Key Benefits:
290. Ordinance of the Federal Minister for Education, the Arts and Culture, with which the regulations on the curricula of the elementary school, the special schools, the primary schools and the general education higher schools are changed
Article I
Regulation amending the Regulation laying down 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 ° 116/2008, 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 137/2008, shall be amended as follows:
1. In Art. I § 4 para. 1 lit. e will be the phrase "according to Z 8 and 9 of the remarks on the Hours Board of the General Special School" through the phrase "according to Z 4 and 5 of the comments on the timetable of the basic levels I and II and in accordance with Z 3 and 4 of the comments on the timetable of the secondary level I of the General Special School" replaced.
2. The second with BGBl. Article 1 (5) of Regulation (EC) No 137/2008 of Article 1 (5) shall be replaced by the sales designation "(17)" .
3. The following paragraph 18 is added to Art. 1 § 5:
" (18) Art. 4 (1) (e), Annex A Part, Annex C 1, Z 3, 5 and 7, Annex C 2, Z 4 and 6, and Annex C 3, Z 4 and 6 of this Regulation, as amended by the BGBl Regulation. II No 290/2008 enter into force on 1 September 2008. '
4. In Annex A (curriculum of the primary school) Part Four (total number of hours and hours of compulsory subjects, of the obligatory exercises, of the training course, of the free objects and of the non-committal exercises) Section C (Hourly table of the Z 1 (authorization for school autonomous curriculum provisions:) and Z 2 (unless there are no school-autonomous curriculum regulations:) becomes the mandatory subject-specific term "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
5. In Annex C 1 (General Special School), Z 3 (General provisions), Section 3.14 (Support plan for full-day schooling) shall be added to the following section 3.15, together with the heading:
" 3.15 Political Education
Political education is intended to enable pupils to understand political processes and to participate in democratic and political life. Thus, it must also make a significant contribution to tolerance towards other cultures, skin colours, people with disabilities, etc. shall be provided.
It is particularly important for the acquisition of political competences (political judgement, political competence, political competence and political competence) as well as the acquisition of historical competences (historical question competence, historical methodological competence, historical competence and historical orientation competence). "
6. In Annex C 1, Z 5 (hour tables), Section B (Hourly billboards of the secondary level I [5. to 8]. School level]) Z 1 (empowerment for school autonomous provisions:) and Z 2 (If there are no school-autonomous curriculum provisions:) the mandatory subject-name shall be "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
7. In Annex C 1 Z 7 (educational and teaching tasks as well as didactical principles and the teaching material of the compulsory subjects of basic grades I, II and upper secondary level I), the subject matter shall be: "History and Social Science" including headline:
" History and Social Studies/Political Education
Education and teaching tasks:
The teaching of history and social studies/political education deals with past, present and future perspectives. It thus makes an important contribution to the orientation of the pupils in time and space and to the identification of identity in a pluralistic society. In doing so, particular attention must be paid to the teaching of historical and political competences. Controversial interests in history and politics are equally controversial in the classroom. Teachers have to pay attention to the fact that students can maintain a critically-abusive distance. Getting to know different models of human coexistence in the past is intended to lead to an understanding of one's own situation and tolerance towards the other in the present.
To a particular extent, the experience and experience of the pupils can be expected. In the field of historical learning, there are others. New cultural history/gender history, environmental history or global history of equal access. In the field of political learning, topics from the life world of the students, such as media, consumption, migration experiences, are to be accessed.
The teaching is intended to give an insight into the history and politics of different spatial, cultural and temporal dimensions. Particularly intercultural and global learning should be included in the lessons.
Didactic principles:
The teaching of history and social studies/political education is to be designed in such a way as to enable pupils to acquire historical and political skills.
The questions are to come from the experiences, problems and knowledge interests of the present. Historical facts must be explained and understood from the respective context.
It is an important concern of the teaching that the pupils develop politically conscious action in accordance with their individual requirements.
The use of different social forms is intended to contribute to gaining knowledge individually or collectively. A discussion culture in which the opinions of others are respected must be sought.
Historical competences
History gives answers to questions that are put to the past. In the classroom, existing questions are to be found in historical representations and the pupils can be able to identify and formulate questions about the past (historical question competence).
Dealing with historical sources to build an idea about the past (telling the story itself) as well as the critical handling of historical representations (eg in the form of exhibitions, feature films with historical content) is too . It is possible to open up possibilities through which students can practice and discover learning in "free work phases" and in projects (historical methodological competence).
Concepts and concepts for the collection of historical facts are used in the classroom. The individual or Special attention should be paid to the concretization and further development of these concepts and concepts in accordance with the age of age (historical expertise).
Historical learning is intended to contribute to the better understanding of present-day phenomena and future challenges (historical orientation competence).
Political competences
As the everyday life of political decisions and controversies is influenced, political education should, on the one hand, become the self-employed, well-founded and, as far as possible, informed and value-oriented assessment of political decisions, On the other hand, it is possible to form and formulate (partial) judgments and formulate (political judgement).
