Key Benefits:
303. Regulation of the Federal Minister for Education, Arts and Culture, which changes the regulation which enforces the curricula of the primary school and the special schools
On the basis of the School Organization Act, BGBl. No 242/1962, as last amended by the Federal Law BGBl. I n ° 79/2012, in particular § § 6, 10 and 23, shall be prescribed:
The Federal Minister of Education and Cultural Affairs (BGBl) ordinal of the Federal Minister for Education and Cultural Affairs, with which the curricula of the primary school and the special schools are issued. No 134/1963, as last amended by the BGBl Regulation. II No 242/2012, shall be amended as follows:
(1) In Article I, Article 5 of the following paragraph 21 is added:
" (21) Annex A Seventh part in the version of the BGBl Regulation. II No 303/2012 shall enter into force with regard to the 1. School level with September 1, 2012 and with respect to the further school levels in each case with 1 September of the following years in school gradually ascending into force. "
2. In Annex A (curriculum of the elementary school) Seventh part (educational and teaching tasks as well as teaching material and didactical principles of compulsory subjects of primary and elementary school) Section A (primary school) is the subject matter of the compulsory subject Movement and sport:
" Movement and Sport
Education and teaching tasks:
The subject of movement and sport has an important function for the holistic education and education of the pupils. In terms of their physical, motor, social, affective, motivational, and cognitive development, he makes a fundamental contribution. In terms of sustainable health education, it is of particular importance.
The task of the subject is therefore the development of a comprehensive movement-and sport-related competence. Both the subject-specific as well as interdisciplinary skills, skills and attitudes are acquired in six experiential and learning areas: motor basics, games, bars, perception and design, living and living, experiencing and Dare.
In order to achieve a comprehensive competence in the field of exercise and sport, it is necessary to ensure a balanced relationship between the different areas of experience and learning (apprentice) in the long term planning of teaching. However, an optimal degree of regular movement is to be guaranteed in any case.
The learning expectations defined in the individual experience and learning areas are intended to ensure the development of the corresponding specialist, methodological, self-and social competence for the basic level I and II.
Experience and learning
Motor basics
Motoric fundamentals are important prerequisites for the acquisition of everyday motor skills, athletic movement, playability and movement safety. On the basis of the individual requirements, the improvement of the ability to perceive, the expansion of the body and movement experience, the further development of the coordinative and fitness skills as well as the development of a extensive movement treasure in the center. Above all, the pupils are to be encouraged by appropriate movement stimuli and positive movement experiences.
| Learning expectations: basic level I |
Learning expectations: basic level II |
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Experience and learning
Play
A movement-oriented game education builds on the basic excitation and stress requirements of the pupils, which is to be maintained and promoted. Specifically, it is about developing the joy of playing as a continuing willingness to play spontaneously with objects/elements, persons and situations. The goal is to provide a general playability, for which the learning of basic gamble skills is equally important as a comprehensive game understanding.
The ability to conduct communicative and cooperative behaviour (understanding, helpfulness, dealing with emotions and conflicts, fairness) can be developed especially in this field of experience and action. In this way, the students should also learn to prove themselves as a guiding principle in the game, with the help of fairness and fairness.
| Learning expectations: basic level I |
Learning expectations: basic level II |
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Experience and learning
Perform
In addition to the playful and creative modes of action for sport, they are characterised by their ability and skills. It is therefore possible to convey a versatile movement as the foundation of basic motor skills for everyday motor and athletic fields of action.
The development of a positive self-concept is to be fostered and the individual learning and motivation to be developed. In doing so, the loosening of various movement tasks is the basic form of the body (skill) in the foreground. In particular, the pupils should also learn how they can shift their performance limits through learning and targeted practice.
| Learning expectations: basic level I |
Learning expectations: basic level II |
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Experience and learning
Perceim and Design
Perceiving and moving play a crucial role for sensomotoric, physical, cognitive, emotional and social development processes and are important for social recognition and identity formation. The students are supposed to improve their ability to perceivate and expand their body and movement experiences. They are to be empowered to deal with their own bodies and to use it as a means of representation, design and understanding.
The movement-related expression and design ability (creativity) is intended to be awaked and promoted by the employment of everyday materials, rhythms, dance and gymnastic forms of movement. In doing so, the students should also have the opportunity to experiment and play freely, to contribute their own ideas, to find creative solutions and to exchange their experiences with one another.
| Learning expectations: basic level I |
Learning expectations: basic level II |
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Experience and learning
Living healthy
Movement promotes physical, psychological and social well-being, which makes an essential contribution to health in a holistic sense. The teaching is intended to arouse and preserve the joy of the students in movement and sport, as well as to set up important resources to strengthen their health.
The students should consciously perceive their own body and its functions, as well as develop healthy exercise habits. Their attitude and their physical fitness are to be improved through targeted forms of movement promotion. They will also learn how to integrate movement and sport into their everyday lives with a view to a rhythmic change of mental and physical activity as well as relaxation.
The pupils should learn to identify risks, contribute to their prevention and behave properly in the event of accidents and in hazardous situations.
| Learning expectations: basic level I |
Learning expectations: basic level II |
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Experience and learning
Experience and wagon
In the experience and learning area, experience and wagon are primarily concerned with elementary needs of the students in physical, emotional, cognitive and social terms. These primary experiences are intended to be carried out by suitable teaching methods, especially outdoors and/or outdoors. in nature.
The students should be confronted with appropriate challenges in such a way that they do not need to be challenged or overtaxed. They should learn to explore their respective abilities and limits, to assess the risks involved, and to behave accordingly. In doing so, self-confidence is to be increased and the responsibility towards itself, towards the classmates and the nature of nature is to be developed sustainably. The students should therefore also be enabled to talk about their impressions, experiences and feelings in the course of the sports driving in nature and to communicate with others.
| Learning expectations: basic level I |
Learning expectations: basic level II |
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Teaching material and special didactical principles:
The special didactic principles are integrated into the teaching material and in Italics held.
