skills in specific branches of biological and geological science.

In the course, students will gain knowledge of measurement methods used in biology as well as geology, environmental monitoring, ecology, soils essential in natural disasters, seismics, engineering essential in geological events (earthquakes, floods, etc.), biogeography, population biology (human and species), concepts of ecosystem services, nature restoration, species loss (natural as well as anthropomorphically driven), rewilding and community perspectives.

In addition to the basic focus on species biology, ecology, geology and social science, the course also targets the following concepts:
- A better understanding of the technological world and how it works in tandem with chemistry, whereby the student should gain a basic interest in science
- recognise the usefulness (and limitations) of the scientific method and how it is applied in other disciplines as well as in everyday life.
- develop attitudes of accuracy, objectivity, integrity, curiosity, initiative and resourcefulness.
- develop an interest and attitude towards the environment.
- a better understanding of society's impact and constraints on science in relation to economics, technology, ethics and the environment.
- develop an understanding of the necessary scientific skills essential for further education and in everyday life.

As part of the continued development of Ranum Efterskole College's programme, we have chosen to focus on the UN's climate and environment goals and how they may be relevant to the content students will be studying in each subject. For IGCSE Environmental Management, as a subject teacher I have chosen to focus on the following three goals and their relevance to Chemistry:
Goal 13 - Climate Action
Goal 14 - Life below water
Goal 15 - Life on land

Teachers: HCK

The aim of teaching IGCSE French is for students to acquire the knowledge and skills to understand spoken and written French and to express themselves orally and in writing. It also aims to develop students' awareness of French language and usage, to give them an insight into the cultural and social context of French-speaking countries and to strengthen their international understanding.

Organisation
Emphasis will be placed on the use of the Cambridge IGCSE and International Certificate French Foreign Language book system by Yvette Grime and Jayn Witt, published by Hodder Education (latest edition). The five subject areas of the textbook help to structure the teaching.

Workbooks that closely follow the textbook are used and offered if the grammar exercises and review in the textbook are not sufficient. Relevant texts from other sources are included. Work with feature films is included, as well as Internet-based news media and film clips that relate to the topics touched upon during the school year. The teaching emphasises the communicative approach and the active participation of the pupil. Grammar is taught both in a structured way and when grammatical issues arise in daily class. Conversation practice and pronunciation practice take place in every lesson.

Students complete four assignments during the year. These assignments can be either written or oral or a mixture of the two. The ultimate aim of the course is for students to take all parts of the final Cambridge IGCSE examination. In preparation for this, students will have the opportunity throughout the year to sample previous exam papers. The teaching follows the Cambridge IGCSE syllabus for the 2021 exam. The assessment of the student is continuous by assessing all his/her language achievements as well as the four formal papers.

Teacher: LUC

IGCSE Geography examines the physical and human characteristics of the Earth, including natural resources, climate, population and economic development. It also teaches geographical techniques and research methods to investigate and analyse these features. The course focuses on developing students' ability to understand and describe geographical patterns and processes, and to evaluate their impact on human life and the environment. Students will also learn about global challenges such as climate change and sustainable development and how to work towards solving these problems.

For students who would like to learn Chinese (mandarin). The goal is to develop communicative competences, such as listening, reading, speaking and writing Chinese. The students will gain knowledge about the culture and civilisation of the Chinese speaking countries.

In Cambridge German we are working with the Global Goal 3 "Health and Well-being", which fits well with our Chapter 9 "Health", where we learn about healthy lifestyles, what is healthy food, but also what to do if you get sick and how to avoid it.

SDG 13 "climate action" and SDG 15 "life on land" fit well with our chapter 14 "nature and nature conservation", where we are working, among other things, on how to ensure sustainable use of natural resources. We should not destroy nature, but instead respect and protect it. Another goal is to slow down climate change and what can be done to protect it.
Global Goal 4 "Quality Education" will of course also be the name of our teaching, for example in Chapter 4 "School" and Chapter 5 "Education". Our pupils get a good education and what are the benefits of being privileged to have the opportunity for a good education.

For the learner who wants to develop their knowledge and understanding of history. The learner will gain an understanding of historical themes and gain the tools to research, analyse and interpret in a historical context. At IGCSE level, learners can choose to focus on different main topics - International History 1919 - 1990 and Germany 1918-1945.

In our teaching, we will use the historical themes and contexts to work further with the UN Sustainable Development Goals - especially Goal 16 - Peace, Justice and Strong Institutions, Goal 10 - Reduced Inequalities and Goal 4 - Quality Education will be our focus areas.

Teachers: IP

For the student who wants to learn Chinese (Mandarin). The aim is to develop communicative skills such as listening, reading, speaking and writing Chinese. The student will gain a knowledge of the culture and civilization of Chinese-speaking countries. We will be working on the themes of: environmental protection, energy conservation, sustainable cities and communities as part of our focus on the United Nations Sustainable Development Goals.