The teaching is intended to promote the willingness and ability of political understanding and action. To this end, the development of skills, political conflicts, formulate their own positions on political issues, as well as to understand, take up political positions of others, and to solve problems in politics, economy and economy. To participate in society, taking account of its own and foreign needs. These skills are central to political action based on concrete examples, for example, through simulation games (political action competence).
On the one hand, political education is intended to enable us to reflect on the basics and information, by mediating a repertoire of methods for the analysis of data, images and texts. On the other hand, the students should learn to articulate themselves politically and be able to enter into a discourse with others, for example, pupils ' choice of pupils and pupils (political method competence).
In the processing of terms and concepts, care must be taken to ensure that they are conveyed in political contexts and connect them to the existing knowledge. Special attention should be paid to age-and development-based concretization and further development (political expertise).
The historical and political competences are to be developed on the basis of concrete topics. The competences described above are to be used as the starting point for the planning and design of the course. The subject areas are to be selected carefully and well based on the skills to be acquired.
Upper secondary education
Teaching material:
6. School level
First occurrence of people up to the end of the Middle Ages
For example:
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the comparison of the coexistence of people earlier and today |
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different cultures from the antiquity to the Middle Ages |
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The life of the people taking into account everyday life as well as the generations and gender relations in different communities and living environments (e.g. nomadism, peasants and village, ritternal life and courtly culture) |
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the confrontation of man with nature and its impact on the organization of human coexistence |
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Development of the division of labour and economic activity on the basis of exemplary forms of economic activity |
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different forms of domination and religions |
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Learning objectives of the sixth school level:
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Getting to know the forms of living together earlier and today |
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Discover different communities and worlds of life |
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Representing the development of the economy |
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to get to know political forms of domination |
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Getting to know the characteristics of high cultures |
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to get to know different world pictures |
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Teaching material:
7. School level
Beginning of modern times until the end of the First World War
For example:
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Inventions and discoveries that have changed the world |
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Humanism and the Renaissance |
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the reforms Maria Theresias and Josefs II. (e.g. introduction of compulsory schooling) |
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Napoleon and the French Revolution |
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various forms of economic activity and its effects on the world of work, leisure, generations, family and position of women and men |
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human rights and the problem of their enforcement |
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the First World War-Cause and impact for the people of Europe |
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Art and culture-from the Renaissance to the Art Nouveau, taking into account everyday culture |
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Learning goals of the seventh school level:
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get to know the new human and world view at the beginning of the new era |
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to explore the time of absolutism and Enlightenment |
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learn the Napoleonic era and its impact on a reorganization of Europe |
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recognize the impact of the economy on society |
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acquire the knowledge of human rights, in particular children's rights |
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Getting to know the states and peoples in the war-the example of "First World War" |
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Experience art and culture as an expression of the sense of life of an epoch |
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Teaching material:
8. School level
Period from the end of the First World War to the present-Possibilities for political participation
For example:
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Opportunities for political participation, co-determination and co-responsibility |
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Basic principles of the Austrian constitution, democracy, political parties |
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Rights and duties of a citizen of a citizen |
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economic and social contexts in terms of changes in the working world and leisure time |
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Economic crises |
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Role of women, of men, of generations and of families |
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Democracy and the dictatorship in Europe |
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National Socialism, Holocaust, Remembering cultures |
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of the Second World War and its consequences |
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Austria-the Second Republic: political system, economic and social development |
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Austria as a member of the European Union |
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Europe and its integration |
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Current conflicts and opportunities for peace education |
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Learning objectives of the eighth school level:
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recognise and recognise the possibilities of political participation, participation and co-responsibility in everyday school life, in the social environment and in the democratic institutions |
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Knowledge of the basic principles of the Austrian Constitution |
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Acquire knowledge of the most important rights and duties of citizens |
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the impact of the economy on society in the 20th Recognize the Century |
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to get to know democratic and dictatorial forms of domination in Europe |
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experience the effects of the Second World War on world affairs with regard to politics, economy and society " |
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8. In Annex C 2 (Curriculum of the Special School for Deaf Children) Z 4 (General provisions), Section 4.15 (Support plan for full-day schooling) shall be added to Section 4.16, together with the heading:
" 4.16 Political Education
Political education is intended to enable pupils to understand political processes and to participate in democratic and political life. Thus, it must also make a significant contribution to tolerance towards other cultures, skin colours, people with disabilities, etc. shall be provided.
