314. Regulation of the Federal Minister for Education, Science and Culture, which amended the regulation establishing the curricula of the primary school and the special schools

On the basis of the School Organization Act, BGBl. No 242/1962, as last amended by the Federal Law BGBl. I n ° 113/2006, in particular § § 6, 10 and 23, shall be prescribed:

The Federal Minister of Education and Cultural Affairs (BGBl) ordinal of the Federal Minister for Education and Cultural Affairs, with which the curricula of the primary school and the special schools are issued. No 134/1963, as last amended by the BGBl Regulation. II No 368/2005, shall be amended as follows:

(1) In Article I, Article 5 of the following paragraph 15 is added:

" (15) Annex A Seventh Part, Annex C 1, Annex C 2, Annex C 3, and Annex C 6, fourth and sixth part of this Regulation, as amended by the BGBl Regulation. II No 314/2006 shall enter into force on 1 September 2006. '

2. In Annex A (curriculum of the elementary school) Seventh part (educational and teaching tasks as well as teaching material and didactical principles of compulsory subjects of primary and elementary school) Section A (primary school) is subject to compulsory subject matter Subject teaching in the education and teaching tasks of the second paragraph of the experience and learning area Nature:

" Seeking is an understanding of nature as the livelihood of man and for the human being itself as a part of nature. The students should develop an understanding that the highest possible degree of health and mobility is responsible for the physical and mental well-being of the people. The participation of the students is of particular importance in the design of the school as a health-and movement-promoting environment. The teaching work must lead to the learning of basic skills in the learning of subject-specific working methods and, finally, to responsible behaviour towards nature and the body's own body. "

3. In Annex A, Part A, Part A, in the required subject matter, subject-matter teaching in basic grade I is the last subject area (the human being: body and health) of the experience and learning area Nature:

" Man
- Acquiring knowledge of the human body	Discuss the structure of the human body (head, fuselage, limbs). Know the most important functions of body parts and external organs (e.g. sensory organs)
- Learn to recognize the importance of your own health and to take on health-conscious behaviour	Get to know the conditions for a healthy lifestyle (e.g. body care, nutrition, clothing, body sensation, and improve body perception [eg by movement]) Behaviour in case of illness and accidents Medical facilities know
- Using elementary knowledge and a positive attitude towards human sexuality	To gain information about human sexuality: - Gender differences between girls and boys, women and men - Love and partnership between man and woman - The fact of parenthood (motherhood, fatherhood) "

4. In Annex A, Part A, Section A, the subject matter shall be subject to the teaching material of the basic level II of the 3. School level of the last subject area (The human being: body and health) of the experience and learning area Nature:

" Man
- Extending knowledge of the human body	Identifying the tasks and achievements of individual body parts and external organs The interaction of several parts of the body and organs in some examples (e.g. eye-hand, ear locomotor)
- Recognize the importance of healthy lifestation and behave in a healthy way	Recognizing physical health as a basis of mental and mental well-being Easy-to-use, easy-to-use
- Knowing the importance of the movement for physical, mental and social well-being	Discuss a healthy lifestyle in some examples and thereby establish health-conscious behavior (e.g. body care, nutrition, clothing, health control, behaviour in case of illness) Improving organic performance; understanding the importance of active recovery and the movement of the movement - Mediation of simple first-aid measures - Accident prevention
- Using elementary knowledge and a positive attitude towards human sexuality	Acquiring basic knowledge about areas of human reproduction (e.g. the emergence of human life, pregnancy, birth, needs of the infant) Understanding love and partnership as the basis of human sexuality "

In Annex A, Part A, section A, the subject of the compulsory subject matter shall be subject to the teaching material of basic level II of 4. School level of the last subject area (The human being: body and health) of the experience and learning area Nature:

" Man
- Broaden and deepen knowledge of the human body - Recognize the importance of healthy lifestation and behave in a healthy way	Get to know the tasks and achievements of some inner organs (e.g. heart, stomach) Knowledge of correlations between individual parts of the body and organs and the whole body (e.g. sick teeth-sick stomach-one-sided nutrition-low-performance body)
- The importance of movement for physical, psychological and social well-being, and act accordingly	Discuss a healthy lifestyle with some examples, establish a health-conscious behavior and develop the will to maintain the body's health Improving organic performance; understanding the importance of active recovery and the movement of the movement Provide proper care for minor injuries - Provision of simple first-aid measures - Accident prevention
- Acquire elemental knowledge and a positive attitude towards human sexuality	Extending basic knowledge of human reproduction (in the fields of the development of human life, pregnancy and birth, development and care of the infant) Understanding love and partnership as the basis of human sexuality In cooperation with the parents (guardians) to prepare for the upcoming ripening phenomena "

6. In Annex A, Part A, Section A, the subject matter shall be subject to the teaching material of basic level II of the 3. School level of the first subject area (exploratory and orientation exercises in the immediate vicinity, and in doing so, consider, describe and capture landscape and settlement forms) of the experiential and learning area Room:

