480 regulation of the Federal Minister for education, science and culture, modifies the curricula for vocational schools
On the basis of the school Organization Act, Federal Law Gazette No. 242/1962, as last amended by Federal Law Gazette I no. 113/2006, in particular its articles 6 and 47, is prescribed:
Ordinance of the Federal Minister for education and arts, BGBl. No. 430/1976, of the curricula for vocational schools, as last amended by the regulation BGBl. II No 313/2004, is amended as follows:
1. in article 1, no. 3 is the line
"Brewers and Maltsters, Distiller:"
Appendix A/3/4 "
the line of
"Brewery and beverage technology, Distiller:"
Appendix A/3/4 "
2. paragraph 1 Z 4:
"4. for the teachings of the areas of electrical engineering and electronics, for"
Electrical engineering (with a focus on process control technology),
Electrical power engineering, electrical installation technology (with the heavy
point process control and technology):
Communications technician-audio and video electronics,
-EDV and telecommunications, message Electronics:
Electric machine technology:
Telecommunications construction engineer:
Process control technician:
Information technology computer-science, technology
Annex A/4/11 "
3. paragraph 1 No. 6:
"6. for the teachings of the areas of hospitality and food industry, namely for"
Meat processing, meat sales:
Restaurant specialist / engineer:
Pastry Chef (confectioner), Lebzelter and Wachszieher, sweet - and confectionery makers:
Process engineering for the engineer:
Fruit and Gemüsekonservierer:
Hotel and guest trade Assistant/hotel and guest business Assistant:
System Professional gastronomy:
Gastronomy expert / gastronomy expert:
Annex A/6/11 '
4. paragraph 1 Z 8:
"8 for the graphical direction, anxious for"
Manufacturer of gravure:
Print prepress technology:
Stamp producers and Flexograph:
Media specialist-media design, media technology:
Annex A/8/8 "
5. paragraph 1 Z 9:
"9 for the teachings of the commercial area, for"
Retail, arms and ammunition dealer:
Wholesale wholesale Manager:
Office Clerk/Office clerk, industrial industrial clerk,
Administrative Assistant/Administrative Assistant, purchasing/buyer, personnel services, real estate real estate clerk, law firm paralegal/legal Office Assistant, accounting
Bank Bank Clerk:
Pharmaceutical commercial Assistant:
Travel Office Assistant/travel Office Assistant:
Freight forwarding clerk, forwarding logistics:
Insurance insurance Clerk:
Garden Center Kaufmann:
Annex A/9/15 "
6 paragraph 1 Z 10:
"10 for the teachings of the areas of wood and plastics processing, namely for"
Cooper/barrel Binder, Wagner:
Wood and saw technology:
Brushes and brush Maker:
Basket and furniture makers:
Annex A/10/8 "
7. in article 1, the line is eliminated Z 15
Annex A/15/10 "
8 paragraph 1 Z 20:
"20 for the teachings of the area Musikinstrumentenerzeugun
Organ, harmonica makers/harmonica Maker:
Brass instrument production:
Woodwind instrument production:
String and string instrument-making:
Appendix A/20/5 "
9. in the § 1 Z 23 is the line
"Barber and wig maker (stylist):"
Appendix A/23/1 "
with the lines
"Barber and wig maker (stylist) / hairdresser and dancing (stylist):"
Appendix A/23/1 "
10 paragraph 3 together with heading:
"Additional curriculum regulations
3. (1) the boards have in accordance with § 6 para 1 of the school organization act within the framework provided for in § 1 the curriculum by additional curriculum regulations to split the hour magnitude and the curriculum of individual subjects on the different levels of education, insofar as this is not already done by the curricula. The linguistic requirement items "German and communication" and "Work-related foreign language" is to take into account the preparatory training of pupils and students in the mapping of the extent of the hours. The binding - in particular of technical education - curriculum is divided as possible on all provided levels and can be detailed closer. In addition to the boards share the compulsory subjects in two or more compulsory subjects within the framework of the appropriations in the curriculum, where the entire curriculum of the subject of the obligation on the new compulsory subjects to divide is.
(2) the boards be empowered to adopt additional curriculum regulations, in which the curriculum by related departments is summarized, unless the leadership classes for its own specialist area because too few students and number of students is not permitted according to the local conditions to the compulsory subject "Goods specific sales internship" or "Product information" for the individual sector emphasis.