It is particularly important for the acquisition of political competences (political judgement, political competence, political competence and political competence) as well as the acquisition of historical competences (historical question competence, historical methodological competence, historical competence and historical orientation competence). "
9. In Annex C 2 Z 6 (hour tables) Section C (Hourly billboards of the secondary level I [5. to 8]. School level]) Z 1 (empowerment for school autonomous provisions:) and Z 2 (If there are no school-autonomous curriculum provisions:) the mandatory subject-name shall be "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
In Annex C 3 (syllabus of the special school for blind children) Z 4 (General provisions), Section 4.15 (Support plan for full-day schooling) shall be added to the following section 4.16, together with the heading:
" 4.16 Political Education
Political education is intended to enable pupils to understand political processes and to participate in democratic and political life. Thus, it must also make a significant contribution to tolerance towards other cultures, skin colours, people with disabilities, etc. shall be provided.
It is particularly important for the acquisition of political competences (political judgement, political competence, political competence and political competence) as well as the acquisition of historical competences (historical question competence, historical methodological competence, historical competence and historical orientation competence). "
11. In Annex C 3 Z 6 (hour tables) Section C (Hourly billboards of the secondary level I [5. to 8]. School level]) Z 1 (empowerment for school autonomous provisions:) and Z 2 (If there are no school-autonomous curriculum provisions:) the mandatory subject-name shall be "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
Article II
Regulation amending the Regulation on the curricula of primary schools
On the basis of the School Organization Act, BGBl. No 242/1962, as last amended by the Federal Law BGBl. I n ° 116/2008, in particular § § 6 and 16 thereof, shall be prescribed:
The regulation of the Federal Minister of Education and Cultural Affairs on the curricula of the primary schools, BGBl. II No 134/2000, as last amended by the BGBl Regulation. II No 210/2008, shall be amended as follows:
(1) The following paragraph 5 is added to Article 1 (2):
" (5) Annex 1 fourth and sixth part, annex 2 fourth part, annex 3 fourth part and annex 4 fourth part of this regulation as amended by the BGBl Regulation. II No 29/2008 enter into force on 1 September 2008. '
2. In Appendix 1 (curriculum of the primary school) Part Four (timetable) Z 1 (empowerment for school autonomous curriculum provisions:) and Z 2 (Unless there are school autonomous curriculum provisions:) the mandatory subject description shall be "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
3. Annex 1 Sixth part (syllabus of the individual subjects) Section A (compulsory subject) is the subject matter of the compulsory subject matter. "History and Social Science" including headline:
" History and Social Studies/Political Education
Education and teaching tasks:
The teaching of history and social studies/political education deals with past, present and future perspectives. It thus makes an important contribution to the orientation of pupils in time and space, to finding identity in a pluralistic society as well as to the development of independent thinking and acting. Controversial interests in history and politics are equally controversial in the classroom. Teachers have to pay attention to the fact that students can maintain a critically-abusive distance. Particular attention should be paid to the mediation of historical and political competences. Getting to know different models of human coexistence in the past and present is to lead to an understanding of one's own situation and tolerance towards the other.
Basic areas and dimensions:
The teaching is intended to deal with the following basic areas of history, social studies and political education: power and domination, society and individual, economy, culture and religion. To a particular extent, the experience and experience of the pupils can be expected. In the field of historical learning, there are others. New cultural history/gender history, environmental history or global history of equal access. In the field of political learning are topics from the life world of the students (school democracy, media, consumption, migration experiences, life-way decisions, etc.) .
Choice of subject:
For the processing of historical, social and political contemporary issues, which should also take into account the interests of the pupils and pupils, are chronological approaches (ua. Longitudinal and cross-sections) or forms of exemplary learning.
Global-continental-national-regional-local
The teaching is intended to give an insight into the history and politics of different spatial dimensions as well as their networks in order to enable the formation of a reflected and (even) reflexive identity. In particular, intercultural and global learning should be included in the lessons.
Counterwarts
The teaching is intended to convey insights into the plurality of political models. By dealing with fields such as authority and power, private and public, common good and justice, war-peace, dictatorship and democracy etc., an important contribution to education to democracy and the rule of law is to be made . Ideology-critical attitude and tolerance, willingness to understand, and the willingness of peace are important prerequisites for political action.
Historical and political insights
Understanding historical and political modes of action in the context of the respective time and building of a reflected and (even) reflexive historical and political consciousness.
Gain a differentiated view through encounters with the spatial, culturally and temporally different.
Explain current economic, social, political and cultural phenomena, eg from historical development.
Conscious of the manifold causes of historical and political events and courses, as well as the various possibilities of their interpretation.
Training multi-perspective viewing as part of a critical historical and political awareness.
Contribution to the tasks of the school:
The understanding of historical and political developments, situations and ways of action should lead to the knowledge, defence and further development of the values on which fundamental and human rights are based. The confrontation with religions, world views and ethical norms reinforces the ability to distinguish between social and cultural phenomena in a differentiated way.
Contributions to the educational fields:
Language and communication:
Work with texts and images (sources and representations of the past or the present in different media), interpretation and evaluation; definition and application; collecting and applying arguments in the discourse.
Nature and technology:
Historical and political examples of scientific and technical developments in the field of tension between social consequences and technical innovation; work with statistics; interpretation of diagrams; critical evaluation of the scientific and technical progress, taking into account ecological change.
