Amendment Of The Regulation With Which The Curricula Of The Elementary School And The Schools Shall Be Adopted

Original Language Title: Änderung der Verordnung, mit welcher die Lehrpläne der Volksschule und der Sonderschulen erlassen werden

Read the untranslated law here: https://www.global-regulation.com/law/austria/2997266/nderung-der-verordnung%252c-mit-welcher-die-lehrplne-der-volksschule-und-der-sonderschulen-erlassen-werden.html

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303. Regulation of the Federal Minister for education, art and culture, modifies the regulation with which the curricula of the elementary school and the schools shall be adopted,

On the basis of the school Organization Act, Federal Law Gazette No. 242/1962, as last amended by Federal Law Gazette I no. 79/2012, in particular its articles 6, 10 and 23, is prescribed:

Ordinance of the Federal Minister for education and Cultural Affairs, which issued the curricula of the elementary school and the special schools, BGBl. No. 134/1963, as last amended by the regulation Federal Law Gazette II No. 242/2012, is amended as follows:

1 in the article 21 the following paragraph § 5 is added:

"(21) annex of A seventh part in the version of regulation BGBl. No. 303/2012 II occurs with regard to the 1st grade with 1 September 2012, and with regard to the other grade levels each with 1 September of the subsequent years school gradually ascending into force."

2. in Annex A (curriculum of elementary school) seventh part (education and teaching as well as learning and didactic principles of compulsory subjects in primary school and the negligible) section A (primary school) the compulsory subject is exercise and sports:

"Exercise and sport

Education and teaching task:

A part of the school has an important function of the holistic education of pupils and students movement and sports. It makes a fundamental contribution in terms of their physical, motor, social, affective, motivational and cognitive development. In relation to a sustainable health education a special significance to him.

Task of teaching the subject is the development of a comprehensive motion - and sports-related action competence. The subject-specific as well as cross-disciplinary skills, skills and attitudes are acquired in six experiences and learning areas: motor basics, games, bars, perception and design, healthy living, experience and car.

For a comprehensive expertise in exercise and sport is to make sure the long-term lesson planning on a balanced relationship between the individual experience and learning areas (curriculum). An optimal level of regular exercise is to ensure in any case.

The learning expectations set out in the individual experience and learning areas to ensure the development of appropriate trade, methods, self - and social skills for the basic level I and II.

Experience and learning area

Motor basics

Motor basics are important preconditions for the acquisition of everyday motor, sporting movement ability, skill and movement security. Starting from the individual conditions are thereby improving the perception, extend the body and movement experience, developing the coordination and endurance skills and the establishment of a comprehensive movement treasure at the heart. Mainly, students should be promoted through appropriate motion stimuli and positive movement experiences.

 





Learning expectations: pre-intermediate I





Learning expectations: Elementary II







The pupils and students





The pupils and students









-can coordinate with simple motion requests the individual motion elements



-can vote for complex motion requirements spatially and temporally successive precisely the individual motion elements



-can solve simple balance tasks (E.g. walking backwards on the gym bench, Rod balancing)



-static and dynamic balance requirements solve movement tasks and keep items in balance



-can consider situation with simple motion tasks



-can get in more complex movement tasks with regard to space, time, partner and group (E.g. "line run", "Numbers ball") oriented situation



-can motion rhythms record and implement



-can the rhythm of typical for sports movements in accordance with situation apply (eg bounce movements; proper breathing while swimming breaststroke)



-can quickly respond to signals



-respond to signals with different fast movements



-can quickly perform movements over a short time



-can quickly perform movements over a short time with high intensity



-have an adequate for basic forms of movement power level (E.g. body tension; Keep body weight)



-have an adequate for more complex forms of movement in daily life and in sport power level (E.g. power)



-can move across a middle period with constant speed (reference value: up to number of the years of life in minutes)



-can move continuously (reference value: minimum number of years of life in minutes)



Experience and learning area

Play

A movement-oriented game education builds on the basic excitation and voltage needs of pupils and students, which applies to get it and to promote. Specifically, this involves the development of the joy of playing as demonstrated a continuing willingness to spontaneous play with objects/items, people, and situations. Aim is to provide of a general skill for learning basic skills is equally important as a comprehensive understanding of the game.

The ability to communicative and cooperative behavior (understanding, dealing with emotions and conflicts that fairness) can be developed particularly in this experience and field of action. In this way, the pupils should learn also to prove himself in the game under constant consideration of fairness as a guiding principle.

 





Learning expectations: pre-intermediate I





Learning expectations: Elementary II







The pupils and students





The pupils and students









-understand the basic idea of simpler games (eg "fossilize" "Ball on the string"), keeping the respective rules



-understand the basic idea of demanding games (E.g. "burning ball", "Mini football") and can play rule-compliant



-can perform movements with simple toys



-can use suitably diverse sports equipment



-can be set with simple games on gamers and players



-can be set to co - / opponents and fellow - opponent



-can be oriented in gated game rooms and controlled move



-can orient in different game rooms and move rule-compliant



-can vary a prescribed game idea together and try out



-to invent a game, vary, organize, play and simple game administration tasks



-have acquired basic skills and skills for simple games and can apply it



-have acquired skills and abilities for more complex games ("mini-sport games", "sport") and can apply it



-recognize fair/unfair game behavior and can behave in simple games fair



-to name the characteristics of fair/unfair behavior in more complex games, and even fair play



Experience and learning area

Bars

Bars and can are characteristic in addition to the playful and creative ways for the sport. A versatile movement skills as the Foundation of fundamental motor skills for everyday life motor and sports fields of action is therefore to convey.

The development of a positive self concept will be promoted and developed individual learning and motivation. Where is raising diverse movement tasks as a elementary form of Kolodki (can) in the foreground. Students should also learn how they can move their limitations by learning and targeted practice.

 





Learning expectations: pre-intermediate I





Learning expectations: Elementary II







The pupils and students





The pupils and students









-can perform simple free forms of movement on the ground and devices (E.g. balancing, supporting, swing)



-can perform more complex free forms of movement on the ground and devices



-Master easy exercises of soil and equipment gymnastics (E.g. role, Standwaage)



-to present individually and in combinations to more difficult exercises of the soil and equipment gymnastics



-can perform a variety of movement forms of running, jumping and throwing



-can provide services in athletic individual and/or group competitions



-can move up in the water in many ways and certainly



-can at least a technique a short distance quickly and a medium distance swim evenly



-

can perform basic movement skills in at least one sliding, rolling or moving device (E.g. skis, ice skates, bicycle, skateboard)



-can on another sliding, rolling or moving devices safely move



-can bring in simple competitions their motor skills and skills



-can properly assess their athletic performance and these contribute to individual and group competitions



-can properly assess the difficulty degree of movement tasks



-can properly assess the difficulty degree of movement tasks and select appropriate challenges



-Note in simple competitions the rules and behave in a fair



-Note in various forms of competition the rules and behave in a fair



Experience and learning area

Perceiving and figures

Perceiving and moving play a crucial role in sensory-motor, physical, cognitive, emotional and social development and are important for the social recognition and identity. The students should improve their perception and extend their body and movement experiences. You will be enabled to deal with their own bodies and to use him as a means of representation, design and communication.

