480. Regulation of the Federal Minister for Education, Science and Culture, with which the curricula for vocational schools are changed

On the basis of the School Organization Act, BGBl. No 242/1962, as last amended by the Federal Law BGBl. I n ° 113/2006, in particular § § 6 and 47 thereof, shall be prescribed:

The Federal Minister of Education and the Arts, BGBl. No 430/1976, on the curricula for vocational schools, as last amended by the BGBl Regulation. II No 313/2004, shall be amended as follows:

1. In § 1 Z 3, the line shall be

" Brauer and Mälzer, distillate:

Annex A/3/4 "

through the row

" Brau-und Getränketechnik, distillate:

Annex A/3/4 "

replaced.

2. § 1 Z 4 reads:

" 4.		for the teaching profession in the fields of electrical engineering and electronics , and

Electrical operating technology (with the focus on process control technology), Electrical energy technology, electrical installation technology (with the Schwer- point Process control and bus technology):	Annex A/4/1
Communication technology audio and video electronics, -EDP and telecommunications, -News electronics:	Annex A/4/2
Electromechanical engineering:	Annex A/4/3
Electronics:	Annex A/4/4
Telecommunications installer:	Annex A/4/5
Process control engineer:	Annex A/4/6
Electroanging technology:	Annex A/4/7
Plant electrics:	Annex A/4/8
Information technology-computer science, technology	Annex A/4/9
Mechatronics:	Annex A/4/10
Event technology:	Annex A/4/11 "

3. § 1 Z 6 reads:

" 6.		for the teaching profession in the hospitality and food industries , and

Bakers:	Annex A/6/1
Meat processing, meat sales:	Annex A/6/2
Restaurant specialist/restaurant specialist:	Annex A/6/3
Chef:	Annex A/6/4
Confectioner (sugar bakers), Lebzelter and wax extractor, candy and confectionery:	Annex A/6/5
Process technology for the cereals industry:	Annex A/6/6
Molkereifachmann:	Annex A/6/7
Fruit and vegetable conservators:	Annex A/6/8
Hotel and hospitality assistant/hotel and hospitality assistant:	Annex A/6/9
System gastronomy expert:	Annex A/6/10
Gastronomiefachmann/Gastronomiefachfrau:	Annex A/6/11 "

4. § 1 Z 8 reads:

" 8.		for the teaching profession of graphic , and

Printing technique:	Annex A/8/1
Manufacturer of gravure printing formers:	Annex A/8/2
Pre-press technology:	Annex A/8/3
Reprography:	Annex A/8/4
Kartograph:	Annex A/8/5
Stamp producer and flexograph:	Annex A/8/6
Media specialist media design, media technology:	Annex A/8/8 "

5. § 1 Z 9 reads:

" 9.		for the teaching profession of the commercial sector , and

Retail trade, weapons and ammunition dealers:	Annex A/9/1
Wholesale trader/wholesale trader:	Annex A/9/2
Office clerk/office clerk, industrial clerk/industrial clerk, Administrative assistant/administrative assistant, real estate clerk/real estate clerk, law firm assistant/law firm assistant, buyer/buyer, personnel service, accounting:	Annex A/9/3
Bankkaufmann/Bankkauffrau:	Annex A/9/4
Drogist:	Annex A/9/6
Fotokaufmann:	Annex A/9/7
Pharmaceutical Business Assistance:	Annex A/9/8
Travel Office Assistant/Travel Agent Assistant:	Annex A/9/9
Speditionskaufmann/Speditionskauffrau, Speditionslogistik:	Annex A/9/10
Warehouse logistics:	Annex A/9/11
Insurance clerk/insurance:	Annex A/9/12
Professional drivers:	Annex A/9/13
EDV-Kaufmann:	Annex A/9/14
Gartencenterkaufmann:	Annex A/9/15 "

6. § 1 Z 10 reads:

" 10.		for the teaching professions in the fields of wood and plastics processing , and

Tischlerei:	Annex A/10/1
Fassbinder/Fassbinderin, Wagner:	Annex A/10/2
Wood and saw technology:	Annex A/10/3
Drechsler/Drechslerin:	Annex A/10/4
Bootbauer:	Annex A/10/5
Brush and brush makers:	Annex A/10/6
Basket and furniture flechter:	Annex A/10/7
Sculpture:	Annex A/10/8 "

7. In § 1 Z 15 the line is deleted

" Aircraft mechanic:

Annex A/15/10 "

8. § 1 Z 20 reads:

" 20.		for the teaching profession of the area Musical Instrument Zeugun g , and

Piano construction:	Annex A/20/1
Organ building, Harmonikamacher/Harmonic amacherin:	Annex A/20/2
Brass instrument production:	Annex A/20/3
Woodwind instrument generation:	Annex A/20/4
Streich and string instrument making:	Annex A/20/5 "

9. In § 1 Z 23 the line shall be

" Hairdresser and Perückenmacher (stylist):

Annex A/23/1 "

through the rows

" Hairdresser and Perückenmacher (stylist) /hairdresser and perückenmacherin (stylist):

Annex A/23/1 "

replaced.