Creativity and design:
Reflection on the significance of artistic design possibilities as an expression of creativity and zeitgeist; perception and design of artistic and cultural products as media of communication in their historical and/or social conditionality.
Health and movement:
Culture of movement in historical and social contexts; the impact of the food and hygiene standards; the social and political function of sport in different cultures.
Human and Society:
The objectives and tasks of the teaching contribute in their entirety to this area of education.
Didactic principles:
The teaching of history and social studies/political education is to be designed in such a way as to enable pupils to acquire historical and political skills. The following areas of competence shall be taken into account:
Historical competences
History gives answers to questions that are put to the past. In the classroom, existing questions in history representations are to be shown and the pupils can be able to identify and formulate questions to the past (historical question competence).
Autonomy in dealing with historical sources to build an idea about the past (Re-construction), as well as a critical handling of historical representations (e.g. exhibitions, feature films with historical contents, school and Technical books) are to be promoted (De-construction). To this end methods are to be arranged in order to be able to perform analyses and interpretations (historical methodological competence).
In the processing of terms and concepts, care must be taken to ensure that they are conveyed in historical contexts and connect them to the existing knowledge. Concepts and concepts for the collection of historical facts are used in the classroom. Special attention should be paid to the age-old concretization and further development of these concepts and concepts. In addition to general terms and concepts (e.g. religion, economy, rule) as well as those with a historical character (e.g. Polis, Knight), principles are used to build quality representations about the past (multi-perspective, Objectivity/Intersubjectivity, Perspective, Position, Constance, etc.) (Historical competence).
Historical learning is intended to contribute to the better understanding of present-day phenomena and future challenges. Since different conclusions can be drawn from history, attention should be paid to the plurality of interpretations in the classroom. The resulting synergies with the political education must be taken into account (historical orientation competence).
Political competences
As the everyday life of political decisions and controversies is influenced, political education should, on the one hand, become a self-employed, well-founded and, as far as possible, sach-and value-based assessment of political decisions, problems and controversies, and on the other hand gradually make it possible to form and formulate (partial) verdicts (political judgment).
The teaching is intended to promote the willingness and ability to act in political terms. To this end, it is necessary to articulate one's own positions, to understand and to take up positions of others, and to participate in the joint development of solutions. These skills are central to political action based on concrete examples, for example through simulation games and in the context of the institutions of the school democracy (political action competence).
The aim of political education is to enable us to reflect on the foundations and information and to decode the manifestations of the political process by providing a repertoire of methods for the analysis of data, images and texts. At the same time, methods and methods are to be taught which enable them to politically articulate themselves orally, in writing, visually and/or in modern media (e.g. participation in discussions on political issues, school students ' and Student representative selection) (Policy-based methodological competence).
In the processing of terms and concepts, care must be taken to ensure that they are conveyed in political contexts and connect them to the existing knowledge. Terms and the concepts of the political (such as gender, shift, power, scarcity), which are inherent to them, are used to capture political facts. Principles such as controversy, intersubjectivity and completeness are to be observed in the course of the course. Special attention should be paid to the alterations in practice and further development of these concepts and concepts (political expertise).
The historical and political competences are to be developed on the basis of concrete topics. Care must be taken to ensure that all the competences mentioned are sufficiently taken into account in the classroom.
When dealing with the topics, the relevance for the future life situation, the regional aspect, the exemplary character and cross-disciplinary references must be taken into account. In addition, the competencies mentioned in the general section of the curriculum, such as self-and social skills, are also to be found. To this end, appropriate methodical approaches shall be laid down (ua. different social forms, plan and role-playing games, open learning forms, bilingual teaching, discovery and project-oriented learning, courses in museums, historical sites and political institutions).
The competences described above are to be used as the starting point for the planning and design of the course. The subject areas are to be selected carefully and well based on the skills to be acquired.
Teaching material:
Core area:
Human activity is carried out under certain social, economic, political and cultural conditions and changes these conditions constantly and/or permanently. can change it. The analysis of the individual factors and the recognition of their interactions are a fundamental concern of the teaching. Concrete historical facts will show, by way of example, what problems people have had and have to deal with in different eras and spaces, and how they have solved them, or how they have been able to cope with these problems. solution.
The teaching is intended to produce contemporary references in the field of history culture and the political process and to reflect on orientation opportunities. Historical cultural products are to be deconstructed (feature films, comics, texts and reconstruction drawings in student books, etc.) and based on appropriate examples in different historical time intervals, the difference between Past and history are being worked out.
2nd class:
The teaching is intended to give an insight into the history of the period from the first appearance of the people to the end of the Middle Ages.