" Conducting exploratory and orientation exercises in the immediate vicinity, looking at landscape and settlement forms, describing them and capturing them in representations

In the local area and in the vicinity, the orientation skills are extended by exploratory exercises (especially in the case of training courses), in the process - Use labels for off-road shapes and types of water - identify and describe the course of paths and the forms of the landscape - public facilities, transport network, location of shops uam. discussing Know sketches and plans as geographical forms of presentation, make themselves and use them as orientation aid Orientation exercises on different representations - Model: surroundings of the school, residential areas, village centres with simple means (e.g. building blocks, toys, ignition wood cartons) or in the sandbox - Pictures (zB landscape photo, flight picture, painting, wall sketch) Landscape and settlement of the surrounding area (e.g. valley, district, district) discuss "

7. In Annex A, Part A, Section A, in the subject matter of the compulsory subject matter, teaching in the didactic principles is the second and third paragraphs of the experience and learning area Nature:

" Where the immediate encounter with nature is not possible or is not sufficient to illustrate it, the reformation of reality must be taken into account (e.g. films, preparations, slides, films). The teaching has to follow such didactic concepts, which make it possible to increase the desire to discover and explore nature in the children. The pupils are to be introduced into the use of age-old destination books.

By networking the learning area of nature with the other areas of teaching, the deepening of responsible and environmentally friendly behaviour is aimed at. According to the importance of health and movement, close and sustainable networking with the subject matter of movement and sport is to be sought. "

8. In Annex C 1 (syllabus of the General Special School) and Annex C 3 (syllabus of the special school for blind children), the word "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

9. In Annex C 2 (syllabus of the special school for the deaf) the word shall be: "Leibesübungen" in each case by the turn "Movement and Sport" as well as the turn "Body exercises and rhythmic education" in each case by the turn "Movement and sport; rhythmic education" replaced.

10. In Annex C 6 (curriculum of the vocational preparation year at special schools [excluding the special school for severely disabled children]) Part I (Hourly boards for the General Special School) Z 1 (empowerment for school autonomous schools) Curriculum Provisions) Level A.3 (Life Area) and Z 2 (As far as there are no school autonomous curriculum provisions) Level A.3 (Lifesathing area) of the Obligatory Objects becomes the word "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

11. Annex C 6 Part II (Hourly billboards for the special school for the deaf) Z 1 (empowerment for school autonomous curriculum provisions) Level A.3 (Life Area) and Z 2 (Insofar as no school autonomous) Curriculum provisions exist) Level A.3 (Life Area) of the Obligatory Objects will be the word "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

12. Annex C 6 Part III (Hourly billboards for the special school for blind children) Z 1 (empowerment for school-autonomous curriculum provisions) Level A.3 (Lifelong learning area) and Z 2 (Insofar as no school autonomous Curriculum provisions exist) Level A.3 (Life Area) of the Obligatory Objects will be the word "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

13. Annex C 6 Sixth part (Didactical principles, educational and teaching duties and teaching material of the individual subjects) Section I (General Special School) Compulsory subjects Subsection A (General training) Level of Section I A.3 (Life in the field of life) in the fifth paragraph of the Didactical Principles "Leibesübungen" through the turn "Movement and Sport" replaced.

14. In Annex C 6 Part 6, Part I Subsection A, Section A, Section A.3, the heading of the required subject "Leibesübungen" by the heading "Movement and Sport" and in the education and teaching task, the word "Leibesübungen" through the turn "Movement and Sport" replaced.

15. Annex C 6 Sixth Part II (Special School for the Deaf) Compulsory Subjects Subsection A (general education) Level A.3 (Lifesaving area) shall be the word in the fifth paragraph of the Didactic Principles "Leibesübungen" through the turn "Movement and Sport" replaced.

16. In Annex C 6, Part II, Section II, Subsection A, Section A, Section A.3, the section relating to the subject matter of "Leibesexercises" is:

" Movement and Sport

See the compulsory subject "Movement and Sport" in section I. "

17. Annex C 6 Sixth part Section III (special school for blind children) Compulsory subjects Subsection A (general education) Level A.3 (Lifesaving area), in the fifth paragraph of the Didactical Principles, the word "Leibesübungen" through the turn "Movement and Sport" replaced.

18. In Annex C 6, Part III, Section III, Subsection A, Section A, Section A.3, the heading of the required subject "Leibesübungen" by the heading "Movement and Sport" and in the educational and teaching tasks, as well as in the teaching material, the word "Leibesübungen" in each case by the turn "Movement and Sport" replaced.

19. In Annex C 6, Part III, Section III, Subsection C (Unbinding exercises), the section relating to the non-binding exercise shall be:

" Sport

See the compulsory subject "Movement and Sport" in section I. "

Gehrer