10. § 3 together with headline reads:

" Additional curriculum provisions

§ 3. (1) In accordance with Article 6 (1) of the School Organization Act, the LandesschulCouncils have, in the framework provided for in § 1 of the curriculum, the amount of hours and the teaching material of the individual subjects on the basis of additional syllabus provisions. To the extent that this does not already take place through the curricula. In the case of "German and Communication" and "Professional-related foreign language", it is necessary to take into account the pre-education of the pupils in the allocation of the amount of time in which the students are subject. The mandatory teaching material, in particular the subject teaching material, must be divided as far as possible to all the required school levels and can be detailed in detail. In addition, in the context of the appropriations in the curricula, the State School Councils may share the compulsory subject matter in two or more compulsory items, the entire subject of the compulsory subject being divided up into the new compulsory items.

(2) The Länder school councils are authorized to subject local requirements to the subject matter of the subject matter of "goods-specific sales language" or "goods-specific sales language". 'Warenkunde' ('Warenkunde ') for the individual sectors of the industry to enact additional curriculum regulations, in which the teaching material is grouped by related subject areas, provided that the management of classes for their own subject area is too low for Pupils and pupils are not allowed.

(3) The LandesschulCouncils (LandesschulCouncils) are authorized to extend the subject-theoretical instruction for teaching occupations with special subject-specific theoretical principles in the case of the necessary training courses for the subject-specific course of the course provided for in this case. human and factual conditions. In this case, the teaching must not exceed a total of one and a half school days in the week of year-round vocational schools and/or the corresponding level of teaching is increased in the case of educational and seasonal vocational schools. Taking this overall measure into account, teaching at a school level may be increased to two school days. The Federal Minister of Education, Science and Culture decides, at the request of the relevant state school council, whether in a teaching profession the special subject-specific theoretical foundations are available.

(4) In the context of the additional curriculum provisions within the meaning of paragraph 1, the State School Councils shall have the practical course of instruction or subject matter, or -to provide up to one-third of the total number of hours without religious education. However, the practical teaching subjects can be omitted for the benefit of the subject-theoretical teaching, if an in-company training is carried out in teaching workshops.

(5) The State School Councils are authorized to depart slightly in the case of curricula in which the hour table has a fixed hourly capacity for individual teaching items, if this is necessary for organisational reasons.

(6) The State school councils are authorized to issue curricula for vocational school-aged persons who are simultaneously trained in two teaching professions. In this regard, it is necessary to take into account the curricula provided for each teaching profession and to provide for the education and teaching tasks of the curricula to be achieved for both teaching professions.

(7) In the context of the additional curriculum provisions within the meaning of Section 1, the State School Councils have to determine, for each curriculum, in which subject matter the performance groups provided for in accordance with Section 46 (2) of the School Organization Act are subject to in-depth and extended educational provision must be carried out; for this purpose, no more than three compulsory items (including the number of compulsory items laid down by the Landesschulrat pursuant to paragraph 1 of the third sentence within the framework of the "specialist customer") shall be determined . In the case of an extended educational offer for groups of services, provision should be made for 40 hours to guide the compulsory subject specified in the framework curriculum in each case under 'Extended education'; this is in conjunction with the compulsory subject-matter in the The number of hours of compulsory subject-matter shall be reduced in accordance with the total number of hours required, taking into account the total number of hours required. If an in-depth educational offer is provided for groups of services, the educational and teaching duties as well as the teaching material of the deepening are within the framework of the additional curriculum provisions in the compulsory subject areas provided for in the framework curriculum for this purpose. should be provided in compliance with Z 11 of subsection C (General didactical principles) of Annex A, Section I. If performance groups are conducted in more than one compulsory subject, the combination of in-depth and extended educational provision is permissible.

(8) The types of support referred to in § 8 lit. g sublit. aa and cc of the School Organization Act are each to be held as their own teaching event. Tuition for pupils who require additional learning opportunities in compulsory subject areas because they do not fulfil the requirements in essential areas only or because of a change of school In the compulsory subjects of language, business and subject-related theoretical instruction, with the exception of "laboratory exercises", it is necessary to have conversion difficulties for a maximum of 18 hours of teaching per year. to set up the subject of teaching, with the duration of a course not being six hours shall be allowed to fall. Pupils are allowed to attend this teaching as a whole with a maximum of 18 lessons per school level. The teaching of support for pupils who are to be prepared for the transition to a higher performance group, and for pupils whose transition to a lower performance group is to be prevented, is for the The duration of the course must be 18 hours per subject, and the duration of a course must not be less than six hours. If necessary, the pupils must attend this teaching at a maximum of 18 teaching hours per school level. A student or A pupil may visit both types of support at a school level of a maximum of 24 hours of teaching.