Experience and learning
Motor basics
Experience movement with joy: Extend the repertoire of everyday and sports motor movements based on the motoric needs and the individual movement experience.
Experience movement and joy individually and live out the natural urge to move: experience of movement and movement skills through diversity and situationally-variable learning opportunities, build on a broad wealth of experience.
| Coordinative Basics Optimize the interaction of different forms of perception and control elements with regard to orderly and purposeful motion sequences. The coordinative skills (differentiation, balance, orientation, rhythm, reaction) are developed through concrete exercises (skills). Since an isolated practice of a capability area is not possible, several capability areas are always to be trained at the same time. |
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| Develop a feeling of movement, measure the force, coordinate movement elements in a spatially and temporally precise manner |
Walking, jumping and sliding on different surfaces Rolling and rolling on different levels and different mats Gripping, pulling, hanging, supporting, pushing and pressing on and with different devices |
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| Keep your own body in static and dynamic balance and restore it in case of interference |
On a stable support surface (e.g. walking, hopping, turning on lines, turntable, exercise beam, in a movement landscape) On a mobile support surface (balancing and driving on different devices such as scooter, roller board, skateboard, inline skates, bicycle, pedalo, slackline) Appropriate security precautions must be taken into account: See the experience and learning area "Gesund leben" Balance partner or partner out of balance (eg sliding competition) |
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| Keeping items in balance |
Exercises with different devices and body parts (e.g. balancing the gymnastics bar vertically) |
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| The location and the changes in position of one's own body, of other persons and objects, spatially and temporally perceiveming and optimally integrating into one's own movement |
Movements without equipment (e.g. rollers, turning, walking, running, creep, jumping) Movements of equipment (e.g. climbing, climbing, supports, hangings, jumping) Movements in partner or partner exercises and group exercises (eg with balls: roles, bouncing, throwing, catching; dribbling at the stand/in walking/running) The spatial and temporal orientation ability can be largely developed through basic activities of everyday motor skills with change of direction and rotations around body axes and movement techniques. |
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| Recording and implementing rhythms |
Own motion rhythm (zB step combinations jumping, rubber wrew, ball bouncing) Predetermined movement rhythm (e.g. jumping to music, passing through a swinging long rope, tire track) Common movement rhythm (eg moving in the group synchronously with the music) |
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| React to different signals (optically, acoustically, tactile) quickly and appropriately, in a targeted manner in simple and complex situations |
Simple reactions (zB drop on gossip ball) Complex reactions (e.g. starting exercises from different starting positions such as stand, hockstand, abdominal position) Selection reactions: choose the optimal option from several options (e.g. pass or goal shot) The training of the responsiveness must be carried out at the beginning of the hour. |
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| Terms and conditions The motor skills improve speed, strength and stamina and maintain the mobility. The fitness skills are central performance requirements for learning and realising movements. Therefore, a variety of exercises should be designed in a child-friendly and varied way and should be tailored to the individual skills (no over-or Subrequest). |
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| Develop speed |
Diverse forms of reactive leaps: bounty jumps (eg rope jumping), low-jump jumps, one-and two-legged jumps (eg forward, backward, sideways) Exercises to increase frequency speed (e.g. foot-/hand tapping, toggle lever on site, hop run, step jumps) Running high-speed runs [ zB season-runs and number-speed battles (Indicative value: distance of up to 15 meters, pauses 60 seconds) ] Small games with short maximum entrants [ zB Versteinern (Catches and/or Catchers are often to be changed in this case) ] Speed exercises are indispensable and can be trained especially well in primary school age. It must be borne in mind that the speed of fatigue is no longer improved in the case of fatigue |
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| Promote power |
It is important to observe a dynamic, varied (also in a playful form) and above all to perform the exercises in a way that is suitable for the spinal column Games on all fours (eg cancer football), obstacle courses, sliding and drawing competitions Strong with and on devices (e.g. small appliances such as medicine ball; wall bar, turntable, bars, rear seats, chairs; stairs) Strong by hangings, swinging, supports, climbing |
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| Acquire endurance |
Small running games (eg loop robbery), small team games with and without ball (eg paarcatch, party ball, Tupfball), sports games (eg mini handball, mini basketball, minifootball, hockey), squadrons with stress differentiation Endurance with additional tasks (e.g. biathlon with targets, time and tempo estimates, orientation run in a child-like version) An age-appropriate endurance load is varied, engenious and not intensity-emphasized. During the exposure, care must be taken to ensure that the students are still able to entertain themselves |
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Experience and learning
Play
| Learn to play Age-appropriate playability and social ability to act through different forms of playing (alone, with one another and in competition) develop and expand. Playing is a fundamental kindentary need. The primary aim of the education of children in primary school is therefore to arouse, conserve and promote the joy of the game in the pupils. Play has its purpose for the students in themselves (purpose-free, spontaneous games). An essential task of the game agency is to guide the students from the chic-related to the cooperative game (game as a method). With corresponding intensity and irritation, sports exercise games form a child-friendly basis for the promotion of the coordinative and fitness skills. |
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| Acquire a repertoire of games and develop a versatile game |
Games and playful exercises with a view to motivating, discovery, creative and angst-free learning: Running and fishing games (eg fossils, Baltercatch, chain catch), relay games (eg transport squadron, obstacle relay, car rally), ball games (eg ball over the string, driving ball, snap ball), ball and bat (eg table tennis, family tennis) Games in different environments (eg fishing games in water, outdoor running over small obstacles, treasure hunt). See experience and learning areas "Experience and carriages" and "lasts" Performing games (eg Running like a robot, "Horse Racing", "Popcorn"). See the experience and learning area "perceivingand designing" Play for the exercise of the Sinne/Trust and Perception Games (zB colors catch, run and follow signals, "Gordian knot"). See experience and learning areas "Experience and wagon" and "perceivingand designing" Prepare games for exercise breaks in class (eg temple hopping, rope jumping, boccia). See the experience and learning area "Gesund leben" |
| Invent, describe, create game conditions and play your own games over a period of time |
