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Modification Of The Ordinance On The Curricula Of General-Education Secondary Schools; Notice The Curriculum For Religious Education

Original Language Title: Änderung der Verordnung über die Lehrpläne der allgemein bildenden höheren Schulen; Bekanntmachung der Lehrpläne für den Religionsunterricht

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321. Regulation of the Federal Minister for Education, Science and Culture, amending the Regulation on the curricula of the higher education schools in general; Announcement of the curricula for religious education

Article 1

Regulation of the Federal Minister for Education, Science and Culture, amending the regulation on the curricula of the higher education institutions in general

Because of

1.

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 39 thereof, and

2.

§ 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

3.

§ 7 (1) of the Federal Teacher's Teacher Training Act, BGBl. No 244/1965, as last amended by the Federal Law BGBl. I No 117/2005,

Is prescribed:

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 359/2005, shall be amended as follows:

(1) In Article III, Article 2 of the following paragraph 12 is added:

" (12) Annexes A and A/m1 Second, fourth and sixth parts, units A/W, A/m3, A/lF and B fourth and sixth parts, units A/m2, A/sl, B/m1 and C fourth part, annex A/sp. First, fourth and sixth parts, annex B/m2 First and fourth parts Part and the Annexes D and D/m of this Regulation, as amended by the BGBl Regulation. II No 321/2006 shall enter into force on 1 September 2006. '

2. In Annex A (syllabus of the higher education in general) Second part (General didactic principles) Z 5 (promotion instruction) is deleted in the first paragraph of the third and fourth sentence.

3. In Annex A Part (hour tables) Z 1 (Subgrade) are in Z 1 (authorization for school-autonomous curriculum regulations) of the hour table for the Gymnasium the foreign language and Latin for the compulsory subject matter:

" First living foreign language

12-18

(I)

Latein/Second Living Foreign Language

7-11

(I) "

4. In Annex A, Part Z 1, in Z 2 (Unless there are school autonomous curriculum regulations), the hour table for the Gymnasium is the foreign language and Latin for the compulsory subject matter:

" First living foreign language

4

4

4

3

15

(I)

Latein/Second Living Foreign Language

-

-

4

3

7

(I) "

5. In Annex A, Part Z 1, in Z 2 (unless there are no school-autonomous curriculum regulations), the hourly boards for the Gymnasium, the Realgymnasium and the Business School in the Realgymnasium in which the open-air objects are held and the non-binding exercises in the table according to the case of the free-subject Croatian line inserted:

" Slovak

6-12

Polish

6-12 "

6. In Annex A, Part Four in Z 1 (lower level) and Z 2 (upper level) in the hour tables for the Gymnasium, the Realgymnasium and the Business School Realgymnasium will become the compulsory subject names. "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

7. In Annex A, Part Z 2 lit. b (free items) are omitted in Z 2 (Unless there are school autonomous curriculum provisions), the line relating to the free-object religion and the footnotes 1 and 2.

8. Annex A, Part Z 2 lit. c is:

" c) Unbinding exercises

How lit. b (free items) with the following supplement:

The following line is to be added to Z 2 (unless there are school autonomous curriculum regulations):

" German as a second language

2

2

2

-

II ""

9. In Annex A, Part Six (syllabus of the individual subjects) Section A (compulsory subject) Subsection 1 (subsection) is the subject of compulsory living.

" LIVING FOREIGN LANGUAGE (First, Second)

(English, French, Italian, Russian, Spanish, Czech, Slovenian, Bosnian/Croatian/Serb, Hungarian, Croatian, Slovak, Polish)

Education and teaching tasks:

This curriculum contains guidelines for the first foreign language (1. to 4. Year of study) and second foreign language (1. to 2. Learning year).

Communicative foreign language competence

The aim of foreign language teaching is the development of communicative competence in the fields of listening, reading, participating in discussions, talking and writing in a coherent manner. It is intended to enable students to cope with everyday and teaching situations in an age-appropriate form and in a form appropriate to the learning level.

Social competence and intercultural competence

The teaching of foreign languages has a contribution to the development of socially appropriate communication behaviour of the pupils-be it in their mother tongue or in a foreign language-.

The process of foreign language acquisition also offers numerous possibilities for dealing with intercultural issues. The conscious attention of such questions is intended to increase the awareness of the pupils for cultural similarities and differences, and to deepen their understanding of the diversity of cultures and ways of life. In doing so, the reflection on own experiences and Austrian circumstances must be included.