(3) the boards be empowered to increase the extent of hours planned for the course due to expansion of specialized theoretical teaching for teachers with special technical-theoretical foundations in personnel and material requirements necessary for that purpose. Classes may not be increased to more than a total one and a half days a week year round vocational schools or the appropriate extent of teaching course-moderate and moderate season vocational schools thereby. In accordance with this overall scale of grade a may be increased to two school days. The Minister decides whether an educator are available the special technical-theoretical foundations, for education, science and culture at the request of the Board.
(4) in the framework of additional curriculum regulations within the meaning of paragraph 1 the boards for the or the practical part of school articles have up to one-third of the total number of hours without providing religious education. The practical subjects can be omitted but in favor of the specialist theoretical training, when a company-based training in workshops.
(5) the boards be empowered, in curricula, where the hours table has a fixed amount of hours for individual subjects, differ slightly if necessary for organisational reasons.
(6) the boards be empowered to adopt curricula for Berufsschulpflichtige who are trained in the two professions at the same time. This connection is to be taken into account on the curricula provided for the individual professions and be provided to achieve the education and teaching of curricula for both professions.
(7) in the framework of additional curriculum regulations within the meaning of paragraph 1, the boards for every curriculum have to determine in what compulsory subjects which are to run provided performance groups with recessed and extended education pursuant to § 46 para 2 of the school organization act; this connection must not exceed three compulsory subjects (including the set of the land School Board referred to in paragraph 1 third sentence in the context of the "expertise" number of mandatory items) are determined. Is expanded education offerings provided for performance groups, the leadership of the mandatory item specified in the curriculum with 40 hours is respectively under "Advanced training"; This is in conjunction with the in the hours set compulsory subject, with to reduce the number of hours of the last-mentioned obligation item in accordance with the total number of hours. Is an in-depth training is provided for performance groups, are the educational and teaching tasks, as well as the content of the well in accordance with the Z 11 of subsection C (general didactic principles) of Appendix A, section I, to provide the additional curriculum framework in the compulsory items provided in the curriculum. Appear in more than one compulsory subject groups, the combination of depressed and extended training is allowed.
(8) the species of the Förderunterrichtes according to § 8 lit. g sublit. AA and cc of the school Organization Act are each their own teaching to lead. The remedial classes for students who require an additional learning offer because they only inadequately comply in essential areas or conversion difficulties due to a change, in compulsory subjects is excluded to establish "Laboratory exercises", for a duration of not more than 18 hours per part of school, where the duration of a course is at least six hours of lessons in the compulsory subjects of the linguistic, economic and technical-theoretical education. The students may visit these remedial total amounting to no more than 18 hours of lessons per grade. The remedial classes for pupils and students should be prepared on the transition to a higher performance group, and for pupils and students, to prevent their crossing in a lower performance group is to establish for the duration of the course of highest 18 teaching hours per part of school, where the duration of a course is at least six hours of lessons. The students have when necessary to visit this special education total amounting to no more than 18 hours of lessons per grade. A student or a student may attend both types of Förderunterrichtes at a level to the extent of no more than 24 hours.
(9) the boards are empowered to make deviations from the curriculum for body and mind-disabled students taking on the disability and the promotion possibilities, as well as on the fundamental task of vocational school."
11 paragraph 3a and title:
Extended"8B paragraphs 1 and 2 of the vocational training act pursuant to section in teaching and partial qualification
section 3a. (1) the boards be empowered, additional curriculum regulations for vocational students and vocational students in the framework of integrative vocational training in accordance with § 8B paragraphs 1 and 2 of the vocational training Act, Federal Law Gazette No. 142/1969 as amended by Federal Law Gazette I no. 79/2003, to adopt.
(2) for persons who are trained within the framework of integrative vocational training in accordance with section 8 (b) paragraphs 1 and 2 of the vocational training Act the curriculum applies the selected in-service, for persons according to § 8 basically para 2 of the vocational training act at best see supplement of curricula of other professions.
(3) within the framework of the additional provisions of the curriculum, the boards have the educational and teaching tasks and teaching, as well as the extent of hours in the individual duty items, taking into consideration that pursuant to section 8 b of paragraph 8 of the Education Act for the integrative vocational training and set training objectives and content as well as the personal abilities and needs of students and vocational students individually or even generally possible to set.
(4) an above and beyond total or partial exemption from visiting the vocational school in accordance with § 23 para 2 of the compulsory education Act 1985."