(9) The State School Councils are authorized to apply deviations from the vocational school to pupils with disabilities and to the funding opportunities as well as to the basic task of the vocational school. to make curricula. "

11. § 3a together with the headline is:

" Extended teaching and partial qualification in accordance with § 8b (1) and (2) of the Vocational Training Act

§ 3a. (1) The State School Councils are authorized to apply additional curriculum regulations for vocational school students in the context of integrative vocational training in accordance with § 8b (1) and (2) of the Vocational Training Act, Federal Law Gazette (BGBl). No 142/1969 in the version BGBl. I No 79/2003.

(2) For persons who are trained as part of an integrative vocational training according to § 8b (1) and (2) of the Vocational Training Act, the curriculum of the chosen teaching profession shall in principle be applied, for persons according to § 8b (2) of the Vocational Training Act. Vocational training law, if necessary, with the addition of curricula of other teaching professions.

(3) In the context of the additional curriculum regulations, the State School Councils have the education and teaching duties and teaching materials as well as the amount of hours in the individual subject-matter under consideration for the requirements of § 8b (8) of the German Federal Foreign Office. Vocational training law for inclusive vocational training defined training objectives and contents as well as on the personal skills and needs of the vocational students individually or as far as possible also in general .

(4) A total or partial exemption from the attendance of the vocational school shall be effected in accordance with § 23 (2) of the "Schulpflichtgesetz 1985" Act. "

12. The following paragraph 17 is added to § 4:

" (17) The following provisions and annexes to this Regulation, as amended by the BGBl Regulation. II No 480/2006 shall enter into force as follows: except for power:

1.		§ 3, § 3a, Annex A, Section I, Section III, subsection C with regard to the education and teaching tasks and subsection E, the Annexes A/1/1 to A/1/11 Sections I and III, A/2/1 to A/2/14, Sections I and III, A/3/1 to A/3/3 and A/3/5 to 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 to A/5/3 Sections I and III, A/6/1 to A/6/5 and A/6/7 to A/6/9 Sections I and III, A/7/1 to A/7/5 Sections I and III, A/8/2, A/8/4 to A/8/6 and A/8/8 sections. I and III, A/9/1 to A/9/9 and A/9/12 to 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 to A/12/3 Sections I and III, A/13/1 and A/13/2 Sections I and III, A/14/1 to A/14/3, Sections I and III, A/15/1 to A/15/9 and A/15/11 to A/15/16 Sections I and III, A/16/1 to A/16/4. Sections I and III, A/17/1 to A/17/4 Sections I and III, A/18/1 to A/18/4 Sections I and III, A/19/1 to A/19/3 Sections I and III, A/21/1 to A/21/3 Sections I and III, A/22/1 and A/22/2 Sections I and III, A/23/2 to A/23/6 Sections I. and III, as well as Sections I and III, which are in force in accordance with Z 3 until the end of 31 August 2009 Annexes 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, as well as sections I and III of which, pursuant to paragraph 16, Z 2, expire on 31 August 2007 Installations A/9/10 and A/10/1 shall enter into force on 1 September 2006;
2.		§ 1 Z 3, 4, 6, 8, 9, 10, 15, 20 and 23, Annex A, Section III, subsection C, in respect of the subject matter of the subject matter, 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, sect. III of Annexes 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 and the heading and sections I and III of Annex A/9/3 shall be replaced by 1. Class with 1. September 2006, 2nd class with 1. September 2007, the 3. Class with 1. September 2008 and the 4. Class entered into force on 1 September 2009;
3.		Annexes A/8/7, A/10/9 and A/15/10 shall apply in respect of 1. Class with expiry of 31 August 2006, 2nd class with expiry of 31 August 2007, 3. Class with expiry of the 31 August 2008 and the 4. Class with expiry date of 31 August 2009.
The regulations of the State School Councils may be adopted at the end of the day of the event, but they may not be put into effect before the entry into force of the plant concerned. "

Appendix A (General provisions, General Education Goal, General didactical principles, teaching principles and common subjects of vocational schools) Section I reads:

" I. GENERAL PROVISIONS, GENERAL EDUCATIONAL OBJECTIVES, GENERAL DIDACTICAL PRINCIPLES AND TEACHING PRINCIPLES

A. General provisions

The curriculum of the vocational school is a curriculum with a framework character, which specifies teaching objectives, contents and procedures for the planning and realization of learning processes. It enables the independent and responsible teaching work of the teachers in accordance with the provisions of § 17 (1) of the school teaching law within the prescribed scope.

The curricula include:

General provisions

General education objective

General didactical principles

Teaching principles

Hour table

Hours and curricula for religious education

Education and teaching duties as well as teaching material and didactic principles of the individual subjects.

The curriculum of each subject includes:

-		Education and teaching tasks, which indicate the attitudes and skills of the pupils and the knowledge they should possess.
-		Teaching material, which determines the extent of the content of teaching.
-		Didactical principles as instructions for the teachers.