Acquisition of learning strategies

In addition, the teaching of foreign languages has the task of conveying and teaching the basics, learning strategies and learning techniques for the further independent language acquisition, in particular with regard to lifelong and autonomous learning. training.

General objectives are:

-

the understanding of spoken language with standard speech and average speech speed

-

Self-determination and the collection of written foreign-language texts of various kinds with the help of appropriate reading strategies

-

the productive oral use of the allotted speaking funds in an addressee-appropriate form in the discussion situations relevant to the pupils

-

The productive written application of the acquired language resources into addressee-adequate and media-oriented, i.e. the respective type of text corresponding form

-

A goal-oriented integration of the new information technologies (e.g. text processing, Internet, e-mail), which is tailored to the teaching of foreign languages.

Contribution to the tasks of the school

In the teaching of the foreign language, value-based thinking and acting in the political, social, economic, cultural and ideological environment is to be promoted.

Contributions to the education sector

Language and communication:

In its entirety, foreign language teaching is intended to contribute to the achievement of all the objectives of this area of education.

Human and Society:

Foreign language is an expression of culture and life forms. The acquisition of a foreign language serves as a source of the knowledge of strangers, the conscious confrontation with cultural diversity and relevant perceptions and valuations. If the foreign language is a national language, its special consideration should contribute to the equal and peaceful coexistence of the people.

Nature and technology:

Foreign language skills facilitate access to the internationalised presentation of specialist information. For this reason, in foreign language teaching, specific language texts that are selected and corresponding to the level of learning are occasionally to be processed.

Creativity and design:

The teaching of foreign languages is intended to encourage creative activities, such as role-playing, foreign language theatre performances and creative writing.

Health and movement:

Communicative events on healthy lifestoing and the harmonious interaction with the social environment and/or the social environment the natural environment must also be used in the teaching of foreign languages, . It is also possible to make a valuable contribution to dealing with typical types of sports and, if necessary, their exercise.

Didactic principles:

Communicative competence as an overarching learning goal

As a parent learning objective in all areas of activity, the ability to communicate successfully-which is not to be confused with error-free communication-is always to be sought. Thus, the particular communicative concerns in the practice of partial skills are to be brought to the fore.

Balance of areas of activity

The areas of skill listening, reading, participating in discussions, talking and writing are to be worked out and practiced as integrative as possible on a regular and as far as possible basis. In the initial instruction, however, the partial skills of listening and oral communication are to be promoted by regular listening exercises as well as by the broadest possible offer of speaking events.

Contextualization of vocabulary and grammar

The teaching of vocabulary and grammar in a variety of contextualized and cross-linked form is to be measured by the greatest weight. For example, it is vocabulary, wherever possible, to embed in collocations, phrases and phrases with implicit grammar.

The functional aspect of the grammar takes precedence over the formal aspect. In general, the situational introduction and an inductive exhaustion of grammatical facts are to be sought from communicative contexts and text examples. Grammatical subsystems may not become self-employed and, because of their ease of verifiability, may indirectly become the actual learning objective of foreign language teaching. Where it makes sense, grammatical structures are better to convey without a rule formulation than lexical units.

Approach to the target language, taking into account the learning language

The willingness of the students to apply new linguistic structures in the fields of lexics and grammar and to risk violations of target language norms is in the spirit of the overall goal of communicative competence of central importance and in the evaluation of the student services accordingly.

In the teaching of foreign languages, it is also necessary to take into account at all levels of learning that pupils of the target language approach learning language intermediate steps and that errors are a self-evident feature of language learning. This is to be taken into account in practice phases and in error correction.

Nevertheless, the highest possible quality and the accuracy of the language of foreign-language utterances should be sought as high as possible; language-related deviations from the target language are always level-related and to be dealt with specifically.

Differentiation of work forms

Different conditions in the pupils (learning types, learning tempo, inclinations and interests, social skills, strengths and weaknesses) as well as different hour-dotations must be provided by different methodical approaches, scope and complexity of the task or be taken into account by appropriately individualised forms of work orders and professional support. In this context, various forms of work such as open learning, self-reliant learning, portfolios, learning diaries, short presentations are to be used.