12 17 the following paragraph is added to § the 4:
"(17) the following provisions and equipment this Regulation as amended by regulation BGBl. II No. 480/2006 appear as follows in force or override:"
1. § 3, section 3a, attachment A, section I, section III subsection C with regard to the educational and teaching tasks and subsection E, the equipment A/1/1 to A/1/11 sections I and III, A/2/1 and A/2/14 sections I and III, A/3/1 to A/3/3 and A/3/5-A/3/9 sections I and III , A/4/1 to A/4/8 and A/4/10 sections I and III, A/5/1-A/5/3 sections I and III, A/6/1 to A/6/5 and A/6/7 A/6/9 sections I and III, A/7/1 to A/7/5 sections I and III, A/8/2, A/8/4 A/8/6 and A/8/8 sections I and III , A/9/1 to 9/A/9 and A/9/12-A/9/15 sections I and III, A/10/3, A/10/6 and A/10/7 sections I and III, A/11/1 to A/11/4 sections I and III, A/12/1-A/12/3 sections I and III, A/13/1 and A/13/2 sections I and III , A/14/1 and A/14/3 sections I and III, A/15/1 and A/15/9 and A/15/11-A/15/16 sections I and III, A/16/1 to A/16/4 sections I and III, A/17/1-A/17/11 sections I and III, A/18/1 to A/18/4 sections I and III , A/19/1 and A/19/3 sections I and III, A/21/1 and A/21/3 sections I and III, A/22/1 and A/22/2 sections I and III, A/23/2-A/23/6 sections I and III, as well as the sections I and III which in accordance with no. 3 until the end of August 31, 2009 phasing-out in force the equipment A/3/4 , A/4/9, A/6/6, A/6/10, A/8/1, A/8/3, A/8/7, A/10/4, A/10/5, A/10/8, A/10/9, A/15/10, A 20/1 to A/20/5 and A/23/1, and also the sections I and III in accordance with par. 16 no. 2 until the end of August 31, 2007 phasing-out in force the equipment A/9/10 and A/10/1 with 1 September 2006 into force;
2. paragraph 1 Nos. 3, 4, 6, 8, 9, 10, 15, 20 and 23, annex III, section C in terms of the subject, the annexes A / 3 / 4, A/4/9, A/4/11, A/6/6, A/6/10, A/6/11, A/8/1, A/8/3, A/9/10, A/9/11, A/10/1, A/10/2 A/10/4 , A/10/5, A/10/8, A/20/1, A/20/2, A/20/3, A/20/4, A/20/5, A/23/1, section III of the equipment A/4/8, A/9/1, A/9/8, A/15/3, A/15/13, A/15/14 and A/17/1, the heading of Annex A/6/3, as well as the heading and sections I and III of the Appendix A/9/3 step with regard to the 1st class with 1 September 2006 , 2nd class with September 1, 2007, 3rd class with September 1, 2008 and the 4th class with September 1, 2009 in force;
3. the equipment A/8/7, A/10/9 and A/15/10 occur with regard to the 1st class at the end of August 31, 2006, the 2nd class at the end of August 31, 2007, the 3rd grade at the end of August 31, 2008 and the 4th grade at the end of August 31, 2009 except for power.
The regulations of the boards may be adopted already at the end of the day of the by-laws; they may not be used however in force before the entry into force of the installation concerned."
13 Annex A (General provisions, the General educational objective, general didactic principles, teaching principles and common subjects of vocational schools) section I is as follows:
"I. GENERAL PROVISIONS, GENERAL EDUCATIONAL OBJECTIVE, GENERAL TEACHING PRINCIPLES AND TEACHING PRINCIPLES"
A. General provisions
The vocational school curriculum is a curriculum with framework character that indicates teaching goals, content and procedures for the planning and realization of learning. It allows the independent and responsible teaching work of teachers and teachers in accordance with the provisions of section 17 para 1 of the school education law within the specified scope.
The curricula include:
General terms and conditions
The general objective of education
General didactic principles
Lessons and curriculum for religious education
Education and teaching as well as learning and didactic principles of individual subjects.
The curriculum of each subject of the lessons includes:
-Education and teaching task that specifies to which attitudes and skills the students run and what knowledge they should have.
-Curriculum, which sets the scope of the teaching content.
-Didactical principles as instructions for the teachers.