Develop game ideas and exchange ideas about game ideas |
| Making game arrangements for shared games, recognizing and complying with game rules |
Transfer of simple tactical skills, taking into account the different interests, talents and experiences (eg, to play the ball among themselves, to run free, to cover) Preparatory games for sports games (eg Jägerball with variation forms, basket ball for the preparation of basketball) The rule structures of the sports games are still too complex in the basic level I, as all students can participate in a handing-out of the game. Therefore, it is necessary to choose such elementary forms as the starting point for the placement of games, which already represent the fundamental idea of the sports games and prepare them step by step. The methodological forms and the playing conditions are to be chosen in such a way that all pupils can take part in their conditions accordingly. |
| Fair play |
Find, name and implement features for fair behavior (apply and comply with rules, partner behavior, cooperative games) Care must be taken to ensure that both the physical integrity of the game and that of the other game participant/s are set to the goal of reaching the game goal Cooperative games to promote partnership behaviour (eg Party Ball, Jägerball) The group dynamics is to be observed and, if necessary, influence to be taken. In the event of rule ambiguities or conflicts, contribute to the agreement |
| Dealing with victory and defeat |
Watch the game behaviour of other players or teams (e.g. describe positive features), improve their own game behaviour or improve the group/team Victory and defeat are to be discussed, the game history is to reflect |
| Guide games to help |
Perform simple tasks (eg watch a line, count points) |
| Small Games Learning and practicing playing skills and their application in age-old playing forms. With small movement games, the students are to be taught the experience of fun and joy, they are supposed to make self-experience, partner experiences and group experiences, the intrinsic lawfulness of different Learn about materials-and learn how to use them in competitive events. However, small games are also suitable for preparation for the sports games with regard to technical and tactical skills, coordinative and conditional conditions, as well as the necessary social skills. |
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| Experience movement experiences with different game devices and materials |
Learn the basic skills in dealing with different game devices, especially with the ball: Experience movement experiences with different balls and simple ball games for ball acclimatization (eg games with balloons, bewtwanders) Goal-throwing games (zB ball against the wall, Burgball) Learning elementary ball skills like roles, throwing, catching, bouncing, shooting, throwing (zB snap ball, basket ball) It must be set on reciprocity (right/left and forward/backward). It is with soft, light balls to practice and play |
| Acquire technical skills and tactical skills, develop playability |
Simple technical skills (eg the ball in a controlled way, throwing the ball in a targeted way and catching it safely) Simple tactical skills (eg to play the ball among themselves, to run free, defend against a fellow player or a fellow player) Ball skill and ball skills in competitions-like situations (eg Prellstaffeln with hand and foot, target throwing, holding ball in the team) Learning and expanding playability in simple group and team games (eg cooperative games, running and fishing games, simple ball games, simple goal and corbball games without regard to rules) |
| Play simple team games |
Goal-throwing games without interference by opponents and without compelling cooperation (eg Jägerball with Variations, Rangierball) Simple team games without direct contact to opponents (e.g. "Dancing balloons", ball under/over the cord) Simple team games in separate playing fields, but with mutual influence, whereby cooperation is desirable (eg Party Ball, Korbball) |
| A team can form |
Team building by choice (eg friendship), randomly (eg playing cards), by performance, by teacher influence; girls and boys in common/separate In no case should there be any discrimination or exclusion of pupils in the course of team building |
| (Mini-) Sports Games The path leads from the "little games" to the "mini sports games" to the "big sports games" (such as hand, basketball, foot and volleyball, preferably in basic level II). |
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| Sports movement games |
Preforms of the throwing games (eg "Ball to the wall", Prellball) Preforms of the Torschussspiele (zB Mattenball) Pre-forms of the check games (eg Family-Tennis) |
| "Mini Sport Games" |
Pre-training and preparatory games (team games) with targeted co-existence and opposite, in mixed playing fields, with change of attack and defence (zB Box Ball, Tigerball) |
| Sports Games |
Check games (zB badminton, table tennis, tennis, volleyball) Target shooting games (eg football, basketball, handball, hockey) Percussion ball games (zB fuel ball variants) Various competitions and tournaments are to be observed, such as tournament forms via cross-tensioned net. In addition, games on several playing fields have to be held at the same time as team changes after each round of games |
Experience and learning
Perform
| Elementary forms of movement Learn, consolidate and apply basic everyday and sports motor skills in a variety of situations (also in presentations and competitions). The loosening of various movement tasks as an elementary form of the body (skill) should be in the foreground. The comparison with our own services (performance improvement) is of equal importance in this age. Group applications with differentiated requirements allow sufficient consideration of the individual requirements. Simple contests with standardized rules should be in a balanced relationship with the above-mentioned forms. |
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| Moving on devices By moving and playing on devices, you can experience movement experiences and deal with it. In order to promote creativity, open movement tasks are to be pregiven. It is appropriate to offer appropriate assistance to the respective skills. For pupils who are afraid of devices, exercise and play forms are often to be built to strengthen the self-confidence. In addition, the importance of body tension is to be made aware. |
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| Free movement forms |
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| of balancing and turning |
Individual exercises and partner exercises (eg lines, turntable, skewer level, rear, rolling devices; change of space). The height is to be adjusted, special caution applies to mobile devices |
| of support |
Individual exercises and partner exercises (eg ground, Turnbank, Reck, Box). The corresponding support force is both a prerequisite and a development goal for a good posture. Special attention should be paid to backup |
| of rolling
of the sprint
Hanging, Hangelns and Climbing |
Exercises of rolling in front, back and sideways, up and down, also on different levels and with partner or partner. The following requirements have to be taken into consideration: Armkraft and round posture Jump moulds with start and two legs (zB Streck-, Hock-und Grätschjumps, jumps with rotations) Exercises on doves, rings, poles. Exercises on the wall bar, ladder, rope ladder (eg climbing), climbing connection. The climbing height is to be adapted and limited to the skill level (marking). Headline positions shall be provided |
| of the rocking and swinging safely mastered |
Exercises on doves and wrestling (eg "river crossing"). The individual holding force must be taken into account |
| apply to device tracks and in open movement situations |