By creating and maintaining a positive learning climate, students are to be supported, demanded and promoted in accordance with their individual performance and willingness to perform. Such a learning climate is to be achieved by strengthening the sense of self-estetiveness and focusing on existing skills of the pupils.

Inclusion of individual learning progress

In the assessment and evaluation of student services, the individual learning progress and the effort to optimize work results are to be observed. Violations of language profility are only one of the evaluation criteria and are not decisive for the overall performance alone. Other quality criteria such as the comprehensibility of statements, sociolinguistic and pragmatically appropriate situation management as well as the differentiation of the linguistic means used are of importance.

Target language precedence

In class, as much foreign language as possible is to be used. The techniques of transmission and translation are to be used only as an aid for understanding and learning; as special learning and teaching objectives, they are reserved for the teaching of foreign languages at the upper level.

Reflective language comparison

A conscious and reflective approach to language (also in comparison with the teaching and/or teaching of the language). Mother tongue) is to be promoted. Comparative and contrasting methods are particularly appropriate where they lead to an improved linguistic awareness of the foreign language and significantly increase the success of the learning process.

If there are pupils in the class association, who are the mother tongue of the foreign language in question, or as a second language in the family association, their special knowledge and skills are to be used in the classroom. This gives the students the opportunity to learn how to deal with different versions of the standard language and to obtain direct information about cultural backgrounds. The promotion of a positive attitude towards individual multilingualism and linguistic diversity is to be sought in a number of ways.

Additional living foreign languages

In the case of the location-based offer of all-year-round, but also shorter, curiously or blocked, guided neighbouring languages or other living foreign languages, a content orientation is at the target positions of the first and second learning year of the second living foreign language.

Dealing with teaching materials and learning aids

The students are as early as possible in their own way of dealing with teaching and/or teaching. To introduce learning and exercise materials as well as dictionaries (in print and online version).

The receptive master of the international phonetic notation is to be sought as an aid in terms of pronunciation and intonation as far as possible. The self-employed work of unknown word material is thus promoted.

Holistic creative learning

The use of playful and muslim elements or holistic-creative methods are also necessary in foreign language teaching in order to create learning conditions that are as conducive as possible for students. Multisensory learning is able to activate the receptionist, remembering performance and motivation and thus brings a complex learning psychological gain.

Diverse communication situations and subject areas

The pupils are familiar with the integration of linguistic means in a variety of situational contexts with different subject areas (such as family and friends, living and surroundings, food and drink, clothing, body and Health, annual and daily routine, festivals and celebrations, childhood and adulthood, school and work world, hobbies and interests, dealing with money, experiences and fantasy world, thoughts, sensations, feelings, attitudes and values, environment and Society, culture, media, literature). This corresponds to the "familiar subject areas" in the competence descriptions of the GER.

Embeddeer of Land and Cultural Studies

National and cultural information is to be combined with the topics and communicative situations of foreign language teaching, to communicate and to make use of it in a way that is guided by action and to make use of it.

Promotion of authentic encounters

Direct personal encounters (e.g. the use of "native speakers" and other persons with whom communication takes place in the target language, pupil exchange, intensive language weeks) as well as the use of audiovisual media and new technologies such as Email and the Internet are to be recommended in the sense of authenticity.

Cross-disciplinary activities

The experience of the foreign language as an authentic means of communication in interdisciplinary activities is to be striving for.

Performance determination

The time frame for school work is to be found in the section entitled "Performance determination" of the third part. The use of dictionaries in the case of school work is to be made possible according to the task.

Teaching material:

Core area:

Competence levels of the European Framework of Reference for Languages (CEFR)

The communicative sub-competencies, the students of the 5. up to the 8th In accordance with the recommendation of the Committee of Ministers of the Council of Europe, the internationally standardized levels of competence A1, A2 and in part B1 of the Common European Framework of Reference for Languages are to be followed by the recommendation of the Committee of Ministers of the Council of Member States R (98) 6 of 17 March 1998 on the Common European Framework of Reference for Languages-CEFR, and include the ability to hear, read, participate in conversations, speak coherently, and write the descriptions of the grid for the purposes of the catch.

For the entire foreign language teaching, the focus is on skill orientation. If the learning progress of the students is particularly favourable through accompanying circumstances, the acquired skills are to be consolidated and deepened. Also an extension on carefully selected individual skills of the next higher competence level-however, maximum parts from B1-is possible.