The movement-related expression and design ability (creativity) will be awakened dance and gymnastic exercises by dealing with everyday materials, rhythms, and promoted. This, pupils should have also the opportunity to experiment freely and to play, to contribute their own ideas, to find creative solutions and to share their experiences with each other.

 





Learning expectations: pre-intermediate I





Learning expectations: Elementary II







The pupils and students





The pupils and students









-can perceive the own body, people, objects, (motion) premises and recognize differences of perception



-able to handle complex sensory-motor requirements (E.g. eye-hand coordination;) Location in space)



-can use to move and play materials, objects and small appliances (everyday) and associate properties



-can find diverse movements and expressions with everyday materials and small equipment alone, and in the Group



-can different sounds, rhythms, sounds and music capture and put into motion



-can find their own rhythm of movement and move rhythmically



-can slip into roles, feelings and words of record and interpret these



-can express themselves through movement and communicate with each other



-can imitate simple gymnastic movement forms



-can given gymnastic movement forms vary, bring your own items, perform individually or in a group



-Master easy movement forms of rhythmic gymnastics



-can gymnastic skills to move connections integrate to present individually or in a group



-can perform simple dance steps in different order forms



-can perform different dances, their own forms of dance movements bring and present



Experience and learning area

Healthy living

Movement promotes the physical, mental and social well-being, resulting in a significant contribution to health in a holistic sense. By teaching should especially the joy of pupils / students to exercise and sports are awakened and receive as well as important resources to strengthen the health.

The pupils and students to consciously perceive the body and its functions and develop healthy exercise habits. Their attitude and their physical fitness should be improved through targeted forms of promoting physical activity. They will also learn how they can integrate movement and sport in their everyday life in terms of a rhythmic change of mental and physical activity, as well as relaxation.

The students will learn to identify risks, to help avoid them and in accidents and in dangerous situations correctly to behave.

 





Learning expectations: pre-intermediate I





Learning expectations: Elementary II







The pupils and students





The pupils and students









-can consciously perceive and describe reactions of your body in connection with movement (E.g., heartbeat, breathing, sweating)



-can consciously perceive and justify their responses in the context with movement



-have an age-appropriate fitness



-have an age-appropriate fitness and know how you can buy them and get



-can properly assess their own strengths in challenging situations and be integrated into a group



-can properly assess their own strengths in challenging situations, behave according to, and others help you group tasks



-know easy ways of to relax and can apply it



-know about relationships of load and recovery, know opportunities for relaxation, and can apply these



-can distinguish between healthy and unhealthy behavior and adopt healthy behaviors



-behave yourself and others to in everyday life and in sports health-aware and can give reasons for



-know sources of danger and can behave in accordance with situation



-identify sources of danger, they can minimize and in emergency situations according to behave (eg very measures for first aid, in particular to the rescue)



Experience and learning area

Experience and car

The experience and learning area experience and car is especially to basic needs of pupils / students in physical, social, emotional and cognitive aspects. This primary experience should are made possible by appropriate forms of education especially in the open air or in nature.

Pupils should challenges to face as individually appropriate, that there is neither to Unterforderung nor to excessive demands. You will learn to explore their respective capabilities and limits, to estimate the risks thereby given and to behave accordingly. This to increased self-confidence and responsibility to itself, versus has been sustained the classmates and schoolmates and the nature. The students shall be enabled also to talk about their impressions, experiences and feelings in the wake of sport driving in nature and to communicate with others.

 





Learning expectations: pre-intermediate I





Learning expectations: Elementary II







The pupils and students





The pupils and students









-are able to take advantage of easy opportunities to move and play outdoors and nature



-are in the location, diverse opportunities to move and play outdoors, in nature and to use



-have confidence in their own abilities and to individually and collectively engage in new unusual spatial and device-specific movement experience



-Ability and are even realistically assess and individually and in the group challenging Bewegungssituationen(zB Klettern;) Circus Arts) cope



-can be compared with other simple partner fighting, the rules keeping (E.g. balance keep; Space defend)



-can fight according to agreed rules and behave so that own physical integrity, as well as those of the partners is guaranteed



-can adjust to the behavior of others and trust them



-can adjust to the behavior of others, trust them and take responsibility



-can behave towards responsible peers and environment



-can behave responsibly towards peers and environment and for this reasons



-know sources of danger and risks in experience situations



-can dangerous situations and possible injury risks identify and adequately Act (eg Bader leeches; Rules of conduct)



-possess basic knowledge of material and apply under the guidance of suitably



-can use the necessary equipment themselves adequately



Curriculum and special didactic principles:

The special didactic principles are integrated in the curriculum and in italics.

Experience and learning area

Motor basics


Motion with joy is life: the everyday - and sport-motor movement repertoire starting the motor needs and the individual movement experiences expand.

Movement and joy individual experience and live out the natural urge to move: experiences in movement and movement skills through variety and situational - variable learning opportunities acquire, build a broad wealth of experience.

 







Coordinative basics



Optimize the interaction of different forms of perception and control elements in terms of orderly and purposeful movements.



The coordination skills (differentiation, balance, orientation, rhythm, reaction) are developed through practical exercises (skills). As an isolated practice of a range of ability is not possible, are several capacity areas at the same time to train.









