year. The teaching in the 10th form comprises the following subjects as obligatory subjects: Danish, mathematics, and English to an extent corresponding to a total of 14 lessons a week (i.e. half of the minimum weekly teaching time). Instruction must be offered in PE and sport, Christian studies and religious education, social studies and physics or chemistry. Furthermore, pupils who have chosen German or French as second foreign language in the 7th to 9th years must be offered continued instruction in that subject in the 10th year. The pupils in the 8th to 10th year must choose at least one optional subject. Subjects The subjects are: Danish, Religion studies, mathematics, Art, History, Music, PE, English and Science. These are all the basic classes, and then there are the later classes: Home economics, Chemistry, Social studies, needlework, Wood Work, Physics, Geography and Biology. Pupil evaluation There are two ways of carrying out evaluation in the folkeskole: continuous evaluation and the evaluation made at examinations. Continuous evaluation The student's benefit from the teaching is being evaluated on a continuous basis. This evaluation forms the basis of the guidance of the individual pupil with a view to the further planning of the teaching. In addition to the basic skills, the folkeskole is required by law to help promote the personal and social development of each individual student according to their capability. Working methods are modified towards the pupil's attainment of greater self-reliance and maturity. This aspect of pedagogic policy requires close co-operation between school and home, and an ongoing dialogue is sought between teachers, parents and pupils. The act is very clear on this point, requiring that pupils and parents be regularly informed of the school's opinion about how each student is profiting from their schooling. In this case, regularly means at least twice a year and refers explicitly to information as to the student's personal and social development as well as his purely academic attainment. In the 1st to 8th year, information is given either in writing or, which is more common, as part of the conversational exchanges between all three parties: pupil, parents and class teacher - which are a regular feature of Danish school life. In the 9th to 11th year, the information system is increased to include a written report at least twice a year giving the pupil's standpoint in academic achievement and in application. For pupils at this