Arrangement, outline, and weighting of the syllabus (content distribution) stated in the syllabus of for each class in the sense of education and teaching task are left to the responsible decision of the teachers and teachers, and coordination are essential for teaching and school organisation reasons. The order of the fields is only a recommendation and is not binding. In the weighting of the teaching is to pay attention to the possibility and necessity of exemplary teaching, as well as each time. The selection of examples has to comply with the principle of realism. The work with the textbook is to subordinate these considerations.
Lesson planning (Prep) requires of teachers
-the specification of the general objective of education as well as the educational and teaching tasks of individual subjects by developing the teaching objectives, - the elaboration of methods and media for teaching.
Lesson planning has to comply with the requirements of the curriculum on the one hand and on the other, didactically adequately on the abilities, needs and interests of pupils and students, as well as on current events and Berufsnotwendigkeiten to enter.
B. General education objective:
The vocational school has the task to convey the basic theoretical knowledge the professional school-age persons in a professionally relevant in-service education to promote their occupational training to complement, and expand their general knowledge according to § 46 and taking on section 2 of the school Organization Act. In the compulsory items provided in the curriculum the students by performance groups are to promote. Interested students to prepare for the Berufsreifeprüfung are possible through differentiation in the classroom and through free items to promote.
The resulting general education tasks:
The educational work in the school has to take into account the close connection with the world of work caused by the operational doctrine and to take advantage of the educational opportunities this given. Education advanced by an additional compulsory subject or recessed in the compulsory subject to increase the mobility of pupils and students, expand their professional education, and encourage the pursuit after higher qualification.
Starting from the experience world education make the independent acquisition of knowledge, skills and attitudes to enable the students and vocational students and to encourage them to further training.
The vocational school to educate human behaviors, promote preparedness for a responsible cooperation in the operation, in society and in the State and thereby awaken the critical understanding of society and the economy.
The students and vocational students should be fundamentally to qualified to deal with the question of meaning, with ethical and moral values, such as with the religious dimension of life and religions and beliefs as a necessary extension and deepening of this competence.
C. General didactic principles:
1. to attain the educational objective of the vocational school, it is necessary to handle the curriculum taking into account the input conditions of pupils / students and their experience in the professional world. The standing of vocational school available period should be used particularly well by a deliberate fabrics and method choice.
2. the teachers and teacher based in the selection and treatment of the syllabus on the current state of science and technology. Students can apply their knowledge and skills in different situations, a multidisciplinary treatment of the syllabus is important. Particularly in the higher grades individual areas of fabric and its subjects should be made through project work to understand. The criticism of classmates and schoolmates and adequate support by teachers in problem solving are important for the learning process.
3. methodological ways should be taken by teachers who allow students an independent development of the training material and promote the cooperation in the community. The principles of timeliness, clarity, close to life and fabric protection must be observed.
4. by learning about the different religions and worldviews comprehensive guidance will be offered students for their professional and private lives, but also for the design of the company.
5. tasks with the possibility of self-regulation by the pupils to encourage independent and autonomous learning. Moreover, the change from individual phases and stages of social very revives the learning process. Methods of independent education purchase, the basis for the training is placed over the vocational school.
6. the qualitative treatment of the study including the necessary consolidation and exercise is preferable compared to the quantitative to give. Homework should be just at students and vocational students taking on the temporal reasonableness and in terms of the educational intentions exactly. In many cases, the principle of voluntary action in carrying out such tasks will be educationally profitable.
7. the communication skills of the pupils and students is to promote. These are particularly groups, partner work and other social forms of teaching, as well as all problem - and process-oriented teaching methods.
8 subjects that have practical exercises and manual skills to the content, not primarily serve the consolidation of the operation to intermediary training content. Practical subjects and laboratory exercises have the problem inherent in the activity in question and the backgrounds for a meaningful solution to show. These subjects contribute to the better understanding of abstract subjects of the specialist theoretical training and securing of tuition income.
9. in addition to the proper use of teaching materials, the criteria of intelligibility in the education grant shall be observed.
10 educational outputs and field trips contribute to illustrate, if they are carefully prepared and properly evaluated.
11. in the performance-differentiated teaching is the purpose of the in-depth education offer in the sophisticated integration of complex or additional content with the normal curriculum.
12 remedial classes characterized by a particular methodological density and a high degree of individualization in the treatment of the syllabus and not have the purpose of exclusive repetition of school practice.
13. for the implementation of educational and teaching tasks and the set curriculum content for pupils and students who completed an apprenticeship with a long apprenticeship or an apprenticeship contract, agreed a partial qualification, (b) paragraphs 1 and 2 of the vocational training Act, in accordance with article 8 are to embark on methodical way, which promote the integration into the class community and on the performance of these students and pupils be taken into account. To progress in the development of the syllabus is the sense of achievement for pupils by gradually reaching of small educational objectives in the foreground.