Grid to the Ferity Areas

Competence Level A1

Listen : The students can understand familiar words and very simple sentences that refer to them themselves, their family, or to concrete things around them, provided that it is spoken slowly and clearly.

Read : The pupils can understand individual familiar names, words and very simple sentences, e.g. on signs, posters or in catalogues.

Participate in conversations : The students can communicate in a simple way, if their interlocutors are willing to repeat something more slowly or to say otherwise, and help them formulate what they are trying to say. They can ask and answer simple questions, provided that they are directly necessary things and very familiar topics.

Related Spoke : The students can use simple twists and sentences to describe people who know them and to describe where they live.

Write : The students can write a short simple postcard, e.g. Holiday gunmen. You can use forms, such as hotels, names, addresses, nationality, etc. Enter.

Competence level A2

Listen : The students can understand individual sentences and the most common words when it comes to important things for them (e.g. very simple information about the person and the family, shopping, work, and the surrounding area). They understand the essence of short, clear and simple messages and announcements.

Read : The students can read very short, simple texts. You can find concrete, predictable information in simple everyday texts (e.g. advertisements, brochures, menus, or schedules). You can understand short, simple personal letters.

Participate in conversations : The students can communicate in simple, routine situations, in which it is a simple, direct exchange of information and familiar topics and activities. You can have a very short contact conversation, but usually do not understand enough to keep a conversation going.

Contiguous Talk : The students can use a number of sentences and with simple means, e.g. their family, other people, their housing situation, their education and their current (or last professional) activity as pupils .

Write : The students can write short, simple notes and messages. You can write a very simple personal letter, for example, to thank you for something.

Competence level B1

Listen : The students can understand the main points when a clear standard language is used and when it comes to familiar things from work, school, leisure, etc. . You can find out the main information about many radio or TV shows about current events and about topics from their (professional and) field of interest when relatively slow and clear talk is made.

Read : The pupils can understand texts in which a very common language of everyday or professional life is found. You can understand private letters in which events, feelings and wishes are reported.

Participate in conversations : The students can cope with most of the situations you encounter when travelling in the language area. They can participate without preparation for discussions on topics they are familiar with, who are interested in them personally or who are referring to issues of everyday life such as family, hobbies, work, travel, current events.

Contiguous Talk : The students can speak in simple coherent sentences to describe experiences and events, or their dreams, hopes and goals. They can briefly explain and justify their opinions and plans. They can tell a story or play the plot of a book or film and describe their reactions.

Write : The students can write simple, coherent texts on topics that are familiar to them or who are personally interested in them. You can write personal letters and report them on experiences and impressions.

Competence levels and learning years

The following allocation of levels of competence and learning years indicates the basic requirements which apply to all pupils of a particular level of learning; previous levels must always be pre-suspended.

If the same level of competence is assigned to different learning years, the skills of this level in the higher learning year are to be deepened accordingly by an extension of the communicative situations, the subject areas and the types of text accordingly. shall strengthen.

First foreign language

1. to 4. Learning Year

After 1. Year of learning (1. Class) of the first living foreign language

Listening, Reading, Participating in Talking, Coherent Talk, Writing: A1

After the 2nd year of learning (2. Class) of the first living foreign language

Participating in Talking, Coherent Talk: A1

Listen, read, write: A2

After the 3. and 4. Year of learning (4. Class) of the first living foreign language

Participate in Talking, Coherent Talk: A2

Listen: A2 and from B1 " The students can understand the main points if clear standard language is used and when it comes to familiar things from work, school, leisure, etc. "

Read: A2 and from B1 "The students can understand texts in which in particular very common everyday or professional language occurs."

Letter: A2 and from B1 "The students can write simple coherent texts on topics that are familiar to them or they are personally interested in them."