Developing sense of movement, dispensing power, spatially and temporally successive precise vote movers





Walking, jumping and sliding on a different surface

Rolling and rolling on inclined levels and different mats

Access, drag, attachments, supports, pushing and pressing on and using different devices







Keep your own body in static and dynamic balance and malfunctions this restore





On stable support surface (E.g. walking, hopping, turning on turn lines, exercise bars, in a landscape of movement)

Mobile support area (balancing and riding on different devices such as eg turn Bank Mobile depend on a skateboard, skateboard, inline skates, bicycle, pedalo, Slackline)



The device appropriate safety precautions should be observed: see experience and learning area "gesund leben"



Partner or partner out of balance bring (eg Schiebewettkampf)







Keep items in the balance





Exercises with different devices and parts of the body (E.g. gymnastics bar vertical balance)







The location and the position changes of the body, other people and objects spatially and temporally perceive and optimally integrated in the own motion





Movements without device (eg roles, turning, walking, running, crawling, jumping)

Movements of equipment (eg climbing, climbing, supporting, hanging, jumping)

Movements in partners - or partner exercises and group exercises (eg with balls: rolling, bouncing, throwing, catching;) Dribble at the booth / walking / running)



The temporal and spatial orientation ability can evolve largely through basic activities of everyday motor with change of direction and turns to body axes and movement techniques









Rhythms take up and implement





Its own rhythm of movements (E.g. step combinations jump, Gummitwist, ball bouncing)

Given movement rhythm (eg jumping to music, a swinging long rope traverse, tire track)

Common rhythm of movements (eg in the Group synchronously to the music move)







On different signals (optical, acoustic, tactile) quickly and appropriately, purposefully respond in simple and complex situations





Simple reactions (E.g. clapping - ball drop on)

Complex reactions (E.g. start exercises from different will stand, squat stand, supine)

Selection responses: choose the optimum from several possibilities (E.g. pass or shot on goal)



The training of responsiveness is primarily perform at the beginning of the hour











Conditional bases



The motor skills speed, improve strength and endurance and agility will get.



The endurance skills represent central performance requirements for learning and realization of movements. Versatile exercises should therefore child-friendly and varied designs and be adapted to the individual skill (no parent or Unterforderung).









Develop speed





A variety of forms of reactive jumps: bouncing leaps (E.g. skipping), down Hochsprünge, a - and squat jumps (E.g. forward, backward, sideways)

Exercises to increase the frequency speed (E.g. foot - / Handtapping, knees marriage run to the place, skip, step jumps)

Runs at top speed run [E.g. relay races and numbers competitions (reference value: length up to 15 m, rest 60 seconds)]

Small games with short maximum sprints [eg Petrification (Fängerin or catcher are often to change)]



Speed exercises are essential and very well trained in the primary school age. It should be remembered that fatigue will no longer improve the speed









Promote strength







It is to ensure a dynamic and varied (also in a playful way) and especially spinal friendly performing the exercises



Games on all fours (eg cancer football), barrier gymnastics, sliding and pulling competitions

Strengthening and on devices (E.g. portable equipment like medicine ball; Wall bars, turn Bank, bars, horizontal bar, Chair; Stairs)

Strengthening supports, climbing, hanging, swinging







Acquire endurance





Small free running games (E.g. grinding Rob), small team games with and without the ball (E.g. couple catching, party ball, Laura ball), sports games (E.g. mini handball, mini basketball, mini football, hockey), seasons with strain differentiation

Endurance races with additional tasks (E.g. biathlon with target throws, time and tempo treasure runs, orienteering in the kindgemäßer version)



An age-adequate endurance is varied, volume-weighted and not intensity stressed. While the load is make sure that the pupils and students in the position are to entertain















Experience and learning area

Play



Learn to play



Expand and develop (alone, with each other and in competition) age-appropriate skill and governance capacity through various forms of the game.



Playing is a childlike need for elementary. The primary objective of game education in the elementary school is therefore, to awaken the joy of the game at students, maintain and promote. Play has its purpose in itself for the pupils (artistic, spontaneous play). An essential task of the game operator is to lead students (game as method) of the egotistical to cooperative play. Sporting movement games make a child-friendly base to promote the coordination and endurance skills in appropriate intensity and stimulation setting.









Purchase a game repertoire and thereby develop a versatile skill





Games and fun forms of exercise in terms of motivating, discovery, creative and where learning:

Running and free Crystal game (eg, Petrify, band catch, chain catch), relay race games (eg transport squadron, obstacle relay, car rally), ball games (E.g. ball over the cord, Treibball, snap ball), ball and clubs (E.g. table tennis, family-tennis)

Games in different environments (E.g. free Crystal game in the water, free running games in the open air over small obstacles, treasure hunt). See experience and learning areas "Experience and car" and "Bars"

Performing games (E.g., running like a robot, "Horse racing", "Popcorn"). See experience and learning area "Perception and design"

Games to exercise the sense / trust and games of perception of (E.g. colors catch, running and signals follow "Gordian knot",). See experience and learning areas "Experience and car" and "perceiving and figures"

Games for movement rests in the classroom prepare (eg Temple-hopping, jumping rope, bowls). See "Healthy living experience and learning area"







Invent, describe games, playing conditions make and play their own games over a certain period of time





Eg game ideas and exchange game ideas







Game agreements for joint play, acknowledge and comply with rules





Teaching simple tactical skills, taking into account the different interests, talents, and experiences (E.g. to play the ball among themselves, to run free, cover)

Preparation games for sports games (E.g. hunters ball with variation forms, basket ball for the preparation of basketball)



The control structures of the sports games are still too complex in elementary I, that all pupils and students can attend act wearing. Therefore, it is necessary to choose such elementary forms, which already represent the basic idea of the sport games and gradually prepare them as a starting point for developing game. The methodological forms and policies are to be selected so that all pupils and students can attend their requirements according to









Fair play






Features for fair play find, identify and implement (E.g. rules apply and comply, partnership-like behavior, cooperative games)



Care must be taken that the own physical safety, as well as used of the other game participant / s about the goal of the game



Cooperative games to promote the cooperative behavior (E.g. party ball, Hunter ball)



The group action is to observe and, if necessary, to take effect. Rule confusion or conflicts is to contribute to the agreement









Deal with victory and defeat





Play of other players and players or teams (E.g. positive characteristics describe) Watch, improve game behaviour or that of the group/team



Victory and defeat are to discuss, the gameplay is to reflect









Games Guide Help





Assume tasks simpler (E.g. a line watching, points count)









Small games



Learning and practicing of skills and their application in age-appropriate forms of play.



Small movement matches the experience should are taught students of fun and joy, they should learn to make self experience, partners or partner experiences and group experiences, know - the autonomy of various materials and, if necessary, insert in the competition. Small games are suitable but also to prepare for the games in terms of technical and tactical skills, co-ordination and endurance requirements as well as the necessary social skills.