D. education principles:
In the sense of a holistic education even operations are the vocational school, which can be associated not part of a school or a few subjects, but also across the curriculum to be mastered in the combination of several or all subjects. Is characteristic for these educational tasks, that they take account of the principles of life and action customization of teaching in a special way; It is also that they can be described by curriculum information alone, but are to be understood as combining material, methodological and educational requirements and finally, each having a material focus while preserving its multidisciplinary character in certain subjects or parts of subjects.
Such educational tasks (teaching principles) are:
-Education for equality between women and men - education for entrepreneurial thought and action - health education - reading and speech training - media education - civic education - sex education - environmental education - education.
The implementation of the teaching principles in everyday school requires effective coordination of the subjects under utilization of their interconnections, use of appropriate additional training resources and possibly occasional recourse to formal professionals. For this implementation mainly project oriented lessons and projects are offered. The teaching principles should but do not a reproduction of the subject, but contribute to a better penetration and deliberate choice of the study described in the curriculum. Teaching principles are also to keep in mind when on the same subject are provided their own subjects or curriculum content. For the implementation of teaching principles are to observe the relevant principle stops of the competent Ministry."
14. in Annex A, section III (education and teaching, curriculum, didactic principles of individual common subjects) under section C (work-related foreign language) are the first four paragraphs of the educational and teaching tasks:
"Pupils to cope with situations of professional and private everyday life in the foreign language.
You - can, if necessary, by using a bilingual dictionary - understand heard and read and express themselves both orally and in writing, adequately and independently apply the acquired knowledge and skills and develop.
You want to make sure people of other linguistic communities and their way of life.
Pupils and students who are preparing for the Berufsreifeprüfung exam, to can deepen their oral and written expression in the treatment and presentation of issues relevant to society and professional."
15. in annex III, section C, the line will be in the curriculum
"Professional (for the systems A/4/1-A/4/10):"
the line of
"Professional (for the systems A/4/1-A/4/11):"
16. in annex III, section C, the line will be in the curriculum
"Professional (for the systems A/6/1-A/6/10):"
the line of
"Professional (for the systems A/6/1 to A/6/11):"
17. in annex III, section C is the curriculum of equipment A/9/10 and A/9/11:
"Professional (for the systems A/9/10 and A/9/11):"
Freight forwarding Manager
Basic concepts of the transport industry.
Business facilities and materials.
Computer and communication systems.
Modes of transport. Transportation geography. Customs.
Buying and selling.
Forwarding logistics, warehouse logistics
Basic concepts of warehouse logistics.
Business facilities and materials.
Computer and communication systems.
Inventory management. Material procurement. Controlling.
Production, distribution and information logistics.
Just in time - processes."
18. in annex III, section C, the line will be in the curriculum
"Professional (for the systems A/15/9 and A/15/10):"
the line of
"Professional (for the Appendix A/15/9):"
19 Annex III under section E is:
"E. movement and sport
General didactic comments:
The non-committal exercise "Exercise and sport" has to make an important contribution to the holistic education and education of pupils and students in the vocational schools of duty. For success, it is important that a beyond the school setting to the sustainable exercise of exercise and sports especially considering leading a healthy life is awakened and to reason.
Education and teaching task:
Students should develop their motor basics and sporting skills.
You should learn the importance of exercise and sports for health, about diverse sports experience joy in the movement, be encouraged in their development of an independent personality, experience movement, play and sport both as individuals and in particular in the group, and deal with the social function of movement, play and sport.
The students should improve their perception in the understanding of the movement action, expand their experiences in movement and recognize their own strengths.
You should learn the strips in the könnens - and performance-oriented movement acts and reflect.
You should act together in the playful movement actions, play and communicate.
You should make movement in the creative and performing movement activities represent and express themselves physically.
You should develop a health awareness in the health-oriented and balanced movement actions and improve their fitness.
To learn experience and risk responsibility for themselves and others in the experience-oriented movement actions.
Basics to motion action:
Advancement and assurance of the endurance skills (strength, speed, endurance). Improvement of mobility. Improvement and stabilization of the coordination skills. Balance. Perception of space. Orientation. Rhythm ability. Responsiveness. Movement quality and movement efficiency. Feedback by conducting engine tests. Know and include sports-biological principles.