Pre-set and freely configurable device arrangements (e.g. motion construction site, adventure country, circus tent, year market). To be sure of proper backup |
| Skills of the ground and equipment turnaround Learn, consolidate and apply the skills of the ground and equipment turnaround. The skills (exercises) on each device are to be conveyed at least in rough form by means of methodical practice series. The height of the device must be adapted to the motor requirements and body size. It is necessary to ensure that the fall spaces are secured. |
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| Skills of the ground and equipment turnaround: Floor |
Basic skills eg length jump (also with half rotation), changing step and shear jump, stand scale, roll forward, at best roll back, wheel and hand stand. It is to be respected on the strength of the body and the body tension |
| TurnBank |
Basic Skills Eg Horse Jump, Step Jump, Half Turn, Stretch and Hock jump as a departure |
| Reck |
Basic skills eg jump in the support; single and return spins, hip downturn forward, possibly underswing, hip recovery and hip turnaround, knee-fowl and knee-angling recovery, turnaround swing |
| Bock/Box |
Basic skills eg kneeling and mutuating, up and jumping, hockturning, at most Hocke and Grätsche |
| Perform the skills of the ground and equipment turnaround as short practice connections and/or synchronously with partner or partner |
Individual and group competitions. Pupils must be included in the evaluations. Acquisition of turnout bads |
| Running, Jumping, Throwing Through a wide variety of running, jumping and throwing, experience movement experiences and get to grips with it. Running, jumping and throwing are an important basis for everyday motoric and sports-specific requirements. The development of these sports motor skills in variable situations is of particular importance in these age groups and is to be promoted accordingly. |
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| Fast, persistent, with direction changes and orientation requirements as well as rhythmically running obstacles |
Group runs (e.g. squadrons, fishing games, seven-day races, hall biathlon, obstacle course, orientation course, photo rally). The appropriate dosage should be taken into account when running with endurance load |
| Jump into the vastness and in the height with different jumping and landing variants |
One-and two-legged jumps with and without start-up (e.g. stand-up jump, series jumps, shear jump), jumps from different documents (eg lawn, sand) and obstacles (eg jump garden) ). Jumps with different jumping zones are provided. In the case of jumps it is necessary to pay attention to safe lands. Jump On Both |
| Throw in the vastness and on targets and spin |
Litter application with various throwing machines (e.g. wall ball, litter buds, frisbee), litter on mobile targets (eg dribball), throw on both sides. An organizational framework with optimal security is to be guaranteed |
| Skills of athletics Learn, consolidate and use athletic skills (run, jump, litter) and apply them in competitions. The light-tathletic basic techniques of running, sprinting and throwing are at least in rough form, with the help of methodical series of practice. |
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| The basic technology of the short-range run can be performed |
Exercises on posture, bale attachment, knee stroke and arm swing (eg six-second sprint, gossip parade) |
| Set short distances with maximum speed |
Single and group runs with high start (at best low start). Stagger with short loads (maximum 8 seconds). Indicative value: 30 meters |
| Can travel medium distances at a uniform rate. Have tempo feeling and persevering will |
Individual and group runs, time estimates, squadrons with balance of forces. Guide value for duration: life years in minutes |
| The basic technology of the control and projection can be |
Exercises for starting, jumping off and landing. Wide and high jump as a single and team competition. When jumps are to be eighth on safe landing |
| The movement of the beating ball can be carried out |
Exercises for starting, throwing out of litter, throwing off (zB target throwing, throwing on wide) |
| In standardized light-tathletic competitions, the individual best performance will be performed |
Multi-fights with group and individual rankings |
| Moving in the water By moving and playing in the water, you can gain experience and get to grip with it. In the course of teaching in water, particular attention should be paid to safety regulations. For anxious children, exercise and play forms are often to be built in order to strengthen self-confidence and self-confidence. A suitable water depth (knee-, hip-to-brustine) is to be taken into consideration. |
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| Feel the lift of the water and describe the effect |
Explore the buoyanship effect of various objects (apparent weight loss). Float in the water with and without buoyers (for example, transport the lounge chair swimming pool, partner or partner) |
| Breathe in the water and keep your eyes open under water |
Signs and lute under water (eg symbols, talking fish). Recover objects from the water |
| Experience and describe the resistance of water |
Races and seasons in the water of the knees, hills, and bruises. Pulling objects through the water and driving |
| Glide in the water with and without lifting aids and describe an optimal sliding position |
Glide with and without partner assistance (e.g. tree trunk rafts). Glide with additional resistance (counter-experience). Glide as long as possible also in competitive form |
| Create a forward drive of the body with arms and/or legs |
Accelerate from the sliding (abdomen, back and side position) with and without lift aids (e.g., inventor-swimming) |
| Invent art pieces in the water and present each other |
With partner or partner and in the group (e.g. imitating animals, underwater artistes and underwater artistes) |
| Swimming, diving, jumping Learn skills of swimming, diving and sprinting, consolidate and apply them in competitions. The basic techniques of swimming (rough form), sprinting and diving are to be mediated with the help of methodical series of exercises. At least one swimming technique is to be learned. |
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| Swim short distances in a location |
Exercises on water level, breathing, arm and leg tempo Acquire tempo feeling (self-assessment) and strengthen the will for the sake of staying. Indicative value 25 meters |
| Take a dip and cover a short distance under water |
From the pelvic edge or from the sliding layer (e.g. dolphin jumping, tunnel diving) |
| Use water to orient yourself and dive objects out of the water |
As a single request and in the form of group applications (eg Treasure diving) |
| Standardized jumps from the pelvic edge and/or Mastering 1-meter board |
Foot and head jump, stretch jump with spin as well as competition with individual and group classification |
| Perform free jumps, but also invent and present each other |
Hock-, step-, Grätsch-und Paarjumps |
| The requirements of a floating sign can be met |
The acquisition of age-appropriate swimming bads is to be made possible |
| Moving on devices Learn how to track and drive skills and apply them in competitions. Learn to overthrow. The students are to learn about moving skills on sliding, rolling and moving devices, at least in one of the respective winter and summer sports in the rough form. In doing so, they should experience the occurring forces (gravitational force, centrifugal force), but in particular also learn to regulate them. Furthermore, they should conduct appropriate behaviour with regard to sports equipment and, in particular, in the case of natural sports. Special attention should be paid to safe conditions when practicing and, above all, in game and competition forms. Falls can be learned. |