Teachers: XN

Purpose: The class is taught the AS part of the curriculum for AS / A Level Marine Science Cambridge International AS and A Level Marine Science provides a coherent introduction to the science of the marine environment. The AS part of the course concentrates on the scientific study of the sea and its ecosystems

The syllabus covers basic scientific theory, marine ecosystems, energy sources and nutrients in marine ecosystems, physical and chemical oceanography, weather systems and the impact of the marine environment on coastal communities.
There will be hands-on work with model ecosystems.

The course work will primarily cover UN Sustainable Development Goals number 12, 13, 14
Teaching is in English and the focus is on scientific English.

School objectives:
Working with the marine environment and the consequences of human actions in relation to the sea educates students, develops global literacy and enables them to better understand the choices facing humanity in the 21st century.

Working at a high professional level contributes to a great professional development.
Working together on science projects teaches students to contribute to a committed community.

Planning:
The class is taught at AS level. Work with the class is a combination of textbook work, practical and theoretical work and oral and written assignments.
The practical work on ecosystems covers UN SDG 13. Students participating in sailing or diving are asked to use these skills in class. Collaboration with Coral Restoration will take place.

Exam:
The exam is 2 written tests without aids.
Practical:
2 1 ½ hour lessons per week There will be 4 major written assignments during the year. The termly exam is a combination of Cambridge test types 1 & 2 for the AS level syllabus. A greater amount of homework and homework can be expected due to the high academic demands of AS level.

Teachers: PFA

In IGCSE Physics, you will learn about basic physical principles, including forces, motion, energy, electricity and magnetism. You will also learn about atoms, waves, thermal physics and astronomy. The subject will give you an understanding of the application of physics in the real world and provide you with practical skills through laboratory work and experiments. The exam will evaluate your ability to apply your knowledge to solve problems and communicate physical concepts and principles.

For students who would like to learn Chinese (mandarin). The goal is to develop communicative competences, such as listening, reading, speaking and writing Chinese. The students will gain knowledge about the culture and civilisation of the Chinese speaking countries.

Teaching, materials and tests
Students will do both practical and theoretical tasks with the aim of strengthening their Spanish skills. We use the exercises from the Cambridge recommended book Spanish as a Foreign Language by Manuel Capelo, Víctor González and Francisco Lara, Cambridge University Press 2017.

The lesson will include grammatical and linguistic exercises from the assignment book. In addition, online exercises, board games, pictures etc. will be important parts of the teaching. Last but not least, students are expected to take all parts of the final Cambridge IGCSE test, which consists of an oral, listening, reading and written test. In preparation for these, students will have the opportunity throughout the year to attempt previous tests.

UN SDGs
The subject IGCSE Spanish as a Second Language will incorporate several of the UN's Sustainable Development Goals, which aim to protect our world. Teaching will include relevant development goals as part of the teaching strategy. Specifically, Quality Education, Sustainable Consumption and Production, and Reduced Inequalities will be addressed.

Teachers: LH

For the student interested in how to analyse and understand society in different ways through the use of sociological methods including the collection, analysis and interpretation of data. In addition, the student is encouraged to learn to critically engage with social, economic and political processes and their impact. The student also develops skills to critically engage with different forms of information and evidence, and there is a focus on promoting the student's appreciation and understanding of individual, social and cultural diversity. The subject is based on a two-year programme covering seven different topics, which will be covered in the examinations at the end of the school year:

1. Theory and Method
2. Culture, Identity and Socialisation
3. Social Inequality
4. Family
5. Education
6. Crime, Deviance and Social Control
7. Media

Teaching, materials and tests
Teaching will cover practical work for students to gain knowledge and understanding of different sociological topics and approaches to identify, interpret and conclude on relevant evidence in sociology as a field of study. There will be a thorough introduction to the major sociological approaches to understanding society as well as contemporary issues such as gender studies, family structures, the media, etc. To cover the syllabus requirements, we will use the book Sociology Coursebook by Jonathan Blundell, Cambridge University Press, 3rd Edition, 2015. In addition, the course will also attempt to cover relevant local case studies,students' own experiences, etc. in order to understand the key idée rog themes in sociology in contemporary industrial societies.

The student is expected to take both exam components, Paper 1 and 2, which are taken at the end of the school year. In further preparation for taking these components, the student will review exams from previous school years.

UN SDGs: The IGCSE Sociology subject will incorporate several of the UN SDGs, which aim to transform and protect our world. Teaching will include relevant development goals which are part of the school's overall teaching strategy. Specifically, work will be done on:

Goal 4: Quality Education
Goal 5: Gender Equality
Goal 10: Reduced Inequality

Teachers: LH