The arrangement, structure and weighting of the teaching material (distribution of teaching materials) referred to in the syllabus of the individual classes in the sense of the educational and teaching tasks are left to the responsible decision of the teachers, with the didactical and school-organizational reasons are absolutely necessary. The order of the subject areas means only one recommendation and is not binding. In the weighting of the teaching materials, attention should be paid to the possibility and necessity of exemplary mediation as well as the time available at each time. The selection of examples has to comply with the principle of proximity to reality. The work with the textbook is to be subordinated to these considerations.

The course planning (preparation) requires teachers and teachers

-		the specification of the general educational goal and the educational and teaching tasks of the individual teaching subjects by defining the teaching objectives,
-		the definition of methods and media for teaching.

On the one hand, the curriculum has to meet the requirements of the curriculum and, on the other hand, it is didactically appropriate to the abilities, needs and interests of the pupils as well as to current events and events. To respond to occupational needs.

B. General Education Goal:

In accordance with § 46 and under § 2 of the School Organization Act, the vocational school has the task of having the basic theoretical knowledge of the persons who are subject to vocational training in the course of an in-service subject-related subject-related teaching. to promote and supplement their vocational training as well as to expand their general education. In the compulsory subjects provided for in the syllabus, the pupils are to be promoted by performance groups. In order to prepare for the vocational school examination, interested pupils are to be encouraged, if possible, by means of differentiation measures in the classroom and by free-subject matter.

This results in the following general educational tasks:

The educational work at the vocational school has to take into account the close connection with the professional world caused by the company's teaching and to use the pedagogical possibilities that have been given thereby. The aim of the programme is to increase the vocational mobility of pupils, expand their professional education and the striving for higher qualifications, by means of an additional compulsory subject-specific subject, or in the subject of compulsory education. .

On the basis of the world of experience, the educational work must aim to enable vocational students to independently acquire knowledge, skills and attitudes and to encourage them to further education.

The vocational school is intended to educate people about human behaviour, to promote a willingness to cooperate responsibly in the company, in society and in the state, and thereby to foster a critical understanding of society and the economy wake up.

The vocational school students should be able to fundamentally change the meaning of meaning, with ethical and moral values such as with the religious dimension of life, as well as with religions and beliefs as a necessary extension. and to deepen this competence.

C. General didactical principles:

1. In order to achieve the educational goal of the vocational school, it is necessary to deal with the teaching material, taking into account the entrance requirements of the pupils and their experiences made in the professional world. The time available to the vocational school is to be used particularly well by means of an overlaid selection of materials and methods.

2. The teachers are oriented towards the selection and treatment of the teaching material at the respective state of science and technology. In order for the students to be able to apply their knowledge and skills in different situations, a cross-disciplinary preparation of the teaching material is important. Especially in the higher classes, the interrelationships of the individual material areas and teaching subjects should be made comprehensible through project lessons. The criticism of the classmates and the appropriate support by the teachers in solving the problem are important for the progress of the learning process.

3. methodological approaches should be adopted by teachers, allowing pupils to work independently in the field of education and to promote cooperation in the Community. The principles of timeliness, sensuality, proximity to life and material protection must be observed.

4. By getting to know the different religions and beliefs, the students should be offered comprehensive guidance for their professional and private lives, but also for the design of the society.

5. Tasks with the possibility of self-control by the students motivate for independent and self-responsible learning. Moreover, the change of individual phases and social phases enlivens the learning process very much. With methods of self-employed education, the basis for continuing vocational training is laid out beyond the vocational school.

6. The qualitative treatment of the teaching material, including the necessary consolidation and exercise, is to be given preference over the quantitative. In particular, homework should be carefully thought out in the case of vocational school students, with regard to time-related reasonableness and with regard to didactical intentions. In many cases, the principle of voluntarism will be pedagogically more cost-effective in the execution of such tasks.

7. The communicative capacity of the pupils is to be promoted in a targeted manner. This is particularly suitable for group lessons, partner work and other social forms of teaching, as well as all problem-and process-oriented teaching methods.

8. Teaching subjects, which have practical exercises and manual skills, are not primarily intended to consolidate the training content to be provided during the operation. Practical teaching subjects and laboratory exercises have to show the problems inherent in the activity in question and the background to a meaningful solution. These instructional subjects contribute to a better understanding of the abstract subjects of the subject-theoretical teaching and to the securing of the teaching order.

9. In addition to the appropriate use of teaching materials, the criteria of comprehensibility should be taken into account in the teaching of teaching.

10. Teacher exits and excursions make an important contribution to the illustration, if they are carefully prepared and evaluated appropriately.

11. In the performance-differentiated teaching, the purpose of the in-depth educational provision lies in the well-thought-out integration of the complex or additional content with the standard food.

12. Funding courses are characterized by a special methodological density and a high degree of individualization in the treatment of the teaching material and do not in any way have the purpose of the exclusive repetition of school practice examples.