Movement experience with different toys and materials





Learning the basic skills in dealing with different toys, especially with the ball:

Movement experience with different balls and simple ball games to the ball getting used to (E.g. playing with balloons, betting wall heritage all)

Target throw game (eg a ball against the wall playing, Castle ball)

Learn ball skills elementary such as rolling, throwing, catching, bouncing, shooting slingshots (eg snap ball, basket ball),



It is to place value on both sides (left/right and forwards/backwards). It is soft, lightweight balls to practice and play









Acquire technical skills and tactical abilities, develop skill





Simple technical skills (E.g. the ball bounce controlled the ball, purposefully throw and sure start)

Simple tactical skills (E.g. the ball among themselves to play, to run free against a player or defend a teammate)

Ball skill and ball skills competition similar situations (E.g. bouncing seasons keep in with hand and foot, target throwing, ball in the team)

Skill in simple groups and team games learn and extend (E.g. cooperative games, running and free Crystal game, simple ball games, simple goal and basketball games without observance of rules)







Simple team-play free games





Target toss games without any interference by opponents or enemies and without compulsory cooperation (E.g. hunters ball with variations, moving ball)

Simple team games without direct contact with opponents or enemies (E.g. "Dancing balloons", ball below/above the cord)

Simple team games in separate playing fields, but with mutual interference, where cooperation is desirable (E.g., party ball, basket ball)







Can form a team





Team building by choice (I.e. friendship) at random (E.g. playing cards), after power, due to the teacher; Girls and boys together/separated



Definitely not there must be in the course of the team building a discrimination or exclusion of pupils











(Mini) Sports games



The trail of the "little games" over the "mini sports games" to the "great sports games" (such as hand, basket, foot - and volleyball, preferably in the elementary level II).







Sporting movement games





Preforms of throwing games (eg ' ball on the wall', players)

Preforming the scoring games (E.g. mats ball)

Preforming the check games (E.g. family-tennis)







"Mini games"





Exercises and preparatory games (team) with selective together and against each other, in mixed game fields, change of attack and Defense (E.g. Tiger ball, box ball)







Sports games





Check games (such as badminton, table tennis, tennis, volleyball)

Target shooting games (E.g. soccer, basketball, handball, hockey)

Rounders games (E.g. burning ball variants)



Various competition and tournament forms are to note such as E.g. tournament shapes cross a network. Also have to take place games on multiple fields at the same time as well as team changes after each round









 





Experience and learning area

Bars



Elementary forms of movement



Basic everyday - and sport-motor skills learning, strengthen, and apply in various situations (also in demonstrations and competitions).



Solving multiple motion tasks as a elementary form of Kolodki (can) should be in the foreground. Equal importance in this age group compared with own achievements (performance improvement). Gruppenbewerbe allow a sufficient taking into account of the individual requirements with differentiated requirements. Simple competitions with standardized rules should be in a balanced relationship with the mentioned forms.











Moving equipment



Collect through diverse moving and playing equipment movement experiences and thus tackle.



Open motion tasks to provide are for the promotion of creativity. It is to provide adequate assistance to the respective skills. For pupils and students who are afraid of devices, common practice and game forms are to strengthen the confidence to build. In addition is to be aware of the importance of body tension.









Free movement forms





 







the balancing and rotation





Exercises and partners - or partner exercises (E.g. lines, turn Bank, inclined plane, stretching, rolling devices; Change of places). The height should be adjusted to, special caution applies to mobile devices







of supporting





Exercises and partners - or partner exercises (eg floor gymnastics, stretching, box). Appropriate supporting force is both condition and development target for a good position. Backup is to pay attention







of the rolling

 

 

 

 

 

of jumping

 

 

the hanging, Hangelns and climbing





Exercises of rolling forward, back and sideways, up and down, even on inclined planes and with partner or partners. The following requirements are taken into account: arm strength and round body posture

Jump forms starting with beidbeinigem jump (eg stretch, squat - and Grätschsprünge, jumps with rotations)

Exercises on ropes, rings, bars. Exercises on the wall bars, mesh wire, rope ladder (eg wall climbing), climbing final. The climbing height is to adapt the skills and minimise (mark). Head above positions must be provided







Master of the rolling and swing safely





Exercises on ropes and rings (E.g. "River crossing"). The individual holding force must be taken into account







apply device paths and open motion situations





Pre-defined and customizable free device arrangements (E.g. movement construction site, adventure land, circus tent, fair). Proper fuse is correct









The ground - and device gymnastics skills



Skills of the soil and equipment gymnastics learn, consolidate and apply in competitions.



The skills (exercises) on each device are to convey by means of methodological practice sessions at least in rough form. The unit heights are to fit motor requirements and body size. For a backup of the fall rooms is to worry.









The ground - and device gymnastics skills:

Floor





 

Basic skills eg distance jump (also with half rotation), step and stand scale, shear crack role forward, possibly roll backwards, wheel and Handstand. It is pay attention to supporting force and body tension







Turn Bank





Basic skills eg Pferdchensprung, step jump, half-turn, stretch and squat jump as a disposal







Reck





Basic skills as jumping into the support. And rear spreader, Hüftabschwung vorlings forward, possibly under swing, hip baptism swing and Hüftumschwung, Kniehangab - and knee slope upswing, spreading revolution







Bock/box






Basic skills E.g. knees up and courage jump, squatting on and track jump, Hock tack, possibly Crouch and straddle







Skills of the soil and equipment gymnastics as a short exercise connections or sync with a partner or partners to run





Individual and group competitions. Pupils are to be included in the reviews. Acquisition of gymnastics badges









Running, jumping, throwing



Collect by varied walking, jumping, throwing movement experiences and thus tackle.



Running, jumping, throwing, form an important basis for everyday motor and sport-specific requirements. The development of this sport-motor skills in variable situations of particular importance in these ages and is accordingly to promote.









Quickly, persevering, with changes of direction and orientation requirements, as well as rhythmically over obstacles running





Group courses (E.g. seasons free Crystal game, seven day race, Hall biathlon, obstacle, orienteering, photo rally). Runs with endurance, the appropriate dosage is to take into account







Jump in the width and height with different bounce and land variants





A - and squat jumps with and without restart (eg series leaps, standing long jump, shear crack), jumps from different documents (E.g. grass, sand) and through obstacles (E.g. jump garden). Jumps with different drop zones are planned. On the jumps is to pay attention to safe landing. Both sides jump







Throw in the distance and on targets and hurl





Wurfbewerbe with different throw devices (E.g., wall ball, throw Bude, Frisbee), shots at moving targets (eg Treibball), throw on both sides. An organisational framework with optimum safety is to ensure









Skills of Athletics



Athletics skills (running, jumping, throwing) learn, consolidate and apply in competitions.



The athletic basic techniques of running, jumping and throwing are at least in rough shape using methodological practice sessions provide.