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| Ice skating |
Ejecting, accelerating and braking; body tension; moving forward and backward; changes in direction; inward and outward curves; simple figures (eg swan, scale); running in pairs; fishing games; squadrons |
| Skilaufen |
Gliding, shooting, plough, curves, edges-Rutschen/alpine driving behaviour, carving; play and competition forms with poles, balls, etc.; wave path; skill course; ski lift; know and be able to comply with piste rules |
| Cross-country skiing
snowboarding |
Offense, Gleiten, Stockbet, Departure; Games and competitions (zB squadrons, fishing games, skill course and orienteering) Getting used; sliding exercises; slides and edges; drifting. The beginner's training has to have a partner or partner reference |
| drive skate, inline skating, skateboard drive |
Acceleration and braking; changes in direction; play and practice forms (e.g. slalom driving, obstacle course; biathlon; instrument combinations); simple formations Falls are to learn and protective clothing to wear |
| Cycling |
Also exercise and play forms (e.g. synchronous driving, slalom garden, keeping track, slow driving and braking test; skill spares) Safety (equipment and behaviour; organisational form) must be particularly respected. There are traffic-free areas to use If the bicycle inspection is intended to be completed, care should be taken to ensure that the necessary conditions are met. See the experience and learning area "Experience and Cars" |
Experience and learning
Perceim and Design
| Perceim and Move Consciously perceiuse your own body and the environment-meet yourself. The interplay of different perceptual achievements and sensomotoric abilities is an important prerequisite for all human development areas and for school learning (e.g. acquisition of cultural techniques). Physical experience is also always important self-experience. As a result, the children should gain self-confidence and a positive image about themselves and their bodies. |
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| With different senses, discover and experience your own body, people, the space, objects |
Sensitization of the senses (Fernsinne, Nahsinne) through play and practice forms with simple perceptions: Observation games (e.g. mirror image tasks, running and sequences, letters/lines running), games with color and shape terms Noises, sounds differ and react to them (eg sound paths, sound machine; animals to be yanked) Tactile games (e.g. partner or partner/objects with hands/feet; back painting; touch point); body contact games (eg welcome by body contacts, people to people; trust circle) Experience and change the possibilities of action and use of different parts of the body (e.g. bending, stretching, turning; pulling and pushing of objects/partner or partner; matting swing; relaxation exercises; playful massage) Maintaining balance (eg Balancespiele, Versteinern, Stop-Go; Turning and rolling movements around the body axis; Federations on elastic background) Awareness processes are consciously limited in order to increase the attention in one area |
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| Developing sensor-motor skills (further-) and able to assign these body and movement experiences |
Take the body posture at rest (eg "big like a fir") and take it in motion (zB shadow pantomime, depict the sayings); perceive and name body parts (eg travel through the body); body parts sow up and relax (eg "air mattress", "Wake up"); adjust body movements to objects (eg "move like a feather in the wind"); understand body signals (eg "listen to your own breath"); learn body scheme (eg build monument, move body with rope; "mannequins" move) Spatial dimensions can be experienced and understood (e.g. wide-narrow, high, medium, deep); space/movement directions vary (e.g. orientation exercises in space); difference experiences make (eg fast-slow, powerful-loose, soft-hard); movement speed adapt (eg to a group, to materials) Coordinate partial movements (zB swinging, circles, double-handed catch; walking with different arm movements; right/left); eye-hand/foot coordination (catch zB ball; run over tyre series) Movements are to be combined with space paths, dynamics and tempo |
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| Explore materials, objects and small devices while discovering, rehearsing and varying diverse forms of movement and expression |
Exercise and play forms with everyday materials and small appliances (e.g. newspapers, balloons, cloths, rice bags, carpet tiles): hold objects in the air, balance on body parts, use as obstacles, own movement patterns alone and to find objects (e.g. rod, hat, foil) movement ideas (everyday) materials can be impulses for creative processes and for a differentiated perception. They stimulate the development of imagination and imagination, and promote communication with the group |
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| Capturing different sounds, sounds, rhythms, music, language, and translating these impulses into motion |
The focus is on experimentation and playing with rhythmic sequences, imitating and adapting to a given rhythm/music as well as the experience of the metrum, beat, rhythm and dynamics Move rhythmically: create and design rhythms themselves (eg rhythm games, speech verses, locomotor songs), let yourself be distracted by rhythms (eg waltzes, samba, rock'n roll); find your own rhythm (eg running and jumping in the swath) The movement is to be supported with sound gestures (gossip, spikes, snippets) and simple instruments (e.g. Orff instruments) |
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| Explore gymnastic movements without and with hand-held devices, test and acquire basic skills |
In free and bound movement tasks: with and without support by sound gestures, rhythms, simple instruments, music; alone, with the partner or the partner and in the group; including the design aspects space, time, dynamics and form:
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| Visualize motion Express yourself through movement and communicate via movement. In the interplay between perception (feeling itself) and gestures (to express movement's expressions), the individual expression unfolds and results in ways to communicate and exchange ideas about movement/expression/dance. It is important to note the change between predetermined form and improvisation. |
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| Imitate people, animals, objects, terms or (everyday) situations, hatch in rolls and find their own means of expression |
Presentation tasks (e.g. robots, clowns; animal design; name-pantomime.); everyday situations (eg Morgentoilette; welcome ceremonies; sports scenes); topic (zB circus; proverbs represent) For creative processes, for performing and shaping tues, children always need an occasion to be given to them. This can be an issue, a material, a music, a movement task |
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| Perceivate experiences, moods and feelings, interpret and express about movement, facial expressions and gestures |
Movement tasks (alone, in two and in the group) (make a journey; express feelings such as anger, fear, stress; walking stories; horse racing) |
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| Dancers and gymnastic forms of movement to a room, a rhythm, a partner, a partner, customize a group |
Move and dance rhythmically (eg move through the room, clap, stomping, form figures; simple dance steps (eg post-adjustment step, tipping step, heel-tip, cruising step, swing), dance versions and figurines (eg single-hand, Two-hand version, Handtour; Gate) Dancing in different forms of order and space (eg line, circle, alley, three-, quad-groups); dancing after different rhythms with simple coordination requirements) Music structures are illustrated by gossip, stomping, snippets |