The following topics are to be addressed:
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The confrontation of man with nature and its impact on the organization of human coexistence. |
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The life of the people in different communities and living environments/spaces taking into account everyday life as well as the generations-and the gender relations (nomadism, peasants and village, ritternal life and courtly culture). |
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Working world, development of the division of labour and forms of economic activity (natural economy, barter economy, slave economy, medieval domination, emergence of the market, history of technology). |
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Development of various forms of political domination, with particular reference to different models of political participation (Athenian democracy, Roman republic, urban autonomy, permanent assembly in the Middle Ages). |
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Social and military conflicts, their causes, and attempts to resolve them in selected examples. |
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Characteristics of early civilizations and of Greek and Roman antique references to non-European cultures. |
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The development of world images with the inclusion of magical, mythical and religious notions. |
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Borders and spaces-settlement and integration of the Austrian territory until the development of a political entity among the Babenbergers and Habsburgs. |
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Art and culture as an expression of an epoch. |
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3. Class:
The lessons will give an insight into the history from the beginning of the modern era to the end of the First World War.
The following topics are to be addressed:
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New perspectives at the beginning of modern times-a new world and human image (humanism and renaissance). |
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Encounter, exchange and confrontation-Europe and the world from the discoveries to the European expansion in the era of imperialism; taking into consideration non-European perspectives. |
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Reform and revolution in response to deficits in church and state-from the Reformation to the reforms of Maria Theresa and Josefs II to the French Revolution. |
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Economy and society-various forms of economic activity and their impact on the world of work, gender, leisure and family life. |
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Development of the modern state-absolutism, constitutional state and former parliamentarianism. |
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Power and hegemony: the Napoleonic era and the European order system at the Congress of Vienna. |
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People's rights and children's rights and their enforcement yesterday and today. |
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Culture and society as a global history, such as Africa, South America and Asia. |
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Formation of different political concepts of order; liberalism, nationalism, socialism. |
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The Habsburg monarchy as a multicultural society and supranational structure. |
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States and peoples in the war-war causes and peace efforts in the modern era up to the First World War; the emergence and broad lines of the humanitarian law. |
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Art and culture as an expression of the sense of life of an epoch taking into account everyday culture. |
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4. Class:
The lessons will give an insight into the history of the end of the First World War to the present day.
The following topics are to be addressed:
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Economy and society in 20. and 21. Century-Changes in the world of work and leisure time, economic crises. |
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Self-understanding of the sexes (analysis of different approaches to femininity and masculinity) and generations (family in change). |
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Formation and conditions of dictatorial systems, methods of totalitarian rule: fascism, National Socialism, communism; references to modern forms of political extremism. The National Socialism as an example of a totalitarian system-ideology, propaganda, mobilization of youth, persecution, organized mass murder, resistance. |
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Development and crisis of democracy in Austria-constitution, parties, confederations, authoritarian system, civil war, NS-era. |
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Remembrance cultures and their change; memories of Jewish life before and after the Holocaust. |
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The Second World War and the post-1945 international politics-Cold War, Blockformation and Relaxation, the End of the bipolar world, the UN; The USA and the Soviet Union-a comparison of different political and social systems. |
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The dissolution of colonial empires and new hegemonies; globalization as a cultural, economic, political change (migration, consumer behavior, non-governmental organizations). |
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Austria-the Second Republic: political system, foreign policy orientation, economic and social policy in transition; new social movements (environmental movement, women's movement). |
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Europe and the EU; EU political participation and co-responsibility in the EU. |
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Media and their impact on the political; manifestations of the political (media coverage, political stagings, election advertising). |
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Democracy and the possibilities of its further development (forms of participation, e-Democracy); future opportunities in the field of tension between personal and social concerns. |
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Extension range:
The content of the extension will be determined taking into account the educational and teaching tasks and the didactical principles (see section "Core and extension" section in the third part). "
4. In Appendix 2 (curriculum of the primary school with special consideration of the musical education [Musikhauptschule]) Fourth part (hour table) Z 1 (empowerment for school autonomous curriculum provisions:) and Z 2 (As far as no school autonomous Curriculum provisions consist of:) shall be the subject of compulsory subject-specific "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
5. In Appendix 3 (curriculum of the primary school with special consideration of the athletic training [sports primary school]) Part Four (hour table) Z 1 (empowerment for school autonomous curriculum provisions:) and Z 2 (As far as no school autonomous Curriculum provisions consist of:) shall be the subject of compulsory subject-specific "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