Second foreign language

1. to 2 years of learning

After 1. Learning Year of the Second Living Foreign Language

Listening, Reading, Participating in Talking, Coherent Talk, Writing: A1

After the second learning year of the second living foreign language

Taking part in discussions: A1

Hearing, Reading, Related Talk, Writing: A2

Extension range:

The content of the enlargement area will be determined taking into account the educational and teaching tasks and the didactical principles (see section "Core and extension" in the third part). "

10. In Annex A, Part A, Section A, Subsection 1, the heading shall be the heading in the subject matter of duty. "Movement and Sport" in the first and in the last two paragraphs of the education and teaching task, the words "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

11. Annex A Sixth Part A Subsection 2 (upper level), which is to be listed in force from 1 September 2004 pursuant to Article III (2) (10) (3) (3), is the expression in brackets according to the compulsory subject heading: (First, second):

"(English, French, Italian, Russian, Spanish, Czech, Slovenian, Bosnian/Croatian/Serb, Hungarian, Croatian, Slovak, Polish)"

12. In the Annex A, which is to be listed in force from 1 September 2004 pursuant to Article III (2) (10) (3) (3), Part A, Section A, Subsection 2, the first paragraph of the education and training programme shall be the living foreign language (first, second) in the compulsory subject matter. Teaching Task:

" The present curriculum contains guidelines for the first foreign language (5 to 8). Year of study) and for the second foreign language (1. to 4. Year of study or 3. to 6. Learning year). "

13. Annex A Sixth Part A Subsection 2, which is to be listed in force from 1 September 2004 pursuant to Article III (2) (10) (3) (3), shall be added to the teaching material in the compulsory subject matter (first, second):

" 3. to 6. Learning Year

After the 3. Year of learning (5. Class) of the second foreign language

Listen, participate in Talking, Coherent Talk, Write: A2

Read: B1

After the 4. Year of learning (6. Class) of the second foreign language

Listen: A2 and from B1: The students can understand the main points if clear standard language is used and when it comes to familiar things from work, school, leisure, etc. .

Read: B1

Taking part in discussions: A2 and B1: The students can cope with most of the situations that one encounters when travelling in the language area.

Related speaking: A2 and from B1: The students can speak in simple coherent sentences to describe experiences and events or their dreams, hopes and goals.

Write: B1

After the 5. and 6. Year of learning (8. Class) of the second foreign language

Listen: B1 and B2: The students can understand longer speeches and lectures, and can also follow complex reasoning if the topic is fairly familiar to them.

Read: B2

Participate in conversations: B1

Related speaking: B1 and B2: The students can explain a point of view on a topical question and specify advantages and disadvantages of different possibilities.

Writing: B1 and B2: The students can present information in an essay or report, or present arguments for or against a specific point of view. They can write letters and make it clear the personal meaning of events and experiences. "

14. Annex A Sixth Part A Subsection 2, which is to be listed in force from 1 September 2004 pursuant to Article III (2) (10) (3) (3), is the first paragraph of the teaching material in the compulsory subject of a living foreign language (First, Second):

" Competence levels A1-B2 of the European Reference Framework (GER)

The communicative sub-competences that pupils should acquire during the course of the upper level follow the internationally standardized levels of competence A1, A2, B1 and B2 of the Common European Framework of Reference for Languages according to the the recommendation of the Committee of Ministers of the Council of Europe to the Member States R (98) 6 of 17 March 1998 on the Common European Framework of Reference for Languages-CEFR, and include the ability to hear, read, participate in conversations, to speak coherently, and to write to the rest of the country's descriptions of the grid. "

15. In the Annex A Sixth Part A Subsection 2, which is in force ascending pursuant to Article III (2) (10) Z 3 as of 1 September 2004, the heading shall be the heading in the subject matter of duty. "Movement and Sport" replaced.

16. In the Annex A Sixth Part A Subsection 2, which is in force in accordance with Article III (2) (10) (3) to the end of August 31, 2008, the subject matter shall be the subject of the exercise of the compulsory subject-matter:

" MOVEMENT AND SPORT

See the BGBl Regulation. No 37/1989, as amended. '

17. In the Annex A, Part A, Part A, subsection 2 lit, which is to be listed in force from 1 September 2004 pursuant to Article III (2) (10) (3) (3) of the Treaty. b (elective subjects) is in the sublit. (aa) (optional items in addition as alternative compulsory items in the upper stage) and sublit. bb (elective subjects for the deepening and broadening of the content of the educational content of compulsory items), in each case the expression in brackets according to the transcript of the elective subject of the living foreign language:

"(English, French, Italian, Russian, Spanish, Czech, Slovenian, Bosnian/Croatian/Serb, Hungarian, Croatian, Slovak, Polish)"

18. In the Annex A, which is in force ascending pursuant to Article III (2) (10) Z 3 as of 1 September 2004, Part C (free goods) Z 1 (sub-level) shall be subject to foreign languages after the word "Croatian" put an inbox and "Slovakian, Polish" .