13. In order to implement the educational and teaching tasks and the content of the curriculum laid down for pupils who, according to § 8b (1) and (2) of the Vocational Training Act, have a apprenticeship with a longer apprenticeship or a training contract, in which a Partial qualification has been agreed upon, have been concluded, are methodical ways to promote integration into the class community and take care of the performance of these pupils. For the advancement of the teaching material, the success experience for the pupils is the focus of the gradual achievement of small educational goals.

D. Teaching Principles:

In the sense of a holistic education, the vocational school is also assigned tasks which cannot be assigned to a subject or a few teaching subjects, but also interdisciplinary in the interaction of several or all of them. Teaching subjects are to be overcome. These educational tasks are characterised by the fact that they take special account of the principles of the proximity to the life and the course of action of the teaching; it is also characteristic of them that they are not described solely by information on the basis of teaching materials. , but as a combination of material, methodological and educational requirements, and finally that, while respecting their cross-disciplinary nature, they are in each case in certain subject areas or parts of Teaching subject matter has a material focus.

Such educational tasks (teaching principles) are:

-		Education for equality between women and men
-		Education for entrepreneurial thinking and acting
-		Health education
-		Reading and speaking education
-		Media Education
-		Political Education
-		Sex education
-		Environmental education
-		Transport education.

The implementation of the teaching principles in everyday school life requires effective coordination of the teaching subjects using their cross-connections, the use of suitable additional teaching materials and, if need be, the occasional Use of extracurricular experts. In particular, project-oriented teaching and projects are available for this implementation. The teaching principles should not, however, result in a multiplication of the teaching material, but should contribute to a better penetration and a superior selection of the teaching material described in the syllabus. Teaching principles must also be observed when their own teaching material or subject matter contents are provided for the same subject matter. For the implementation of the teaching principles, the relevant basic events of the competent Federal Ministry must be observed. "

14. In Annex A, Section III (Education and teaching duties, teaching material, didactic principles of the individual common teaching subjects) Subsection C (Professional foreign language) is the first four paragraphs of the educational and teaching tasks:

" The pupils are supposed to be able to cope with situations of professional and private everyday life in the foreign language.

They should understand, if necessary using a bilingual dictionary, and express themselves orally and in writing as well as the acquired knowledge and skills in a self-employed manner, and evolve.

They are intended to respect people of other language communities and their way of life.

The pupils, who prepare for the vocational school examination, should be able to deepen their oral and written expression in the treatment and presentation of socially relevant and occupational topics. "

15. In Annex A, Section III, subsection C, the line shall be the line

"Occupation (for annexes A/4/1 to A/4/10):"

through the row

"Occupation (for annexes A/4/1 to A/4/11):"

replaced.

16. In Annex A, Section III, subsection C, the line shall be the line

"Occupation (for annexes A/6/1 to A/6/10):"

through the row

"Occupation (for annexes A/6/1 to A/6/11):"

replaced.

In Annex A, Section III, Subsection C, the apprentice material of the annexes A/9/10 and A/9/11 is:

" Occupation (for Appendixes A/9/10 and A/9/11):

Speditionskaufmann/Speditionskauffrau

Basic concepts of the transport industry.

Business facilities and working materials.

Computer and communication systems.

Modes of transport. Transport geography. Customs.

Buy and sell.

Speditionslogistik, warehouse logistics

Basic concepts of warehouse logistics.

Business facilities and working materials.

Computer and communication systems.

Inventory management. Material procurement. Controlling.

Production, distribution and information logistics.

Just in time processes. "

18. In Annex A, section III, subsection C, the line shall be the line

"Occupation (for Annexes A/15/9 and A/15/10):"

through the row

"Occupation (for Appendix A/15/ 9):"

replaced.

Appendix A, Section III, Subsection E shall read:

" E. Movement and Sport

General didactical remarks:

The non-binding exercise "Movement and Sport" has an important contribution to the holistic education and education of pupils in the vocational education and training schools. It is important for success that an attitude towards the sustainable exercise of movement and sport, which is sufficient beyond school time, should be awaked and, above all, taken into account, taking into account a healthy lifestyle.

Education and teaching tasks:

The students should further develop their motor skills and athletic skills.

They are intended to experience the importance of movement and sport for health, to experience the joy of movement through a variety of sports activities, to promote their development into an independent personality, to exercise, play and sport as well as to promote the development of sport. Experience individual as well as in particular in the group as well as deal with the social function of movement, play and sport.

In the basics of movement, the students are to improve their ability to perceivate, expand their experience of movement and recognize their own strengths.

They are intended to experience and reflect the last in the ability-oriented and performance-oriented movement actions.

They are supposed to be able to act together, play and communicate in the playful movement.

They should be able to design, represent and express themselves physically in the formative and performing movement actions.

They are intended to develop a health awareness and improve their fitness in health-oriented and compensatory movement actions.

In the experience-oriented movement, they are to experience the experience and the venture in responsibility for themselves and others.