6. In Appendix 4 (curriculum of the primary school with special consideration of ski school education [ski primary school]) Part Four (hour table) Z 1 (empowerment for school autonomous curriculum provisions:) and Z 2 (As far as no school autonomous Curriculum provisions consist of:) shall be the subject of compulsory subject-specific "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
Article III
Regulation amending the Regulation on the curricula of the higher education institutions
Because of
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of the School Organization Act, BGBl. No 242/1962, as last amended by the Federal Law BGBl. I n ° 116/2008, in particular Articles 6 and 39 thereof, and |
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§ 29 of the Minority School Act for Carinthia, BGBl. No. 101/1959, as last amended by the Federal Law BGBl. I No 76/2001, and |
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§ 7 (1) of the Federal Teacher's Teacher Training Act, BGBl. No 244/1965, as last amended by the Federal Law BGBl. I No 96/2007, |
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| Is prescribed: |
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The regulation of the Federal Minister of Education and Arts on the curricula of the general education higher schools, BGBl. No 88/1985, as last amended by the BGBl Regulation. II No 321/2006, shall be amended as follows:
1. The species. III § 2 is added to the following paragraph 13:
" (13) Annex A fourth and sixth part, annex A/m1 fourth and sixth part, annex A/m2 fourth part, annex a/m3 fourth part, annex a/sp. fourth part and annex A/sl fourth part of this regulation as amended by the Regulation BGBl. II No 290/2008 enter into force on 1 September 2008. '
2. In Annex A (curriculum of the higher education in general) Part Four (lessons) Z 1 (lower level) is given in the lessons of the lower level of the Gymnasium, the lower level of the Realgymnasium as well as the lower level of the economic Real gymnasiums in the Z 1 (empowerment for school autonomous curriculum regulations:) and Z 2 (If no school-autonomous curriculum regulations exist:) the mandatory subject-name "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
3. In Annex A, Part Six (curricula of each of the compulsory items), Section A (compulsory subject) Subsection 1 (subgrade) shall be the subject matter of the compulsory subject matter. "History and Social Science" including headline:
" History and Social Studies/Political Education
Education and teaching tasks:
The teaching of history and social studies/political education deals with past, present and future perspectives. It thus makes an important contribution to the orientation of pupils in time and space, to finding identity in a pluralistic society as well as to the development of independent thinking and acting. Controversial interests in history and politics are equally controversial in the classroom. Teachers have to pay attention to the fact that students can maintain a critically-abusive distance. Particular attention should be paid to the mediation of historical and political competences. Getting to know different models of human coexistence in the past and present is to lead to an understanding of one's own situation and tolerance towards the other.
Basic areas and dimensions:
The teaching is intended to deal with the following basic areas of history, social studies and political education: power and domination, society and individual, economy, culture and religion. To a particular extent, the experience and experience of the pupils can be expected. In the field of historical learning, there are others. New cultural history/gender history, environmental history or global history of equal access. In the field of political learning are topics from the life world of the students (school democracy, media, consumption, migration experiences, life-way decisions, etc.) .
Choice of subject:
For the processing of historical, social and political contemporary issues, which should also take into account the interests of the pupils and pupils, are chronological approaches (ua. Longitudinal and cross-sections) or forms of exemplary learning.
Global-continental-national-regional-local
The teaching is intended to give an insight into the history and politics of different spatial dimensions as well as their networks in order to enable the formation of a reflected and (even) reflexive identity. In this context, intercultural and global learning are particularly important in the teaching of the subject.
Counterwarts
The teaching is intended to convey insights into the plurality of political models. By dealing with fields such as authority and power, private and public, common good and justice, war-peace, dictatorship and democracy etc., an important contribution to education to democracy and the rule of law is to be made . Ideology-critical attitude and tolerance, willingness to understand, and the willingness of peace are important prerequisites for political action.
Historical and political insights
Understanding historical and political modes of action in the context of the respective time and building of a reflected and (even) reflexive historical and political consciousness.
Gain a differentiated view through encounters with the spatial, culturally and temporally different.
Explain current economic, social, political and cultural phenomena, eg from historical development.
Conscious of the manifold causes of historical and political events and courses, as well as the various possibilities of their interpretation.
Training multi-perspective viewing as part of a critical historical and political awareness.
Contribution to the tasks of the school:
The understanding of historical and political developments, situations and ways of action should lead to the knowledge, defence and further development of the values on which fundamental and human rights are based. The confrontation with religions, world views and ethical norms reinforces the ability to distinguish between social and cultural phenomena in a differentiated way.
Contributions to the educational fields:
Language and communication:
Work with texts and images (sources and representations of the past or the present in different media), interpretation and evaluation; definition and application; collecting and applying arguments in the discourse.
Nature and technology:
Historical and political examples of scientific and technical developments in the field of tension between social consequences and technical innovation; work with statistics; interpretation of diagrams; critical evaluation of the scientific and technical progress, taking into account ecological change.
Creativity and design:
Reflection on the significance of artistic design possibilities as an expression of creativity and zeitgeist; perception and design of artistic and cultural products as media of communication in their historical and/or social conditionality.
Health and movement:
Culture of movement in historical and social contexts; the impact of the food and hygiene standards; the social and political function of sport in different cultures.
Human and Society:
The objectives and tasks of the teaching contribute in their entirety to this area of education.
Didactic principles:
The teaching of history and social studies/political education is to be designed in such a way as to enable pupils to acquire historical and political skills. The following areas of competence shall be taken into account:
Historical competences
History gives answers to questions that are put to the past. In the classroom, existing questions in history representations are to be shown and the pupils can be able to identify and formulate questions to the past (historical question competence).