The basic technique of the Kurzstreckenlaufs can perform





Exercises for posture, ball cap, knee lift and arm swing (E.g. six-second Sprint, gossip parade)







Travel short distances at maximum speed





Individual and group courses with high start (possibly Tiefstart). Seasons with short loads (up to 8 seconds). Benchmark: 30 meters







Can travel medium distances at a steady pace. Have sense of tempo and perseverance





Single and group runs, time treasure runs, relays with force balance. Guideline for the duration of the course: years of life in minutes







The basic technique of the long and Hochsprungs can





Exercises to start, take-off and landing. Long and high jump as individual and team competition. Jumps is to ensure safe landing







The movement of the Rounders throw can run





Exercises to start, throw display, shedding (E.g. target throwing wide throw)







In standard athletic competitions the individual best performance





More matches of group and individual









Moving in the water



Gain experience through diverse moving and playing in the water and thus tackle.



The lessons in the water is to pay attention to the safety regulations. For anxious children frequent exercise and game forms are to strengthen self-confidence and self confidence to build. Care is on a suitable water depth (knee, hüft-to brusttief).









The buoyancy of the water feel and describe the effect of





Explore buoyancy effect of various objects (apparent weight loss). (Transport E.g. Lounger swimming, partner or partners) floating in the water with no flotation







Exhale into the water and keep your eyes under water open





(E.g. icons, talking fish) recognize characters and sounds under water. Salvage items from the water







The resistance of the water experience and describe





Races and relays in the knee, hip and chest water. Objects through the water and boosting







With and without AIDS buoyancy in the water slide and describe an optimal Gleitlage





Sliding with and without partners - or partner help (E.g. log rafts). Sliding with additional resistance (contrast experience). Slide as long distances in the competition form







Produce a propulsion of the body with arms and/or legs





From the speed slide (abdominal, back and side) with no buoyancy aid (E.g. inventor-swimming)







Invent tricks in the water and each other present





With partner or partner and in the Group (E.g. animals mimic, underwater artistes and underwater artists)









Swimming, diving, jumping



Learn skills of swimming, diving and jumping, strengthen and apply in competitions.



The basic techniques of swimming (rough shape), jumping and diving to be acquired with the help of methodological practice sessions. At least one swimming technique is to learn.









Quickly swim short distances in a location





Exercises for water, breathing, arm - and leg speed

Tempo feeling (self-assessment) acquire and strengthen perseverance. Approximate 25 meter







Can dive and a short distance under water





From the edge of the pool or from the sliding position (E.g. Dolphin jumping, tunnel diving)







Orient under water and dive items out of the water





As a single request and in the form of groups apply (E.g. treasure dive)







Master standardized jumps from the pool edge or the 1-meter Board





Foot and head jump, track jump with rotation as competition with singles and groups







Free running leaps, but also inventing and present each other





Hock -, step -, Grätsch - couple jumps







Can meet the requirements of Schwimmabzeichens







To enable the acquisition of age-appropriate German swimming badge











Moving to devices



The sliding and driving skills to learn and apply in competitions. Learn falls.



The students will learn movement skills on sliding, rolling and moving equipment at least at each one of the relevant winter - and summer sports in the rough form. They should experience the forces (gravity, centrifugal force) but should also learn to regulate them as well.





Furthermore they should practice how to handle the equipment and especially in nature sports an equivalent behavior.





Secure conditions in practice and especially in game and competition forms is to pay attention. Falls is to learn.









Ice skating





Pushing off, acceleration and deceleration; Body tension; forward and backward drive; Changes of direction; Einwärts - and Auswärtsbogen; simple figures (eg Swan, scale); in pairs skating; Free Crystal game; Seasons







Skiing





Slide Schussing, plough, curves, edges slides/Alpine ride, carving; Game and match shapes with sticks, balls, etc.; Wave track; Skill course; Lifts; Rules of conduct can know and comply







Skiing

 

 

Snowboarding





Kick, sliding, stock usage, driving away; Games and competitions (E.g., seasons, free Crystal game, skill course and orienteering)

Get into the habit; Floating exercises; Slides and edges; Drift turn. The beginners course has to exhibit a partners - or partner reference







Go roller skating, inline skating, skateboard ride





Acceleration and braking; Changes of direction; Games and exercises (eg slalom driving, obstacle courses; Biathlon; Device combinations); simple formations



Falls is to learn and protective clothing must be worn









Cycling





Also practice and game forms (E.g. synchronous driving slalom, track hold, slow down and brake test;) Skill course)



Safety (equipment and behavior; Form of organization) is to pay attention. There are traffic-free areas to operate





If placing the wheel driving test is intended to be taken on the fulfilment of the necessary conditions





See experience and learning field "Experience and car"







Experience and learning area

Perceiving and figures



Perceiving and moving




Consciously perceive one's own body and the environment - self meet.



The interplay of different perceptual and sensorimotor abilities represents an important prerequisite for all human development areas and the school learning (E.g. acquisition of culture techniques). Body experiences are always important self experience. The children should gain this confidence and a positive image of themselves and their bodies.









With different senses one's body, people perceive space, items, discover and learn





Awareness of the senses (Fernsinne, close meaning) through games and exercises with simple perception tasks:

Observation games (E.g. mirror image tasks, execution and consequences, letters/lines run), games with color and form terms

Noises, sounds different and respond to it (E.g. sound ways, sound machine; Do animals)

Button games (see E.g. partner or partner/objects with hands/feet; Back painting; Button Street); Body contact games (eg welcome by body contacts, people to people; Circle of trust)

Action and applications of various parts of the body experience and change (eg prevention, routes, turning; Pulling and pushing of objects/partner or partners; Mats swing; Relaxation exercises; playful massage)

Maintaining the balance (E.g., balance games, Petrify, stop - go;) Turning and rolling around the axis of the body; Suspensions on elastic ground)



Processes of perception are deliberately narrow, to increase the attention in an area









(Further) develop sensory-motor skills and can assign this body and movement experiences





Occupy postures alone (E.g. "big like a fir tree") and on the move (eg shadow pantomime, sayings represent); Parts of the body perceive and name (E.g., travel through the body); Parts of the body tense and relax (eg "air mattress", "Waking up"); Adjust body movements to objects (E.g. "move like a feather in the wind"); Body signals understand (E.g. "your own breath listening to"); Learn body schema (E.g. Memorial building, body lay rope; Move "Mannequins")

Space dimensions find out and understand (E.g. far - close, high, medium, low); Room way/direction vary (E.g. orientation exercises in the area); Differential experience (eg fast - slow, powerful - loose, soft - hard); Adjust speed (eg to a group of materials)