Teaching material:

Fundamentals of movement:

Further development and safeguarding of the fitness skills (strength, speed, endurance). Improvement of agility. Improvement and stabilization of the coordinative skills. Balance. Space perception. Orientation. Rhythmability. Responsiveness. Movement quality and movement economics. Feedback by carrying out motor tests. Know and include sports biology.

Ability-and performance-oriented movement actions:

Let the performance limit be experienced. Possibility of participation in individual and group competitions. Develop and present motion connections. Develop the ability to deal constructively with competition standards.

Playful movement:

Receive and further develop non-rule-based playability and play. Get to know and practise many different sports and trendy games. Improve the rules-based ability to play under technology-related aspects. Coordinate behavior on the game situation and make tactical decisions in the group or Meet the team. Development of a corresponding game understanding among competition-related aspects. Development of the ability to analyze game results and strategies to solve all-prone conflict situations. Further develop the ability to recognize (game) agreements and (game) rules, change the situation in a situational way and redesign them. Developing the ability to take over responsible organization and leadership.

Design and performing exercise:

Experience the posture. Improve the movement and expressive possibilities of the body. Expansion of the movement repertoire and the development of a differentiated movement feeling. To deal with aspects of movement quality. Convert music and rhythm into motion. Experience the effects of art and creativity in terms of individual life.

Health-oriented and balancing acts of movement:

Exercise and exercise health justice. To improve and improve fitness in school and, if possible, in out-of-school facilities, to learn, improve and assess. Strengthening the feeling for your own body and responding to its needs. To improve body perception and to interpret the body's reactions. Awareness of and disintegration with health-related phenomena; showing consequential damage and working out measures to prevent and prevent. Detect and compensate for the effects of posture and the effects of the movement.

Experience-oriented movement actions:

Experience and experience of movement and sports activities in different spaces and elements, in different situations, with different devices, which stand out from everyday movement and are connected with special feelings and which are something New and unexpected offer. Explore and reflect on challenging movement situations, in which personal limits and behaviors experience, explore, and reflect on. sports activities and
-jointly plan, design and reflect on projects. Develop an environment-friendly attitude in the exercise of nature and trend sports. Acquire subject-specific knowledge about the type, construction and maintenance of sports equipment.

Didactic principles:

In particular, the pupils are able to empower and stimulate during their professional school period, to pursue movement, play and sport to a sufficient extent, taking into account a healthy lifestyle, even beyond the school age.

In teaching occupations with increasing health burdens, appropriate teaching content and measures should help to counteract the health burden.

The teaching material is to be fulfilled according to the educational and teaching tasks, while respecting diversity. Emphasis can be placed on the sub-areas of the teaching material (movement actions) and also with regard to gender-specific concerns.

In the choice of teaching content, in the case of specialisation and performance requirements, the age of age, the specific situation of the vocational school, the teaching profession and the available sports facilities must be taken into account, with the Contents of the lesson should not depend solely on the local framework conditions at the respective school location.

According to the local possibilities at the individual schools, it is recommended to coordinate teaching planning in the form of a "school plan" (eg use of dislocated practice sites, school-related courses) in order to improve the teaching of teaching. Events, cooperations with non-school partners, consideration of the school profile, etc.).

Motivation for learning and performance is to be promoted by motivating teaching and methodological diversity, as well as by taking into account the interests of the pupils. It can also be boosted by the involvement of young people in the field of work, movement and the corresponding leisure trends. Further important motivational possibilities are the preparation for and participation in competitions and performances as well as the acquisition of performance badges.

Through the inner differentiation of the lesson, both the gifted, powerful and the low-performing, anxious students are to be motivated and promoted. Group work and forms of open teaching can contribute to the development of independent athletic action.

The special needs of disabled pupils must be taken into account in the light of the possibilities offered. They must be integrated as often as possible into joint movement offers and joint sport.

In class, it is possible to ensure the highest level of safety of the pupils at all times. "