19. In accordance with Article III (2) (10) (3) (3) (3) of 1 September 2004, Appendix A Sixth Section C Z 2 (upper level), the expression shall read as follows, according to the mandatory article:

"(English, French, Italian, Russian, Spanish, Czech, Slovenian, Bosnian/Croatian/Serb, Hungarian, Croatian, Slovak, Polish)"

20. Annex A Sixth Section D (Compulsory Exercises), which is to be listed in force from 1 September 2004 pursuant to Article III (2) (10) (3) (3), is subsection 2 (upper level):

" 2. Upper level

See section C (free articles) with the following addition:

" GERMAN AS A SECOND LANGUAGE

Education and teaching tasks:

The pupils should

-

acquire and consolidate the language and reading competence necessary for school-based progress and personal development, and refine their communication skills in German

-

, taking into account the communicative appropriateness of the speaking resources and the formal correctness, can implement different everyday and life-worlds resulting from their lifeworld

-

Gradually, with particular attention to the regularity, the standard language can be used in writing and orally

-

from texts in person and relevant information for the learning context, and can then process them in a way that is appropriate for the situation.

Didactic principles:

These principles can serve as an orientation for regular German lessons as well as for teaching pupils with a different first language as German. In the first place, however, they are to be applied to a supporting language training for pupils with a different first language than German.

The different learning requirements of the pupils and the difficulties arising from the differences between their respective mother tongue and their respective mother tongue must be taken into account by appropriate individualisation measures.

In the assessment of the individual learning ability of pupils with other initial language, there is always a mismatch between existing possibilities and actual expressiveness. Therefore, both diverse approaches to communicative real situations as well as possibilities of continuous reflection and cautious error correction are to be created.

In assessing the actual performance of the pupils, it should be borne in mind that they can only reproduce part of their actual experience and experience in the language that is foreign to them.

The training of oral and written expressiveness has a focus in the teaching of German as a second language. The concentration on the development of oral and written competence corresponds to the didactical principles of regular German teaching, which are the main factors for personality development. Competence in the private and public sector, professional activity and participation in social life.

In addition, it is also important to place special emphasis on normative language learning in the sense of a supporting language training. Grammatical knowledge supports the written and oral process of texting and text competence, promotes the orientation in the systems of other languages and enables the critical analysis of language phenomena. This is based on topics from the reality of the pupils (cf. the curriculum of the required subject German, Didactical principles).

Teaching material:

5. Class:

-

Written communication: preparatory training for text summary and description as well as approach to the production of material-oriented text assortments

-

Oral communication: phonetically conscious use of the standard language; formally correct combination of learned and auditory and its reproduction from memory

-

Vocabulary training on topics from everyday life, life and work

-

Extension of reading and listening comprehension with the help of authentic texts (increase of the sensual text understanding)

-

Normative language skills: Training and securing of correct orthography, differentiated selection of problematic spelling areas; training and securing of the central language structures of the German language, in particular in-depth training of the Deklination and conjugation

6. Class:

-

Written communication: preparatory training for writing use texts (documentation, protocol, daily correspondence); step-by-step approach to structuring and arguing

-

Oral communication: Phonetically conscious use of the standard language; exercises on the extension of the vocabulary to selected topics; role-playing for argumentation with prepared structures;

-

Extension of reading and listening comprehension with the help of authentic texts (increase of the sensual text understanding)

-

Normative lingualism: in-depth training on selected chapters of the orthography and problem areas of the language structure of the German

7. Class:

-

Written communication: Reworking structures for complex reasoning and appellation

-

Oral communication: phonetically conscious use of the standard language; situational use of the specialist vocabulary

-

Extension of reading and listening comprehension with the help of authentic texts (increase of the sensual text understanding)

-

Normative Linguism: in-depth training on selected chapters of grammar and stylistics ""

21. In the Annex A Sixth Part D (non-binding exercises) under section 2 (upper level), which is in force pursuant to Article III (2) (10) Z 3 until the end of August 31, 2008, the non-binding exercise is a non-binding exercise.