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| Experience, shape and experience simple dances, dance games and movement songs of different cultures and styles |
Get to know dances from different countries (e.g. Troika, Kolo, Mixer, Siebenstep) |
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| Design Movements-Dancing Open up possibilities for movement and expression. It is desirable that the students can find their own creative possibilities of expression, vary predetermined forms, design elements themselves and dance creatively. They must be involved in the process of design and participate in the decisions. Their own ideas and movement designs are to be shown. |
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| Select, arrange, add to small motion designs and show ideas for movement and presentation |
Offer movement events with free improvisation elements: different everyday situations and actions (e.g. central station, sports field); abstract tasks (eg sculptures, crystals); music impulses (e.g. carnival of the animals); Materials/Objects/Small appliances (eg carpet tile, rope, cloth, umbrella, circus) The following phases are important for the practical implementation and stimulation of creative processes: the imitating of movement; the free experience/sampling; the alteration/alienation; the design and reflection. The pupils must be involved in the process of design and participate in the decisions |
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| Connecting and showing gymnastic basic skills to small movement designs |
Movement design (alone, for two, in the group) without handheld devices (e.g. different crotches, rotations, etc. ); hand-held devices (e.g. roll, throw, catch, rotate at the place, find their own motion variations) using handheld devices (e.g. The design aspects of space, time, dynamics and form, which are based on every movement and music as a structure, offer many playrooms for innumerable combinations. The quality of movement must be respected |
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| Simple dances-, with-and after-design, present and exchange experiences |
Alone, with each other, dancing in the group (e.g. combining dance forms with their own elements); finding dance variations (eg break mixer); pre-determined dances at night (eg folkloristic and modern dances) Observation tasks are to be determined, experiences are to be discussed in the group |
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Experience and learning
Living healthy
| Improving physical fitness Develop body and body image, economize movement, optimize posture, become more powerful. Physical fitness prevents postural weaknesses, adiposity and cardiovascular diseases and is significantly developed by exercise and sport. The knowledge of the importance of physical fitness is to be conveyed. |
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| Consciously perceiuse, experience and understand your own body |
Exercises to learn the body pattern and the boundaries (eg estimation tasks, robot game, rain drop play, digging with sandbags, "car wash road") |
| Getting to know the functions of your own body |
(exercise) tasks (e.g. feel the pulse; quietness, stress pulse; listen to respiration; use body parts correctly; find body positions; right/left distinction) See the experience and learning area "perceivingand designing" |
| Developing healthy exercise habits |
Games and exercises for exercise breaks (eg with balloons, everyday materials, school matters) Mobile and active sitting (eg on a seat ball); upright standing (e.g. balancing item on head); correct lifting and carrying (eg school bag, gymnastic equipment) Self-massage and partner massage (eg ball massage); relaxation exercises (e.g. fantasy) |
| Improving everyday life by strengthening, stretching and mobilizing the muscles |
Exercises for strengthening (eg with Theraband) especially the back-(eg "cat hump"), belly-(eg "beetle capped on the back") and foot musculature (eg balance on medicine ball or balance gyroscope, lift objects with toes); Movement stories (eg "Stark like a bear", "The caterpillar and the butterfly") Exercises for the stabilization of the body (e.g. on labile documents; on the Pezziball; "forming statues") Exercises for stretching and mobilization (e.g. stork step, apple picking, children's yoga figures) |
| Use coordination capability in a targeted manner and gain movement security |
Movement course with differentiated tasks (e.g. equipment railways, movement landscapes); exercises for the right traps (eg Judorolle); running and fishing games See Experience and Learning Areas "Games" and "Motoric Basics" |
| Acquire basic endurance |
Forms of play and practice (e.g. round-running schedules with additional tasks) See the experience and learning area "Motoric basics" |
| Feeling comfortable and healthy To live out the need for movement and to come to rest. The students are supposed to experience joy and fun with and through exercise and sport in the group alone and in the group. The establishment of protection factors and the avoidance of risk factors must be sought. Movement offers are to be geared towards the childlike mobility needs, movement and sport are to be experienced in a lustful way. |
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| Strengthening personal and social protection factors |
Situations/exercises in which you learn to feel emotionally strong and secure (eg "trust network") Situations/exercises/games that strengthen the confidence in your own forces (eg games with the swing towel) Situations/exercises that offer experiences, recognize your own limits and appreciate your own limits (e.g. equipment parcours with motoppedagogical elements; mutsprung; slide, climbing). See the experience and learning area "Experience and Cars" Situations/exercises that make your own moods/feelings aware and express (eg "scale of well-being"; "energy eyes", mimic feelings) |
| To cope with yourself and feel comfortable as part of the group |
Play and practice forms that promote your own strengths and help to broaden boundaries with help in the group (eg "Seilquadrat") Exercises to promote the partner or partner behaviour and group behaviour and to strengthen self-confidence (eg "You lead me"; "Lotse"); cooperation and communication games (eg ceiling ball, swing towel). See the experience and learning area "perceivingand designing" |
| Find your own rhythm in the sequence of stressless and relaxing activities (rhythmization of everyday life) |
Movement as compensation to cognitive performance requirements: create open learning phases with movement (eg with balloons; roll board); exercise breaks (eg exercises as compensation for sitting; "horse racing"); relaxation exercises (eg muscle relaxation after Jacobson; thought journey; self-massage and partner massage) |
| Acting together healthy Rehearsals and delineation and design interpersonal relationships. |
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| Realize your own goals and ideas (health self-life) |
Open movement and play offers (eg free and spontaneous games with and without a partner in a device landscape; tackle an adventure course; conquer a climbing landscape without ground contact). Self-employed experiences are to be made possible |
| Practicing team skills in the Community |
Cooperation tasks Team games to the following objectives: Integrate yourself and others into the group (eg "All on the bar"; "spider web") Put your trust in the classmate or the classmate (eg "Confidence Circle") Take responsibility for yourself and others (e.g. backup and help) Take into account (eg more powerful children integrate with sport and play) Develop team spirit and pursue a common goal (eg "Gordian knot") Make an active contribution to success (e.g. manage orders in groups) |