20. In the facilities for the training occupations of the construction and construction industry (annexes A/1/1 to A/1/11), for the occupations of the clothing, wallpaper and leather-processing industries (annexes A/2/1 to A/2/14), for the teaching professions of chemical Direction (annexes A/3/1 to A/3/3 and A/3/5 to 3/ 9), for the professions of electrical engineering and electronics (annexes A/4/1 to A/4/8 and A/4/10), for the professions of nursery and agriculture (annexes A/5/1 to A/5/ 3), for which: Teaching occupations in the hospitality and food industries (annexes A/6/1 to A/6/5 and A/6/7 to A/6/ 9), for the teaching professions in the fields of glass processing and ceramics (annexes A/7/1 to A/7/ 5), for the training occupations in the graphic direction (annexes A/8/2, A/8/4 to A/8/6 and A/8/ 8), for the teaching professions of the commercial area (annexes A/9/1 to A/9/9 and A/9/12 to A/9/15), for the teaching professions in the fields of wood and plastics processing (annexes A/10/3, A/10/6 and A/10/ 7), for the teaching professions of the varnishing, painters and shields industries (annexes A/11/1 to A/11/ 4), for the teaching profession of the Metal (sheet processing) (annexes A/12/1 to A/12/ 3), for which Teaching profession of metal (installation) (annexes A/13/1 and A/13/ 2), for the teaching profession of metal (foundry) (annexes A/14/1 to A/14/ 3), for the teaching profession of metal (mechanical occupations) (annexes A/15/1 to A/15/9 and A/15/11) to A/15/16), for the teaching professions in the field of metal finishing and jewellery production (annexes A/16/1 to A/16/ 4), for the teaching profession of metal (locksmith's profession) (Annex A/17/1 to A/17/11), for the teaching professions of the metal sector (rest of the Occupations) (Annex A/18/1 to A/18/ 4), for the teaching profession of the area Textile production (Appendix A/19/1 to A/19/ 3), for the professions of optics and photography (Appendix A/21/1 to A/21/ 3), for the teaching professions in the fields of paper production and paper processing (Annex A/22/1 and A/22/ 2) as well as for the teaching profession of the Areas of health and beauty care (Annex A/23/2 to A/23/ 6) are given in sections I (timetable) and III (educational and teaching tasks, as well as teaching materials and didactic principles of the individual subjects). non-binding exercise "Leibesübungen" in each case by the name "Movement and Sport" replaced.

21. In Annexes 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/10/4, 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, which are in force in accordance with Article 4 (17) (2) and (3) to the end of 31 August 2009. The names of the non-binding exercise are given in Sections I (Hourly Board) and III (Education and teaching duties, as well as on teaching materials and didactical principles of the individual subjects) "Leibesübungen" in each case by the name "Movement and Sport" replaced.

The facilities forming part of this Regulation 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 shall be replaced by the corresponding installations.

23. In annexes A/4/8, A/15/3, A/15/13, A/15/14 and A/17/1, section III (educational and teaching duties, and teaching material and didactic principles of the individual subjects), the subject of the subject shall be subject to the subject matter of the subsection. Project internship:

" PROJECT INTERNSHIP

Education and teaching tasks:

The pupils are to be able to plan, carry out, present and control work-specific tasks as complex tasks, including measures of quality assurance.

In doing so, they should carry out analyses and evaluations of professional practice by linking general, linguistic, business, technical and mathematical and graphic material behaviour, as well as professional-oriented professional practice. Document, represent and evaluate solutions.

Teaching material:

Project planning:

Create a work and deployment plan. Set the working procedures and work processes. Select the required materials and materials as well as the tools, machines, devices and devices to be used.

Project implementation:

Procure and inspect materials and materials. Carry out the work in accordance with the quality assurance measures in accordance with the defined work processes.

Project control and presentation:

Document, evaluate and present the results.

Didactic principles:

In the planning and execution of a project, value must be attached to the practical relevance. In particular, tasks are recommended with customer-oriented or Customer-oriented reference.

Pupils are to be led to logical, networked and creative thinking. Attention should be paid to the linking of general, linguistic, business, technical, mathematical and graphic material subjects.

It should be kept in mind that projects with different working durations and different levels of difficulty are carried out in the team. "

The Annex A/4/11, forming part of this Regulation, shall be inserted in accordance with Annex A/4/10.

25. The heading of Annex A/6/3 reads as follows:

"FRAMEWORK CURRICULUM FOR THE TEACHING PROFESSION OF RESTAURANT SPECIALIST/RESTAURANTSPECIALIST"

26. In annexes A/6/3, A/6/4 and A/6/9, Section I (Hourly table), the non-binding exercises are:

" Movement and Sport 6
Oenological internship	40
Cash traineeship	40
Creative cooking	40
Beer Practical	40 "

27. In annexes A/6/3, A/6/4 and A/6/9, Section III (educational and teaching duties as well as teaching material and didactic principles of the individual subjects), the subsection of each of the following shall be non-binding exercises:

" NON-BINDING EXERCISES

MOVEMENT AND SPORT

See Annex A, Section III.

OENOLOGICAL INTERNSHIP

Education and teaching tasks:

The students should be able to advise the guest in the selection of drinks, in particular of wine, and know the economic importance of upscale wine culture.

They should know about cheese, its presentation and correspondence with wine, as well as combinations of wine and food.

They should be able and motivated to participate in the wine cellar, sommelier and/or sommelier in their own initiative. Train Fromagier.

Teaching material:

Wine:

Peculiarities of wine. Wine care. Presentation and tasting. Classification and assessment.

Advice:

Technical language. Correspondence of beverages to cheese. Combination of wine and food. Drink recommendations.

Cheese:

Manufacture. Species. Classifications. Storage. Presentation.

Didactic principles:

The teaching material should be based on the previous knowledge of the subject matter of "Food and Menus" as well as "Getränkekunde", which is why the cross-connection is to be maintained.

BARPRAKTIKUM

Education and teaching tasks:

The students should be familiar with the handling and care of the equipment used in the bar, appliances and glasses.