Könnens - and performance-oriented movement actions:
Learn let performance limits. Possibility to participate in individual and group competitions. Movement links develop, and present. Develop the ability to deal with competition standards constructively.
Playful movement actions:
Getting and developing not rules-based skill and skill. Learn about and practicing many different sports and trend games. Improve the rule-bound skill in technology-related terms. Match conduct game situation and make tactical decisions in the group or team. Developing an appropriate understanding of game competition-relevant aspects. Developing the ability to analyze of game results and strategies to solve any conflict situations. Developing the ability to recognize (game) agreements and (game) rules, situational change and reshape. Developing the ability to assume responsible organization and game management.
Defining and performing movement activities:
Learn the posture. Improving the movement and expressive possibilities of the body. Extension of the movement repertoire and develop of a sophisticated sense of movement. Deal with aspects of the quality of the movement. Implementation of music and rhythm in motion. Learn the effect of art and their own creativity in the individual life.
Health-oriented and balancing movement actions:
Exercise and sports health fair exercise. Improving fitness in school and where possible also in extracurricular institutions learn, improve, and evaluate learning. Strengthen the sense of the body and respond to its needs. Improve the perception of the body and can interpret the reactions of the body. Awareness of and dealing with hazardous phenomena; Presentation of consequential damages and elaboration of measures for the prevention and suppression. Keeping onerous exercise habits and its impact recognize and compensate.
Experience-oriented movement actions:
Learn and experience of movement and sport activities in different spaces and elements, in different situations, with different devices, which are connected with special feelings and differentiate themselves from everyday moving and providing something new and unexpected. Searching and automatic coping with challenging movement situations, while the personal boundaries and behavior learn, explore and reflect. Sports activities and projects together, plan, design, and reflect. Developing an environmentally friendly setting in the exercise of nature and sports. Acquire specific knowledge of art, design and maintenance of sports equipment.
In particular, to empower the students in the course of their vocational school and to stimulate, to movement, play and sport in sufficient scale, taking into account leading a healthy life, even about the school, are.
Apprenticeships with rising health pressures, appropriate lesson content and measures to help counteract the health impacts.
The curriculum is to meet in accordance with the educational and teaching task while respecting diversity. Priorities can be used, are to map the parts of the syllabus (movement actions) and to set also in compliance with gender-specific concerns.
When choosing the content, priorities and performance requirements, age conformity, the each specific situation of vocational school, the in-service and the available venues are taken into account where the content of education should depend on not only the local conditions at each school site.
According to the local options of the individual schools, it is recommended to improve education, to coordinate the teaching planning in the form of a "school plan" (E.g. use of dislocated exercise facilities, school-related events, collaborations with non-school partners, taking into account the school profile, etc.).
Learning and motivation is to promote through motivating teaching and diversity of methods, as well as by taking into account the interests of pupils and students. She can be increased by the inclusion of professional, moving world and appropriate leisure trends of young people. More important motivation possibilities are the preparation and participation in competitions and performances, as well as the acquisition of achievement badges.
Through internal differentiation of teaching, gifted, powerful as also the under-performing, anxious students should be motivated and encouraged. Group work and forms of open education can help to develop the independent sports action.
The special needs of disabled students or students are in accordance with the possibilities to take into account. They are as often as possible to include joint exercise activities and common sports.
In the classroom a highest possible degree of safety of pupils / students is at any time to ensure."