Autonomy in dealing with historical sources to build an idea about the past (Re-construction), as well as a critical handling of historical representations (e.g. exhibitions, feature films with historical contents, school and Technical books) are to be promoted (De-construction). To this end methods are to be arranged in order to be able to perform analyses and interpretations (historical methodological competence).
In the processing of terms and concepts, care must be taken to ensure that they are conveyed in historical contexts and connect them to the existing knowledge. Concepts and concepts for the collection of historical facts are used in the classroom. Special attention should be paid to the age-old concretization and further development of these concepts and concepts. In addition to general terms and concepts (e.g. religion, economy, rule) as well as those with a historical character (e.g. Polis, Knight), principles are used to build quality representations about the past (multi-perspective, Objectivity/Intersubjectivity, Perspective, Position, Constance, etc.) (Historical competence).
Historical learning is intended to contribute to the better understanding of present-day phenomena and future challenges. Since different conclusions can be drawn from history, attention should be paid to the plurality of interpretations in the classroom. The resulting synergies with the political education must be taken into account (historical orientation competence).
Political competences
As the everyday life of political decisions and controversies is influenced, political education should, on the one hand, become a self-employed, well-founded and, as far as possible, sach-and value-based assessment of political decisions, problems and controversies, and on the other hand gradually make it possible to form and formulate (partial) verdicts (political judgment).
The teaching is intended to promote the willingness and ability to act in political terms. To this end, it is necessary to articulate one's own positions, to understand and to take up positions of others, and to participate in the joint development of solutions. These skills are central to political action based on concrete examples, for example through simulation games and in the context of the institutions of the school democracy (political action competence).
The aim of political education is to enable us to reflect on the foundations and information and to decode the manifestations of the political process by providing a repertoire of methods for the analysis of data, images and texts. At the same time, methods and methods are to be taught which enable them to politically articulate themselves orally, in writing, visually and/or in modern media (e.g. participation in discussions on political issues, school students ' and Student representative selection) (Policy-based methodological competence).
In the processing of terms and concepts, care must be taken to ensure that they are conveyed in political contexts and connect them to the existing knowledge. Terms and the concepts of the political (such as gender, shift, power, scarcity), which are inherent to them, are used to capture political facts. Principles such as controversy, intersubjectivity and completeness are to be observed in the course of the course. Special attention should be paid to the alterations in practice and further development of these concepts and concepts (political expertise).
The historical and political competences are to be developed on the basis of concrete topics. Care must be taken to ensure that all the competences mentioned are sufficiently taken into account in the classroom.
When dealing with the topics, the relevance for the future life situation, the regional aspect, the exemplary character and cross-disciplinary references must be taken into account. In addition, the competencies mentioned in the general section of the curriculum, such as self-and social skills, are also to be found. To this end, appropriate methodical approaches shall be laid down (ua. different social forms, plan and role-playing games, open learning forms, bilingual teaching, discovery and project-oriented learning, courses in museums, historical sites and political institutions).
The competences described above are to be used as the starting point for the planning and design of the course. The subject areas are to be selected carefully and well based on the skills to be acquired.
Teaching material:
Core area:
Human activity is carried out under certain social, economic, political and cultural conditions and changes these conditions constantly and/or permanently. can change it. The analysis of the individual factors and the recognition of their interactions are a fundamental concern of the teaching. Concrete historical facts will show, by way of example, what problems people have had and have to deal with in different eras and spaces, and how they have solved them, or how they have been able to cope with these problems. solution.
The teaching is intended to produce contemporary references in the field of history culture and the political process and to reflect on orientation opportunities. Historical cultural products are to be deconstructed (feature films, comics, texts and reconstruction drawings in student books, etc.) and based on appropriate examples in different historical time intervals, the difference between Past and history are being worked out.
2nd class:
The teaching is intended to give an insight into the history of the period from the first appearance of the people to the end of the Middle Ages.
The following topics are to be addressed:
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The confrontation of man with nature and its impact on the organization of human coexistence. |
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The life of the people in different communities and living environments/spaces taking into account everyday life as well as the generations-and the gender relations (nomadism, peasants and village, ritternal life and courtly culture). |
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Working world, development of the division of labour and forms of economic activity (natural economy, barter economy, slave economy, medieval domination, emergence of the market, history of technology). |
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Development of various forms of political domination, with particular reference to different models of political participation (Athenian democracy, Roman republic, urban autonomy, permanent assembly in the Middle Ages). |
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Social and military conflicts, their causes, and attempts to resolve them in selected examples. |
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Characteristics of early civilizations and of Greek and Roman antique references to non-European cultures. |
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The development of world images with the inclusion of magical, mythical and religious notions. |
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Borders and spaces-settlement and integration of the Austrian territory until the development of a political entity among the Babenbergers and Habsburgs. |
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Art and culture as an expression of an epoch. |
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3. Class:
The lessons will give an insight into the history from the beginning of the modern era to the end of the First World War.
The following topics are to be addressed:
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New perspectives at the beginning of modern times-a new world and human image (humanism and renaissance). |
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Encounter, exchange and confrontation-Europe and the world from the discoveries to the European expansion in the era of imperialism; taking into consideration non-European perspectives. |
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Reform and revolution in response to deficits in church and state-from the Reformation to the reforms of Maria Theresa and Josefs II to the French Revolution. |
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Economy and society-various forms of economic activity and their impact on the world of work, gender, leisure and family life. |
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Development of the modern state-absolutism, constitutional state and former parliamentarianism. |
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Power and hegemony: the Napoleonic era and the European order system at the Congress of Vienna. |
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People's rights and children's rights and their enforcement yesterday and today. |
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Culture and society as a global history, such as Africa, South America and Asia. |
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Formation of different political concepts of order; liberalism, nationalism, socialism. |
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The Habsburg monarchy as a multicultural society and supranational structure. |
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States and peoples in the war-war causes and peace efforts in the modern era up to the First World War; the emergence and broad lines of the humanitarian law. |
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Art and culture as an expression of the sense of life of an epoch taking into account everyday culture. |
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4. Class:
The lessons will give an insight into the history of the end of the First World War to the present day.
The following topics are to be addressed:
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Economy and society in 20. and 21. Century-Changes in the world of work and leisure time, economic crises. |
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Self-understanding of the sexes (analysis of different approaches to femininity and masculinity) and generations (family in change). |
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Formation and conditions of dictatorial systems, methods of totalitarian rule: fascism, National Socialism, communism; references to modern forms of political extremism. The National Socialism as an example of a totalitarian system-ideology, propaganda, mobilization of youth, persecution, organized mass murder, resistance. |
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Development and crisis of democracy in Austria-constitution, parties, confederations, authoritarian system, civil war, NS-era. |
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Remembrance cultures and their change; memories of Jewish life before and after the Holocaust. |
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The Second World War and the post-1945 international politics-Cold War, Blockformation and Relaxation, the End of the bipolar world, the UN; The USA and the Soviet Union-a comparison of different political and social systems. |
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The dissolution of colonial empires and new hegemonies; globalization as a cultural, economic, political change (migration, consumer behavior, non-governmental organizations). |
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Austria-the Second Republic: political system, foreign policy orientation, economic and social policy in transition; new social movements (environmental movement, women's movement). |
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Europe and the EU; EU political participation and co-responsibility in the EU. |
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Media and their impact on the political; manifestations of the political (media coverage, political stagings, election advertising). |
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Democracy and the possibilities of its further development (forms of participation, e-Democracy); future opportunities in the field of tension between personal and social concerns. |
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Extension range:
The content of the extension will be determined taking into account the educational and teaching tasks and the didactical principles (see section "Core and extension" section in the third part). "
4. In Annex A/W (curriculum of the Werkschulheim) Part Four (hourly boards) is given in the hour table of the subgrade in Z 1 (authorization for school-autonomous curriculum regulations:) and Z 2 (Unless there are school autonomous curriculum regulations:) the Mandatory subject-name "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
5. In Annex A/m1 (Curriculum of the Gymnasium with special consideration of the arts training) Part Four (lessons) is given in the lesson table of the sub-level in Z 1 (authorization for school-autonomous curriculum regulations:) and Z 2 (unless school-autonomous curriculum regulations:) the mandatory subject-name "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
6. In Appendix A/m2 (curriculum of the Realgymnasium with special consideration of the arts training) Part Four (lessons) is given in the lesson table of the sub-level in Z 1 (empowerment for school-autonomous curriculum regulations:) and Z 2 (Where No school-autonomous curriculum regulations exist:) the mandatory subject-name "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
7. In Appendix A/m3 (curriculum of the Realgymnasium with special consideration of the arts education for students of the music) Fourth part (hour tables) will be in the hour table of the subgrade in Z 1 (empowerment for school autonomous Curriculum provisions:) and Z 2 (Unless there are compulsory school-autonomous curriculum regulations:) the mandatory subject-name "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
8. In Annex A/sp (Curriculum of the Realgymnasium with special consideration of the athletic training) Part Four (lessons) is given in the lesson table of the sub-level in Z 1 (authorization for school-autonomous curriculum regulations:) and Z 2 (Insofar as No school-autonomous curriculum regulations exist:) the mandatory subject-name "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
9. In Annex A/sl (curriculum of the Bundesgymnasium for Slovenes [Gymnasium/Realgymnasium]) Part (lessons) in the lesson table of the lower level (Gymnasium and Realgymnasium) in Z 1 (empowerment for school-autonomous curriculum regulations:) and Z 2 (As far as no school-autonomous curriculum regulations exist:) the mandatory subject-name "History and Social Science" in each case by the designation of the required subject "History and Social Studies/Political Education" replaced.
Schmied