They should be able to give and serve drinks properly and to prepare and decorate mixed drinks.

The students are supposed to be able and motivated to train as a barkeeper on their own initiative.

Teaching material:

The bar:

Handling and care of the equipment, appliances and glasses. Communication and interaction standards.

Drinks and mixed drinks:

Preparation. Methods and techniques. Work flows. Service.

Garnitures:

Species. Preparation and preparation. Decoration types.

Standard Mixed Drinks:

Before dinner cocktails. Medium dry cocktails. After dinner cocktails. Long drinks. Champagne cocktails. Fancy Drinks. Alcohol-free mixed drinks. Hot drinks.

Special Mixed Drinks:

Fashion drinks. Master drinks. Creations.

Didactic principles:

The teaching material is intended to build on the previous knowledge of the subject matter "Beverage round" and "Practical work", which is why the cross-connection is to be maintained.

CREATIVE COOKING

Education and teaching tasks:

The students are supposed to be able to produce creative food independently.

They are supposed to be interested in culinary trends and can implement them.

Teaching material:

Gardemangerie:

Preparation and production of pastes, terrines, meat products and cold plates. Design of decorations.

Degustation menus:

Planning, putting together, preparing and preparing dishes, soups, fish, meat dishes and seafood. Desserts.

Pâtisserie:

Decorations made of sugar, chocolate, marzipan.

Didactic principles:

The attendance of the teaching subject requires qualified entrance requirements in the area of cooking.

Demonstrations by experts Experts in the industry and field trips increase motivation. The handling of specialist literature is to be promoted. The training of creativity is in the foreground.

The motivation will be increased if the products produced by the students are adequately presented and tasted.

The thorough development of selected content is the preferred option for a superficial variety.

BIERPRAKTIKUM

Education and teaching tasks:

The students should have basic knowledge about the components, the classification and the production of beers.

They are supposed to have the knowledge of beer care that is important for the gastronomy and can apply them in practice.

The students should be able to recognize the beer as a pleasure medium and as a dining attendant, to advise guests and to develop special beer menus.

Teaching material:

Beer ingredients:

Austrian food book. Zerealien. Hops. Water. Yeast.

Classification of the beers:

Lower-fermented and upper-fermented beers. Classification according to the root wort content. Assessment and tasting of different beers.

Beer production:

Brown terms. The malting process. The brewing process from the mash to the bottling.

Beer care:

Storage and tempering of the beers. Beer glasses and glass care. Pour in (barrel, bottle). Present. Beer flaws.

Beer cuisine:

Correspondence of beers and food. Developing menus with beers.

Didactic principles:

The teaching material is based on the previous knowledge of the subject matter "beverage and menu customer".

In order to improve the understanding of the brewing process, the chapter "Beer production" should be connected with a teaching outlet.

The teaching material of beer care as well as the beer classification is best deepened by exercises in practice and tastings. "

Annex A/6/11, which forms part of this Regulation, shall be inserted in accordance with Annex A/6/10.

29. The annexes A/8/7, A/10/9 and A/15/10 shall be deleted.

30. In Annex A/9/1 Section III (educational and teaching duties and teaching material and didactical principles of the individual teaching subjects) Subsection Business studies in the subject matter shall be the tenth Economic Customer Section of the teaching material:

" Business:

Operation and enterprise. Establishment of a company (personal, legal, infrastructural and financial conditions). Authorities and contact points). company forms, management and
organization. Marketing. Federation. Resolution. Industrial property rights. "

31. In Annex A/9/1, Section III, Subsection, subject-specific teaching, the following subsection of perfumery is inserted in the section of the section in the section of the branch of the sporting goods section of the following subsection:

" Perfumery

Product-related legal provisions:

Safety rules. Standardisation. Labeling. Industry-specific laws and regulations.

Skin and skin-like structures:

Construction. Function. Care. Care products. Trends in nurses and perfumes.

Cosmetics:

Product groups. Application. Effect.

Type advice:

Colour, fragrance and style advice.

Trade goods:

Reference sources, types and ranges, commercial names, use and use, storage and disposal, instructions for use, as well as the inspection and testing of cosmetics and perfumery products, accessories and accessories. "

32. The heading of Annex A/9/3 reads as follows:

" FRAMEWORK CURRICULUM FOR THE TEACHING PROFESSION OFFICE MERCHANT/
OFFICE CLERK, INDUSTRIAL CLERK/INDUSTRIAL CLERK, ADMINISTRATION ASSISTANT/ADMINISTRATION ASSISTANT, REAL ESTATE AGENT/REAL ESTATE MANAGER, LAW FIRM ASSISTANT/LEGAL FIRM ASSISTANT, BUYER/BUYER, PERSONNEL SERVICE, ACCOUNTING "

33. In Annex A/9/3 Section I (Hourly table), subsections G (personnel service) and H (accounting) are added after subsection F (buyer/buyer):