Coordinate movements of part of (E.g. swings, circles, two-handed catch; Walking with different arm movements; Left / right distinction); Hand/foot-eye coordination (E.g. ball catch, run across the range of tyres)



Movements are with space routes, to combine dynamics and tempo









Deal with materials, objects and gadgets and explore this diverse movement and expressions, try and vary





Practice and game forms with everyday materials and small equipment (E.g. newspapers, balloons, towels, rice bags, carpet tiles): keep as objects in the air, on parts of the body, your own movement patterns alone balance as obstacles, and find in the Group; Movement ideas to objects (E.g. bar, hat, film)



(Everyday) Materials may be impetus for creative processes and a differentiated perception. They encourage you to develop fantasy and imagination and promote communication with the Group









Different noises, sounds, rhythms, music, record voice and translate those impulses in movements





In the foreground are the experiment and play with rhythmic processes, imitating and adapting to a predetermined rhythm/music as well as the experience of meter, beat, rhythm and dynamics

Move rhythmically: eg rhythms even can create and shape (E.g. speaking verse, rhythm games, movement songs), distract from rhythms (eg Waltz, Samba, rock roll ´ n); own rhythm to find (eg, running and jumping in the swing rope)



The movement with sound gestures (clapping, stamping, flipping) and simple instruments (E.g. Orff - instrumentarium) is to support









Gymnastic exercises without and with hand tools explore, test and acquire basic skills





In free and bound movement tasks: With and without support from sound gestures, rhythms, simple instruments, music; alone, with your partner or the partner and in the Group; taking into account the aspects of the design space, time, form and dynamics:



-Running, bouncing, springs, jumping, turning, swing - ball (E.g. rolling, bouncing, throwing and catching) - tyre (E.g. rolling, throwing, catching, turning, swing) - rope (E.g., running, jumping, swinging) - band (eg in movement hold, on the square and in the locomotion)



Represent movement



Express and communicate about movement by movement.



In the interplay between perceiving (themselves feel) and forms (movement sensations expressing) unfolds the individual expression and ways to communicate about movement/expression/dance and Exchange surrender. It is to be observed switching between predefined form and improvisation.









People, animals, objects, concepts or (everyday) mimic situations slip into roles and find their own ways of expression





Display tasks (E.g. robot clown; Animal figures; Name - pantomime.); Everyday situations (E.g. morning toilet; Welcome ceremonies; Sports scenes); Topic (E.g. circus; Represent proverbs)



For creative processes for performing and creative do children need always a cause that is to prescribe them. This can be a topic, a material, a music, a movement task









Experiences, moods, and feelings perceive, interpret and expressed through movement, facial expression and gestures





Movement tasks (alone, in pairs and in the Group) (E.g. a trip make; Expressing feelings such as anger, anxiety, stress; Walking stories; Horse racing)







Forms of dance and gymnastic movements adapted to a room, a rhythm, a partner, a partner, a group





Moving rhythmically and dance (eg through space move, clap, Stomp, make figures; simple dance steps (E.g. adjusting step, tip step, heel - top, cross step, swing), dance versions and figures (E.g. single hand, two hand version, hand tour;) Gate)

Dancing in different order forms and space paths (E.g. line, circle, Lane, triple, groups of four); Dancing to different rhythms with simple coordination requirements)



Musical structures are by clapping, stomping, snapping to









Simple dances, dance games and movement songs of from different cultures and music styles learn, create and experience together





Dances from different countries get to know (E.g., troika, Kolo, mixer, Siebenschritt)









Design movements - dancing



Open up movement and expressive possibilities.



It is aiming for, that the students find their own creative expression possibilities, predefined shapes vary, fashion and creative dance elements themselves. You are in the process of design to include and to participate in the decisions. Own ideas and movement designs are presented.









Movement and presentation ideas select, arrange, put together in small movement designs and show





Motion events with free improvisation elements offer: different situations and plot (E.g. main station, sports field); abstract tasks (E.g., sculptures, crystals); Music pulses (eg, Carnival of the animals); Materials/objects/small appliances (E.g., carpet tile, rope, cloth, umbrella, circus)



Following phases are important for the practical implementation of and stimulation of creative processes: the imitation of movement; free learn/test; the change/distortion; the figures and reflecting.

The students are in the process of design to include and to participate in the decisions









Gymnastic basic skills to small movement designs combine and present





Motion designs (alone, as a couple, in the Group) without hand tools (eg different step sequences, spins, etc. connect); with handheld devices (eg tyres of the partner or the partner roll to throw, catch, turn on the course, find their own variations of movement)



The aspects of the design space, time, dynamics, and shape, which are each movement and music as the structural basis, offer many game rooms for countless combinations.

Quality of movement is correct









Simple dances itself - and -by - design, present and exchange experiences






Alone, with each other, dancing in the Group (E.g. dance forms combine with your own items); Find dance variations (E.g. break mixer); given dances after (E.g., folk and modern dances)



Observation tasks are set, experiences are to discuss in the Group







Experience and learning area

Healthy living



Improve physical fitness



Body schema and body image develop, reduce movement, improve posture, are powerful.



Physical fitness prevents posture, obesity and cardiovascular disease and significantly developed through exercise and sports. Knowledge of the importance of physical fitness is to convey.









Consciously perceive the own body, learn and understand





Exercises to learn the body schema and the limits (E.g. treasure items, robot game, rain drop game, itself with very Burrow, "Car wash")







Learn about the functions of the body





(Motion) Tasks (E.g. Pulse feel; Rest, stress pulse; to listen breathing; Insert parts of the body; Find body positions; Rechts/Links distinction)



See experience and learning area "Perception and design"









Develop healthy exercise habits





Games and exercises for movement breaks (E.g. with balloons, everyday materials, school supplies)

Mobile and active sitting (eg on seat ball); upright standing (as subject head balance); proper lifting and carrying (eg school bag, exercise)

Self massage and partners or partner massages (E.g. ball); Relaxation exercises (E.g. Fantasy Journey)







By strengthening, stretching and mobilization of muscles improve everyday attitudes





Exercises to strengthen (E.g. with Thera-band) especially the back (eg "Katzenbuckel"), abdominal (eg "beetle wriggling on the back"), and foot muscles (E.g. on medicine ball or balance centrifugal balance, lift objects with toes); Moving stories (eg "strong as a bear", "the Caterpillar and the Butterfly")

Exercises to stabilize body (E.g. unstable documents; the Pezziball; "Make statues")

Exercises for stretching and mobilization (E.g. Stork step, Apple picking, Kinderyoga figures)







Targeted use of coordination ability and movement security win





Activity trails with differentiated tasks (E.g. Unit cars, moving landscapes); Exercises to correct drop (E.g. Judo role); Running and free Crystal game



See experience and learning areas "Games" and "Motor bases"









Purchase basic endurance





Games and exercises (E.g. concentricity squadrons with additional tasks)



See "Motor bases" experience and learning











Feel comfortable and healthy



The need for movement live out and come to rest.



Students should experience alone and in the Group joy and fun with and through exercise and sports. The development of protective factors and prevention of risk factors are aiming for. Exercise activities should be aligned according to the child's movement needs movement and sports should be seen full of lust.









Strengthen personal and social protective factors





Situations/exercises where you feel emotionally strong and secure learn (E.g. "trust network")

Situations/exercises/games that strengthen confidence in its own forces (E.g. games with the parachute)

Situations and exercises, providing experiences to recognize their own limits and assess yourself properly (E.g. unit course with Moto-pedagogical elements; Courage jump; Slides, climbing). See experience and learning field "Experience and car"

Situations and exercises, which consciously make their own moods/feelings and expressions (E.g. "scale of well-being"; Mimic "Energy thumb", feelings)







Come to terms with yourself and feel good as a part of the Group





Games and exercises that promote the strengths and help to push boundaries with assistance in the Group (E.g. "rope square")

Exercises to support partners - or partner behavior and group behavior and increase self confidence (E.g. "you are kidding me"; "Pilot"); Cooperation and communication games (E.g. ceiling ball, parachute). See experience and learning area "Perception and design"







Find own rhythm in the sequence of stressful and relaxing activities (rhythm of life)





Movement to compensate for cognitive performance: creating open learning phases with movement (E.g. with balloons; Skateboard); Movement breaks (E.g. exercises as a balance to the seats; "Horse racing"); Relaxation exercises (E.g. muscle relaxation according to Jacobson; Journey of the mind; Self and partners - or partner massage)









Together healthy Act



Test area and delimitation and interpersonal relations itself.







Own goals and ideas with each other realize (health live independently)





Open motion and game offerings (eg, free and spontaneous play of with or without partner or partners in a device landscape; tackle an adventure trail, conquer a climbing landscape without ground contact). Independent experience is to enable







Practice in the community team skills





Cooperation tasks or team games to the following objectives:

Self and others in the group integrate (E.g. "all on the beam"; "Spider's Web")

Put trust in the classmate or the classmate (E.g. "trust circle")

Take responsibility for yourself and others (E.g., backup and help)

Take into consideration (E.g. amps children in sports and games integrate)

Develop team spirit and common objective (E.g. "Gordian knot")

(E.g. orders in groups cope) make active contribution to the success









To healthy behavior



Independently healthy and moving fashion the implementation and environment.







Recognize the importance of physical health and pay attention to a healthy handling with the body





Initiate healthy behaviors and gain insights:

Sufficient, regular movement; sports clothing and proper equipment (E.g. sneakers, gym clothes; Hiking boots; Anorak); Hygiene (eg wash hands, foot disinfection in the swimming pool); Body care (E.g. sunscreen for outdoor sports)

Healthy food and proper drinking habits (E.g. healthy snack; Water)







School and surrounding area as a Habitat with and moving experience





Situations and exercises that are transferable to the rest and leisure behaviour: E.g. exercises with juggling materials, equipment for balance training. old games in the schoolyard (eg "Temple"Anmäuerln","Sack race"bounce",); Terrain and orientation games (eg "scavenger hunt")



See experience and learning field "Experience and car"









Identify threats and respond correctly





(E.g. proper braking according to the targeted accident prevention running/not with your hands against the wall; exercise Body template for the lakeside; safe falling and landing); Comply with rules (E.g. rules); Use protective equipment (E.g. (ski) helmet, gloves for ice skating)

Simple measures to first aid (rescue) know and apply (E.g. protection of danger, levy of an emergency call; proper supply of lighter injuries, stable lateral position). Participation in security initiatives is aiming for (E.g. ÖJRK, AUVA)



See experience and learning field "Experience and car"







Experience and learning area

Experience and car



Experience the outdoors



Curiosity, new experiences with your own body, discover the partner or the partners in the Group and collect in the environment.

Experience rooms outdoor track, discover and use and direct experience.







Explore movement opportunities outdoors all year round and open up and make diverse body, movement and nature experiences





Experience of space and space conquest in the schoolyard or in middle school environment (E.g., forest, meadow, Park, snow, ice, water)

The basic movement options take up and the land use (E.g. running, jumping, throwing, balancing, role, hide)

Nature experience games (E.g. "Tree feel", "Tastmemory", "Blind caravan")

Field - and easy orientation games (eg "treasure hunt", "Platzsuchspiele")

Play in the snow and on ice (such as tobogganing, snow sculpture build, snowball tossing)

Play in the water (E.g. "stone", "Party ball")

Hiking







Diverse movement and game impulses outdoor meet and independently implement these






Schoolyard use as space for movement games, breaks and obstacle courses (see experience and learning area "gesund leben"):

Running, catching and hiding games; Throwing games (eg, Frisbee)

Jumping games (eg Gummitwist, Temple-hopping, jumping rope)

Climbing on Velcro er devices and Velcro er trees

Play with the ball (E.g. Zehnerln)

Check games (eg family tennis, badminton, GOBA)









A bold



Embark on new challenges, assess your own skills and act appropriately.



Children have a need, new to dare to explore their limits to carry out their services to assess, and to cope with new situations and challenges. Through the conscious introduction the ability of self-assessment should be further developed into reasonable risk situations.









Alone, can partner or partners in the group, get involved with materials and learnt limits, track and manage new and unknown situations and challenges





Build climbing arrangements that stimulate to climbing or climbing to move in height.