20. in the equipment for the teachings of the building and construction industry (equipment A/1/1 to A/1/11), for the professions of the apparel industry, the decorators and the leather industry (equipment A/2/1 and A/2/14), for the professions of chemical direction (equipment A/3/1 and A/3/5 to 3/9/A/3/3), for the professions in the areas of electrical engineering and electronics (equipment A/4/1 to A/4/8 and A/4/10) , for the professions of the areas of gardening and farming (equipment A/5/1-A/5/3), for the professions of the areas of hospitality and food industry (equipment A/6/1 to A/6/5 and A/6/7 A/6/9), for the professions in the fields of glass and ceramics (systems A/7/1 to A/7/5), for the professions of graphical direction (annexes A/8/2 , A/8/4 A/8/6 and A/8/8), for the professions of the commercial area (equipment A/9/1 to 9/A/9 and A/9/12-A/9/15), for the professions in the areas of wood and plastic processing (equipment A/10/3, A/10/6 and A/10/7), for the professions of painter - and artist - signs manufacturer industry (equipment A/11/1 to A/11/4) , for the teachings of area of metal (sheet metal) (equipment A/12/1-A/12/3), for the professions of the range metal (installation) (appendices A/13/1 and A/13/2), for the professions of the range metal (foundry) (equipment A/14/1 and A/14/3), for the professions of the range metal (mechanic professions) (equipment A/15/1 to A/15/9 and A/15/11-A/15/16) , for the professions of the area of metal processing and jewellery making (equipment A/16/1 to A/16/4), for the teachings of area of metal (metal professions) (Appendix A/17/1-A/17/11), for the apprenticeship of the range metal (other professions) (Appendix A/18/1-A/18/4), for the professions of the area of textile production (plant A/19/1-A/19/3) , for the professions in the fields of optics and photography (Annex A/21/1 and A/21/3), for the apprenticeship of the areas of papermaking and paper processing (Appendix A/22/1 and A/22/2) as well as the teachings of the range of health and beauty care (Appendix A/23/2-A/23/6) (hours table) and III (education and teaching as well as learning and didactic principles of individual subjects) are the names of non-committal exercise "Physical education" in the sections I by the designation "movement and" Sport"replaced.
21 in the pursuant to § 4 paragraph 17 Nos. 2 and 3 until the end of August 31, 2009 phasing-out in force the equipment A/3/4, A/4/9, A/6/6, A/6/10, A/8/1, A/8/3, A/8/7, A/10/4, A/10/5, A/10/8, A/10/9, A/15/10, A/20/1, A/20/2 , A/20/3, A/20/4, A/20/5 and A/23/1 are the sections I (hours table) and III (education and teaching as well as learning and didactic principles of individual subjects) the names of non-committal exercise "Physical education" respectively by the designation "Movement and sport" replaced.
22. the forming an integral part of these regulations systems A/3/4, A/4/9, A/6/6, A/6/10, A/8/1, A/8/3, A/10/4, A/10/5, A/10/8, A/20/1, A/20/2, A/20/3, A/20/4, A/20/5 and A/23/1 take the place of appropriate facilities.
23. in the equipment A/4/8, A/15/3, A/15/13, A/15/14 and A/17/1 section III (education and teaching as well as learning and didactic principles of individual subjects) the compulsory subject project internship is each subsection subjects:
Education and teaching task:
Students should can see inclusion of measures of quality assurance plan occupation-specific tasks as complex work, perform, present and monitor.
To perform this analyses and reviews professional practice according to by linking issues General, linguistic, economic, technical and mathematical and graphic as well as profession-oriented solutions document, present, and evaluate.
Creating a working and usage plan. Set of work procedures and work processes. Select the required materials and materials as well as the to be deployed tools, machines, devices and facilities.
Obtain and review the materials and materials. Perform the work, taking into account the measures of quality assurance in accordance with the established procedures.
Project control and representation:
Documenting, evaluating and presenting the results.
Value to set is on the practical importance when planning and carrying out a project. In particular, we recommend tasks related customer-oriented and customer-oriented.
Students are to lead to the logical, interconnected, and creative thinking. It is on the link between education, linguistic, economic, technical, ensure mathematical and graphic subjects.
It should be noted that projects of different duration of work with varying degrees of difficulty in the team are carried out."
24. the forming an integral part of these regulations Annex A/4/11 is inserted after Annex A/4/10.
25. the heading of Annex A/6/3 is as follows:
"CURRICULUM FOR THE TEACHING PROFESSION RESTAURANT SPECIALIST / ENGINEER"
26. in the equipment A/6/3, A/6/4 and A/6/9 section I (hours table) the indicative exercises are each:
"Exercise and sports 6
27. in the equipment A/6/3, A/6/4 and A/6/9 section III (education and teaching as well as learning and didactic principles of individual subjects) of subsection each is non-committal exercises:
EXERCISE AND SPORT
See annex A, section III.
Education and teaching task:
The students should can advise the guest in the selection of beverages, in particular from wine, and know the economic importance of refined wine culture.
You should know about cheese, its presentation, and correspondence to wine, as well as know combinations of wine and food.
They should be empowered and motivated to train themselves in to the wine waiter, sommelier or Fromagier initiative.
Characteristics of the wine. Wine care. Presentation and tasting. Classification and assessment.
Technical language. Correspondence of drinks to cheese. Combination of wine and food. Drink recommendations.
Manufacturing. Types. Classifications. Storage. Presentation.