" MOVEMENT AND SPORT

5. to 8. Class:

See the BGBl Regulation. No 37/1989, as amended. '

22. In Annex A/W (curriculum of the Werkschulheim) Part Four (hourly boards) are given in the hourly boards of the lower level and the upper level of the compulsory subject-names "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

23. Annex A/w Sixth part (syllabus of the individual subjects) Section A (compulsory subject) Z 1 (sub-level) is the heading of the subject of the compulsory subject Exercises:

"MOVEMENT AND SPORT"

24. In the Annex A/w Sixth Part A Z 2 (Oberstufe) lit, which is to be applied in ascending order from 1 September 2004 pursuant to Article III (2) (10) (3) (3) of this Regulation. a (obligatory items) in the second paragraph the turn "and Leibesübungen" through the turn "as well as movement and sport" replaced.

25. In the Annex A/w Sixth Part A Z 2 lit, which is in force in accordance with Article III (2) (10) (3) to the end of 31 August 2008. a is the subject of compulsory education:

" MOVEMENT AND SPORT

5. to 9. Class:

See the BGBl Regulation. No 37/1989, as amended. '

26. In Annex A/m1 (curriculum of the Gymnasium with special consideration of the arts education) Second part (general didactic principles) becomes the turning point in the second paragraph "and the Body Exercises" through the turn "and the movement education" replaced.

27. In Annex A/m1 Part Four (hourly boards) are given in the hourly boards of the lower level and the upper level of the compulsory subject names "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

28. Annex A/m1 Sixth part (syllabus of the individual subjects) Section A (compulsory subject) Subsection a (compulsory subject) is the subject matter of the compulsory subject:

" MOVEMENT AND SPORT

As Annex A, with the following changes:

In the section "Education and teaching tasks", it is necessary to add effectiveness to the lower level: "The rhythmic and gymnastic education must be taken into account in particular."

The hourly sum in the lower level is lower than in Annex A. The teachers have to take this into account in the planning of the lesson by means of the respective time weighting and concrete implementation of the requirements. "

29. In Appendix A/m2 (curriculum of the Realgymnasium with special consideration of the music training) Part Four (lessons) are given in the hourly boards of the lower level and the upper level of the compulsory subject names "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

30. 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 boards of the lower level and the upper level the Mandatory subject names "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

31. Annex A/m3 Sixth part (syllabus of the individual subjects) is the expression in brackets according to the compulsory subject headings Living foreign language (first) and living foreign language (second):

"(English, French, Italian, Russian, Spanish, Czech, Slovenian, Bosnian/Croatian/Serb, Hungarian, Croatian, Slovak, Polish)"

32. Annex A/m3 Sixth part is the subject matter of the compulsory exercise:

" MOVEMENT AND SPORT

See the BGBl Regulation. No 37/1989, as amended, with the following additions to the didactical principles:

" The teaching material is to be selected according to the special conditions of the school, but the overall success of a multifaceted education must always be guaranteed. The training needs and in particular the individual performance of the pupils must be taken into account. Since they are students of music, all exercises and requirements must be avoided that could jeopardise the performance of their music studies. ""

33. In Annex A/sp (Curriculum of the Realgymnasium with special consideration of the athletic training) First part (General educational goal) the word "Physical Education" by the word "Movement Education" replaced.

34. In Annex A/sp Vated part (hourly boards), in the hourly boards of the lower level and the upper level, the compulsory subject names shall be "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

35. In Annex A/sp Sixth part (curricula of the individual subjects), in the subject matter of the compulsory subject, the headline shall be carried out by "Movement and Sport" in the first and in the last paragraph of the education and teaching task for the sub-stage, the words "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

36. In the Annex A/sp Sixth Part, which is in force in accordance with Article III (2) (10) (3) to the end of August 31, 2008, the subject of the above-mentioned compulsory subject matter shall be the movement and sport of the part relating to the upper stage:

" High Level

See the BGBl Regulation. No 37/1989, as amended. '

37. In the Annex A/sp Sixth Part, which is to be carried out in accordance with Article III (2) (10) Z 3 as of 1 September 2004, the teaching and teaching task of the compulsory subject shall contribute to the contribution to the tasks of the School the word "Leibesübungen" through the turn "Movement and Sport" replaced.