| Healthy behaviour To make the environment and the world of the world healthy and moving. |
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| Recognising the importance of physical health and ensuring a healthy treatment of the body |
Taking healthy behaviors and gaining insights: Adequate, regular exercise; sporty clothing and proper equipment (eg sneakers, gym clothes; hiking boots; anorak); hygiene (washing hands, foot disinfection in the swimming pool); body care (eg sun protection in outdoor sports) Healthy eating habits and appropriate drinking habits (eg healthy snack; water) |
| Experience school and surroundings as a living space with and through movement |
Situations and exercises that can be transferred to the pauses and leisure activities: eg exercises with juggling material, equipment for balance training; old games in the schoolyard (eg "temple hopping", "Anmäuerln", "baghopping"); terrain-and Orientation games (eg "Schnitzeljagd") See the experience and learning area "Experience and Cars" |
| Detect dangers and react correctly |
Practice accident prevention in a targeted manner (eg correct braking after running/not with the hands against the wall; body template when pedaloting; safe traps and lands); comply with rules (e.g. piste rules); use protective equipment (eg (ski) helmet, Gloves during ice skating) Know and use simple first aid measures (rescue chain) (e.g. securing the danger zone, issuing an emergency call; proper care of light injuries, stable side position). Participation in security initiatives is to be sought (e.g. ÖJRK, AUVA) See the experience and learning area "Experience and Cars" |
Experience and learning
Experience and wagon
| Experience outdoors Arouse curiosity, discover new things, gain experience with your own body, with the partner, in the group, and in the environment. Discover, discover and use outdoor experience rooms in the open air, and gain direct experience. |
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| Discover and develop outdoor movement opportunities at any time of the year and make a wide range of body, movement and natural experiences |
Room experience and spatial development in the schoolyard or school yard in near-school environment (eg forest, meadow, park, snow, ice, water) Take advantage of basic possibilities of movement and use the terrain (eg running, jumping, throwing, balancing, rolling, hiding) Nature experience games (eg "Feel tree", "Tastmemory", "Blind Karawane") Terrain-and simple orientation games (eg "treasure hunt", "Platzsuchspiele") Games in the snow and on the ice (eg tobogganing, building snowy sculptures, snowball litter) Play in the water (eg "Versteinern", "Party Ball") Hiking |
| Get to know a wide range of outdoor exercise and play impulses and implement them independently |
School yard as room for exercise games, play games and obstacle course (See experience and learning area "Gesund leben"): Running, fishing and hiding games; throwing games (zB Frisbee) Hopping games (e.g. rubber wrecks, temple hopping, rope jumping) Climbing on climbing equipment and climbing trees Games with the ball (zB Zehnerln) Check games (zB Federball, Familytennis, Goba) |
| New Car Engaging in new challenges, assessing their own skills and acting appropriately. Children have the need to venture new, to explore their limits, to perceivate and to assess their achievements, as well as to cope with new situations and challenges. The conscious execution of appropriate venture situations is intended to further develop the capacity for self-assessment. |
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| Explore new and unknown situations and challenges alone, with partner or partner, in the group, with materials, and can experience, detect and manage borders |
Build up climbing arrangements that encourage you to climb up to the altitude, or to climb up in height. Attention must be paid to the correct installation and dismantling of the equipment and the corresponding protection by mats. |
| Climbing and Hangeln |
On climbing and rocking equipment (e.g. wall bar, climbing tau, climbing poles, rope ladder, incline, rings), perceiving unknown spatial positions, collecting new body experiences in the area of height, gravity, balance and centrifugal force, and Can cope with daring situations |
| Swings and swinging |
Swings and swinging at different heights and widths (eg moving onward from device to device, transporting objects) |
| Deep jumps |
Jump into the depth and land safely |
| Rehearsing, experiencing and applying circus arts |
Juggling alone, in pairs or in the group (eg with chiffon cloths, balls) Play diabolo, drive tires, turn plates, drive unicycle Partner acrobatics and group acrobatics Attention must be paid to appropriate body tension and functional body positions |
| Gain experience in driving and rolling, learn simple skills and take care of leisure activities |
Experience and regulate speed with various devices (eg bike, inline skates, roller board, pedalo, scooter, skateboard) Exercises for shifting the center of gravity in order to compensate for the centrifugal force (eg, cornering) Exercises for braking and for safe behaviour during falls A traffic-safe bicycle equipment is to be discussed. Know how to wear protective gear (e.g. helmet, knee, wrist and elbow protector) and wear it during exercise |
| In a playful way, test your powers and compare yourself with others. |
Contact the body (eg "loop robbery", "nuclear game") Fighting for the balance (eg "Hahnenkampf", "Balanceakt") Goat and sliding fights (eg "tug", "back pushing") Fighting for devices (eg "Treasure Guard", "theft") Struggles with partner or partner (eg "turn turtles") Fighting in and with the group (eg "Gesprengter Kreis") Defend Space (ZB "guard guard", "prison break") In situations of power eating and fighting, particular attention must be paid to the playful form and physical integrity of all parties involved (fair pile and rangling, keeping to agreed rules) |
| Experience feelings and impressions of daring and eventful experiences of movement verbally and/or nonverbally express and communicate in a group |
Reflection methods (e.g. "Voting baro-meters") |
| Trust and move safely Build trust and act responsibly. Movement instruction makes a significant contribution to the improvement of movement security from a physical and psychological point of view. In addition, it contributes significantly to the acquisition of social skills and promotes, in particular, the holistic personality development of the child. The importance of exercise teaching is to be conveyed. |
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| Building trust and taking responsibility towards yourself and fellow students |
Confidence-building games and exercises (eg "Blind-Leading", "Confidence Circle") Community solving of exercise tasks (e.g. "back-to-back standing", "Gordian knot") |
| Take on a respectful and responsible approach to nature in everyday behavior |
Perception and search games (eg "puff domino", "The great search") |
| Recognizing and assessing hazards in venture and experience-oriented movement actions |
Make aware of danger sources in motion rooms (e.g. unpredictable terrain information, slippery documents) The importance of behavioural rules should be conveyed. Care must be taken to ensure proper handling of equipment and materials. See the experience and learning area "Gesund leben" Basic knowledge about the use of sports and game equipment, or on equipment items |
Didactic principles:
1. Didactic-methodological guiding principles
In the subject of exercise and sport, the general didactical principles of the third part are to be used. The following didactic-methodological principles apply to all movement and physical education courses and experience an essential supplement by the information contained in the teaching material in the immediate place.
The education and teaching tasks in the six areas of experience and learning are to be implemented through appropriate teaching content. In each school level, the focus is on age-and development-oriented priorities.
The stress and movement stimuli are sufficient and versatile to offer and are intended to ensure the mobility of the pupils in a sustainable way. Therefore, provision should be made for regular, as daily as possible, and health-effective movement time.
The different conditions (previous experience, previous knowledge) of the students are based on measures of individualization, differentiation and promotion in the planning of teaching and the design of the course. The individual learning motivation is to develop through versatile and playful movement and body experience. Perception and coordination are particularly important with regard to motor skills acquisition in primary school.
Obtaining and improving the motor fundamentals is an essential prerequisite for learning in the individual experience and learning areas. Therefore, this must be given sufficient space above all in the basic level I.
The teaching is to be designed in such a way that it meets the basic mobility needs of the children and provides diverse, stimulating experience and learning opportunities, which are individual learning processes for the children through self-action. .
In the apportionment of the teaching material to the basic level I and the basic level II, it is necessary to take into account regional circumstances and the level of experience and ability of the pupils concerned, and in any case to a continuous structure of the content is to be valued.
Co-production in the subject of movement and sport requires a conscious examination of gender-specific role models and behavioural patterns.
The principles of inclusive pedagogy are to be applied: pupils are to be included in the teaching according to the respective movement capacity.
The promotion of children with movement weaknesses and of sporty talented children is of particular importance. Additional interest-and performance-differentiated exercise and sports offers are to be offered as far as possible.
Teaching has to include the dialogue, the reflection, the understanding, the support, guidance and counseling through the teaching force: the creation of an angst-free learning atmosphere (social well-being, personal appreciation) is for positive Learning processes are essential and the role of teachers has a crucial role to play. The reference to the movement world of the child is to be established.
The achievement of these diverse learning goals, formulated as learning expectations in the experiential and learning areas, is to be documented in a suitable way. Such surveys of the current learning level or In accordance with the principle of a joyful teaching, sustainable learning progress is to be used as a priority for the motivation of the pupils and also serves to secure the teaching order.
2. Educational Organization
In principle, the lessons must be carried out in evenly divided individual hours. Other forms of organisation (e.g. blocking, course) can also be used for the implementation of special contents (e.g. swimming, snow sports, ice skating).
Because of the life-saving and life-saving function of swimming, it is the aim of the teaching to convey at least one basic swimming skill, depending on the organizational possibilities of each school-leaver and every school-leaver.
The lessons are basically to be held in suitable movement rooms (e.g. sports hall, sports field, swimming pool) and should take place as often as possible in the open air (e.g. existing outdoor sports areas, forest, meadow, park, playground). Local and regional conditions (cultural forms of play and movement) are to be included at most.
Pupils who take part in school events with educational content are, if organizationally possible, to prepare for the subject matter of the course. Participation in age-related play festivals, sports festivals, school sports competitions (e.g. as a school-related event) is to be included in the course planning.
On the basis of movement and sports events, connections to other teaching subjects (e.g. physical education, mathematics, German, music) are to be established.
In the subject of exercise and sport, impulses are to be given for the use of further movement offers in the sense of a moving school culture (e.g. movement conducive school spaces, moving pause, moving learning).
3. Health and Safety
The health risk associated with movement and sport is to be minimised by competent, responsible and, above all, careful action by the teachers. It is therefore necessary to observe the care (eg by means of a suitable methodical structure) which is necessary according to the circumstances and circumstances. In any case, over-and under-demand should be avoided.
The teaching is designed to ensure that the students identify dangers, know about safety regulations and bids and can act according to them (e.g. transport, installation and dismantling of equipment, organisation of the Movement situations, stay in sports facilities).
In order to ensure a safe sport exercise, it is possible to use appropriate protective equipment in risk-prone sports [eg inline skating (helmet, wrist protectors, knee and elbow protectors), cycling (bike helmet) or snow sports (helmet)].
In order to develop a health-oriented movement habits of the students, the premises of the school and the school environment as a living space are to be used in a variety of ways.
The pupils are to be given age according to age, which behaviors contribute to health in a sustainable way (e.g. body care, hygiene, nutrition and/or nutrition). Drinking habits, suitable sports clothing).
Responsible behaviour in the event of movement and sport in nature (e.g. noise, waste disposal, protection of plants and animals) should be experienced and lived as a matter of course. "
Schmied