The curriculum should build on the experience of the mandatory items "Food and menu customer" as well as "Beverage customer", why is the Crosslinking to maintain.
Education and teaching task:
Students should understand devices and glasses with the handling and care of the device used in the bar.
You should properly serve drinks and serve and prepare mixed drinks and decorate.
The students should be empowered and motivated to train themselves on their own initiative to the bartender.
Handling and maintenance of the facility, equipment and glasses. Communication and interaction standards.
Beverages and mixed drinks:
Preparation. Methods and techniques. Work processes. Service.
Types. Pre - and preparation. Types of decoration.
Standard mixed drinks:
Before dinner cocktails. Medium dry cocktails. After dinner cocktails. Long drinks. Champagne cocktails. Fancy drinks. Non-alcoholic mixed drinks. Hot drinks.
Special mixed drinks:
Fashion drinks. Master drinks. Creations.
The curriculum should build on the existing knowledge from the compulsory subject "Beverage customer" and "Practical work", so the cross is to maintain.
Education and teaching task:
Students are able to independently creative dishes.
You should care for culinary trends and implement them.
Preparation and manufacture of pâtés, terrines, meats and cold plates. Design of decorations.
Planning, assembling, preparing and serving of appetizers, soups, fish, meats, and seafood. Desserts.
Decorations from sugar, chocolate, Marzipan.
The visit of the subject of the lessons requires qualified entry requirements in the field of cooking.
Demonstrations by experts or experts, as well as excursions increase the motivation. Dealing with literature is to promote. The training of the creativity is in the foreground.
The motivation will be increased if she adequately presented products made by students and tasted.
The thorough development of selected content is preferable to a superficial diversity to give.
Education and teaching task:
The students should have basic knowledge about the components, the classification as well as the production of beers.
You should have the important for the catering industry knowledge of the care of the beer and apply them in practice.
Students to the beer as a stimulant and as a dining companion recognize advise guests and can develop special beer menus.
Austrian food book. Cereals. Hops. Water. Yeast.
Classification of the beers:
Bottom-fermented and top-fermented beers. Classification according to grading. Evaluation and tasting of different beers.
Production of beer:
Brewing terms. The operation of malt. The brewing process of mashing until bottling.
Care of beer:
Storage and temperature control of the beers. Beer glasses and glass care. Pouring (tap, bottle). Present. Beer error.
Correspondence of beers and food. Creating menus with beers.
The curriculum builds on the experience from the compulsory subject "Drinks and menu customer".
The chapter "Brewing" with a doctrine output should be connected in order to better understand of the brewing process.
The curriculum of the care of the beer and the beer classification delves through exercises in the practice and tastings."
28 forming an integral part of these regulations Annex A/6/11 is inserted after Annex A/6/10.
29. the equipment A/8/7, A/10/9 and A/15/10 are eliminated.
30. in Appendix A/9/1 section III (education and teaching as well as learning and didactic principles of individual subjects) subsection business lessons is in the compulsory subject of Economics of the tenth section of the subject:
Operating and company. Business (personal, financial, legal and infrastructural requirements. Authorities and contact points). Forms of business, management and organization. Marketing. Merger. Resolution. Commercial legal protection."
31 in Appendix A/9/1 section III subsection is subject teaching in the compulsory subject of goods sales training specific industry focus section the subsection sporting goods the following subsection perfumery inserted after:
Product-related legal provisions:
Safety regulations. Standardisation. Marking. Industry-specific laws and regulations.
Skin and appendages:
Building. Function. Care. Care and cleaning products. Trends in care products and perfumes.
Product groups. Application. Effect.
Color, fragrance and style advice.
Sources, types and ranges, commercial names, use and use, storage and disposal, instructions for use and goods inspection and testing of cosmetics and perfume articles, accessories and accessories."
32. the heading of Annex A/9/3 is as follows:
"CURRICULUM FOR THE APPRENTICESHIP OFFICE CLERK / OFFICE CLERK, INDUSTRIAL/INDUSTRIKAUFFRAU, ADMINISTRATIVE ASSISTANT/ADMINISTRATIVE ASSISTANT, REAL ESTATE REAL ESTATE CLERK, LAW FIRM ASSISTANT/LEGAL OFFICE ASSISTANT, BUYERS/BUYER, PERSONNEL SERVICES, ACCOUNTING"
33. in Appendix A/9/3 section I (hours table) the subsections G (personnel services) and H (accounting) are added after subsection F (buyers/buyer):