On the proper Assembly and disassembly of equipment and appropriate protection by mats is to ensure









Climbing and hanging





Climbing and swing devices (E.g. wall bars, climbing rope, climbing poles, rope ladder, angle head, rings) unknown space layers perceive, collect new body experiences in terms of height, gravity, balance and centrifugal force and deal with risk situations can







Swings and swing





Swings and swings in different heights and widths (E.g. is moving further from device to device, items transport)







Deep cracks





Can jump into the depths and land safely







Circus Arts test, learn and apply





Alone, in pairs or in the juggling Group (eg with chiffon scarves, balls)

Play Diabolo, drive tires, dish twist, unicycle ride

Partners - or partner acrobatics and group acrobatics



Appropriate body tension and functional body positions is correct









When driving and roles experience, learn simple skills and then into the leisure behavior





Experience with different devices (E.g. bicycle, inline skates, skateboard, pedalo, Scooter, skateboard) speed and can regulate

Exercises to the shift of emphasis of the body, to compensate for the centrifugal force (eg cornering)

Exercises to slow and safe behavior in falls

A safer bicycle facilities is to discuss. Protective equipment (E.g. helmets, knee, wrist and elbow) know and carry in the sports exercise







Compare with others in the showdown and fight in a playful way that test our own forces, and





Body contact to initiate (E.g. "loop mug", "Atom game")

Struggles for the balance (E.g. "Cockfight", "Balancing act")

Drawing - and Schiebekämpfe (E.g. "tug of war", "Back slide")

Fight for devices (eg "Treasury Guardian", "Theft")

Fight with partner or partners (E.g. "Turn turtle")

Fighting in and with the Group (E.g. "broken circle")

Defend space (E.g. "treasure guard", "Prison break")



In situations of force measuring and fighting is particularly on the playful shape and the physical integrity of all those involved (fair fighting and Rangeln, abide by agreed rules)









Experienced feelings and impressions of wagnis - busy movement experiences can verbally or non-verbally expressed and communicated in a group





Reflection methods (E.g. "Stimmungsbaro m")









Trust and move safely



Can build trust and act responsibly.



Movement education contributes to improving the safety of movement from a physical and psychological perspective. Furthermore this contributes significantly to the acquisition of social skills and encourages in particular the holistic personal development of the child. The importance of teaching of the movement is to convey.









Build trust and responsibility towards themselves and the classmates and schoolmates





Confidence-building games and exercises (eg "blind run", "Circle of trust")

Community solve movement tasks (E.g. "back to back-get up", "Gordian knot")







Adopt a respectful and responsible treatment of nature in everyday behavior





Perception and search games (E.g. "leaf Domino", "The great search")







In wagnis - and experience-oriented movement acts risks identify and assess





Be aware of sources of danger in Bewegungsräumen (E.g. variations terrain, slippery material)



The importance of codes of conduct is to convey. Proper use of equipment and materials is correct. See "Healthy living experience and learning area"



Basic knowledge about the use of sports and play equipment or equipment





 

Didactic principles:

1. didactic - methodical guidelines

Exercise and sports are the general didactic principles of the third part to reason to put in a part of the school. The following didactic and methodological principles are valid for the entire movement and physical education and experience an essential complement to the information included in the curriculum at the point.

The educational and teaching task in six of the experience and learning areas is to implement through appropriate syllabus. Age and proper development priorities are in each grade.

The stress and motion stimuli are sufficient and versatile offering and ensuring sustainable mobility of pupils / students. A regular, preferably daily, and health-effective movement time is therefore to be provided.

On the different prerequisites (previous experience, knowledge) of pupils / students is the individualisation measures, differentiation and promotion in the lesson planning and teaching. The individual motivation to learn is to develop versatile and playful movement and body experience. Perception and coordination are to promote especially in terms of acquiring motor ability in elementary school.

Sustaining and improving the motor basics is regarded as essential for learning in the individual experience and Lernbereichen. Therefore, sufficient space is this to give especially in elementary I.

The instruction is to ensure that it meets the basic movement needs of the children and provides diverse, stimulating experience and learning opportunities that allow individual learning processes the children by automatic action.

The Division of the study on the basic level I and level II Basic, regional realities and the experience and can stand of the individual pupils and students are to take into account, where in any case on a continuous development of the contents value is.

Co-education in the subject of teaching requires a conscious exploration of gender roles and behaviour patterns movement and sports.

The principles of inclusive education are to apply: students are to be included in the classroom after the respective movement assets.

Of particular importance to the education of children with movement disabilities and athletically talented children. Additional interessens - and performance-differentiated movement and sports are offered whenever possible.

Teaching dialogue, reflection, must include understanding, support, guidance and advice from the teacher: creating a safe learning environment (social well-being, personal appreciation) is essential for positive learning processes and the role model function of teachers and teachers has a crucial function. The relation to the child's movement world is to produce.

Reaching this diverse learning goals, learning expectations in the experience and learning areas formulated, must be documented in a suitable way. Such surveys the current state of learning and sustainable progress are in accordance with the principle of joyful education primarily to the motivation of pupils / students applying and serve as well to secure the tuition income.

2. teaching organization

The teaching is carried out basically in evenly divided lessons. Other forms of Organization (E.g. blocking, course) can be used for the implementation of special content (E.g. swimming, snowsports, skating).


Because of the life-sustaining and life-saving function of swimming's goal of teaching, depending on the organizational capacity of each after and every school-leavers to provide at least a basic swimming skills.

The teaching is basically suitable Bewegungsräumen (E.g. Sports Hall, sports field, swimming pool) to hold and as often as possible in the outdoor CAF (E.g. existing sports open space, forest, meadow, Park, playground). Local and regional realities (cultural game and movement) should be included if necessary.

Pupils and students who participate in school events with movement-educational content, are possible to prepare the teaching subject if organizationally. Participation in age-appropriate game festivals, sports festivals, school competitions (E.g. as a school-related event) is to incorporate into lesson planning.

Outbound connections to other subjects (E.g. thing teaching mathematics, German, music) should be manufactured by movement and sports events.

In a part of the school movement and sports should be given impetus to the use of other exercise activities in the sense of a moving school culture (E.g. movement supportive classrooms, moving break, moving learning).

3. health and safety

The health risks associated with exercise and sport is competent, to minimize responsible and especially careful action of teachers and teachers. It is to comply so that care (E.g. with an appropriate methodological structure), which is required according to the prevailing circumstances and conditions. Anyway, to avoid excess and Unterforderung.

The instruction is to set out that the students recognize dangers of safety regulations and bids know and behave according to (eg transport, Assembly and disassembly of equipment, organization of movement situations, stay at sports facilities).

To ensure a safe sports exercise, an appropriate protective equipment is in risk-prone sports to use E.g. inline skating (helmet, wrist protectors, knee and elbow pads), cycling (bicycle helmet), or snow sports (helmet).

To develop health-oriented exercise habits of pupils and students, the premises of the school and the school environment as a Habitat are diverse.

Is students to provide age-related, which sustainably contribute practices to health (E.g. personal care, hygiene, nutrition or drinking habits, suitable sports clothing).

Responsible behavior during exercise and sports in nature (E.g., noise, waste disposal, protection of plants and animals) will be experienced as a matter of course and lived."

Blacksmith