38. In the Annex A/sp Sixth Part, which is to be listed in force from 1 September 2004 pursuant to Article III (2) (10) Z 3, the subject matter of the compulsory subject shall be the subject of sports studies in the sub-areas of movement and learning, as well as training the words "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

39. In the Annex A/sp Sixth Part, which is in force in accordance with Article III (2) (10) (3) to the end of August 31, 2008, the term "Sportkunde" shall be used in the introduction rate of the teaching material of the compulsory subject matter. "Leibesübungen" through the turn "Movement and Sport" In the learning contents of the teaching material (in the case of cross-connections) the words "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

40. In the Annex A/sp Sixth Part, which is in force in accordance with Article III (2) (10) (3) to the end of August 31, 2008, the subject matter of the didactic principles (in the case of cross-connections) shall be the subject of the compulsory subject matter of the subject matter of the sixth part of the Annex. the words "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

41. In Annex A/sl (curriculum of the Bundesgymnasium for Slovenes) Part Four (hourly boards) are given in the hourly boards of the lower level and the upper level of the compulsory subject names "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

42. In Annex A/lF (curriculum of the Gymnasium with a third foreign language at the public high school of the Theresianian Academy Foundation in Vienna) Part (hour table) is the compulsory subject-name in the school-hour board "Leibesübungen" through the turn "Movement and Sport" replaced.

43. In Annex A/lF Sixth part (syllabus of the individual subjects) is the expression according to the compulsory subject heading Living foreign language (third):

"(English, French, Italian, Russian, Spanish, Czech, Slovenian, Bosnian/Croatian/Serb, Hungarian, Croatian, Slovak, Polish)"

44. In the Annex A/lF Sixth Part, which is in force in accordance with Article III (2) (10) (3) to the end of August 31, 2008, the subject matter shall be the subject of physical exercises:

" MOVEMENT AND SPORT

Like Annex A. "

45. In Annex B, Part Four, the names of compulsory subject-names shall be marked in the hourly boards "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

46. In Annex B, the sixth part (curricula of the individual subjects) is in the sub-section concerning the transition stage of the expression in accordance with the compulsory subject heading Living foreign language:

"(English, French, Italian, Russian, Spanish, Czech, Slovenian, Bosnian/Croatian/Serb, Hungarian, Croatian, Slovak, Polish)"

47. In Annex B, Part Six, in the sub-section relating to the transitional stage, the heading of the required subject: Body exercises:

"MOVEMENT AND SPORT"

48. In Annex B, the sixth part is in the 5. to 8. Class-related sub-section of the parenthesic expression according to the mandatory article transcript Living foreign language (first):

"(English, French, Italian, Russian, Spanish, Czech, Slovenian, Bosnian/Croatian/Serb, Hungarian, Croatian, Slovak, Polish)"

49. In the Annex B of the Sixth Part, which is in force pursuant to Article III (2) (10) (3) to the end of August 31, 2008, the subject matter shall be the subject of physical exercises:

" MOVEMENT AND SPORT

Like Annex A. "

50. In Appendix B/m1 (curriculum of the Oberstufenrealgymnasium with special consideration of the music training) Part (hour table) will be given in the hour table the mandatory subject-name "Leibesübungen" through the turn "Movement and Sport" replaced.

51. In Appendix B/m2 (curriculum of the Oberstufenrealgymnasium with special consideration of the music training for students of the music) Part (hour table) will be the compulsory subject-area in the hour-table "Leibesübungen" through the turn "Movement and Sport" replaced.

52. In Appendix B/m2 Sixth part (syllabus of the individual teaching items) is the parenthesis according to the compulsory subject heading Living foreign language (First):

"(English, French, Italian, Russian, Spanish, Czech, Slovenian, Bosnian/Croatian/Serb, Hungarian, Croatian, Slovak, Polish)"

53. In Annex B/sp (curriculum of the Oberstufenrealgymnasium with special consideration of the athletic training) First part (General educational goal) the word "Physical Education" by the word "Movement Education" replaced.

54. In Appendix B/sp Part (hour board), the compulsory subject-name shall be given in the hour table "Leibesübungen" through the turn "Movement and Sport" replaced.

55. Annex B/sp Sixth part (curricula of the individual subjects) shall be the subject of compulsory subject-matter "Leibesübungen" through the turn "Movement and Sport" replaced.

56. In Annex C (syllabus of the advanced gymnasium and the advanced secondary school) Part Four (hour tables) lit. a (compulsory items) will be preceded by the hourly boards of the advanced gymnasium and the advanced secondary school: