Amendment Of The Regulation With Which The Curricula Of The Elementary School And The Schools Shall Be Adopted

Original Language Title: Änderung der Verordnung, mit welcher die Lehrpläne der Volksschule und der Sonderschulen erlassen werden

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314. Regulation of the Federal Minister for education, science and culture, modifies the regulation with which the curricula of the elementary school and the schools shall be adopted,

On the basis of the school Organization Act, Federal Law Gazette No. 242/1962, as last amended by Federal Law Gazette I no. 113/2006, in particular its articles 6, 10 and 23, is prescribed:

Ordinance of the Federal Minister for education and Cultural Affairs, which issued the curricula of the elementary school and the special schools, BGBl. No. 134/1963, as last amended by the regulation Federal Law Gazette II No. 368/2005, is amended as follows:

1. in article 15 the following paragraph is added section 5:



"(15) Annex A seventh part, annex 1, annex 2, annex 3 and annex 6 fourth and sixth part of this Regulation as amended by regulation Federal Law Gazette II No. 314/2006 enter into force with September 1, 2006."

2. in Annex A (curriculum of elementary school) seventh part (education and teaching as well as learning and didactic principles of compulsory subjects in primary school and the negligible), section A (primary school) is in the compulsory subject matter teaching in the education and teaching task of the second paragraph of the experience and learning area nature:



"An understanding of the nature of the livelihood of the people and for the people themselves as a part of nature is to strive for. Students should develop understanding for that, that a highest possible level of health and movement ability is responsible for the physical and mental well-being of people. Particular importance in the design of the school as a move conducive to health and Habitat of participation of pupils / students. The lessons work do about obtaining basic knowledge to learn specific ways of working and finally to responsible behaviour towards nature and your own body."

3. in plant of A seventh part of section A of the last thematic area is in the compulsory subject matter teaching in the curriculum of the Elementary I (man: body and health) of the experience and learning area nature:



"Man





 









-Purchase knowledge about the human body



Discuss the outline of the human body (head, body, limbs).

Know the most important functions of body parts and external bodies (E.g. sensory organs)









-The importance of own health recognize learning and health-conscious behaviour pathway



Meet requirements of a healthy lifestyle (E.g. personal care, food, clothing, body feeling develop and improve body awareness [E.g. by movement])

Behavior problems and accidents

Know medical facilities









-Basic knowledge and a positive attitude to human sexuality to initiate



Gain information about human sexuality:



"- Gender differences between girl and boy, woman and man - love and partnership between man and woman - the fact of Parenthood (maternity, paternity)"



4. in Appendix of A seventh part of section A is the last topic in the compulsory subject matter teaching in the curriculum of the elementary II of 3rd grade (man: body and health) of the experience and learning area nature:



"Man





 









-Knowledge about the human body



Identify tasks and performance of individual parts of the body and outer organs

Capture the interaction of multiple body parts and organs of some examples (E.g. eye - hand, ear - musculoskeletal system)









-Recognize the importance of healthy lifestyles and health-conscious act



Recognize physical health as a basis for mental and spiritual well-being

Proper care of slight injuries









-Know the meaning of the movement for the physical, mental and social well-being



Healthy lifestyles at some examples discuss and justify this health-conscious behaviour (E.g. body care, food, clothing, health control, behaviour in case of illness)

Improving the performance of organic; understand the importance of active relaxation and balancing movement



-Teaching simple first aid - accident prevention



-Basic knowledge and a positive attitude to human sexuality to initiate



Human reproductive areas acquire basic knowledge (E.g. emergence of human life, pregnancy, birth, needs of the infant)

Understand the love and partnership as the basis of human sexuality"





 

5. in annex of A seventh part of section A is the last topic in the compulsory subject matter teaching in the curriculum of the elementary level II of the 4th grade (man: body and health) of the experience and learning area nature:



"Man





 









-Knowledge of the human body, expand and deepen – recognize the importance of healthy lifestyles and behave health conscious



Learn about tasks and services some internal organs (I.e. heart, stomach)

Correlations between individual parts of the body and organs throughout the body (E.g. diseased teeth - sick stomach - imbalanced nutrition - underperforming body) know









-Capture the importance of the movement for the physical, mental and social well-being and act accordingly



Discuss healthy lifestyle at some examples, establish health-conscious behaviour, and develop the will to keep of the body healthy

Improving the performance of organic; understand the importance of active relaxation and balancing movement

Appropriately to provide minor injuries



-Transfer of simple first aid - accident prevention



-Purchase elementary knowledge and a positive attitude to human sexuality



Expand basic knowledge about human reproduction (in the areas of origin of human life, pregnancy and birth, development and support of the baby)

Understand love and partnership as a basis for human sexuality

In cooperation with the parents (guardians) on the forthcoming appearances of maturity to be prepared"





 

6 in Appendix of A seventh part of section A the first topic is the experience and learning area room in the compulsory subject matter teaching in the curriculum of the elementary II of 3rd grade (carry out exploration and orientation exercises in the surrounding area and this landscape and settlement forms view, describe and capture in representations):





"Carry out exploration and orientation exercises in the surrounding area and this landscape and settlement forms view, describe and capture in representations





In the local area and in the surrounding area by exploring exercises (especially when teaching outputs) extend the orientation ability, thereby



-Labels use for landscape forms and types of water - the history of routes and determine the landform and describe - public bodies, transport network, location of shops etc. discuss sketches and plans as geographical representation forms know, synthesize and use as guidance

Orientation exercises on various representations



"- model: environment represent a school, residential area, Centre with simple means (E.g. toys, building blocks, matchboxes) or in the sandbox - discuss on the basis of figures (E.g. landscape photo, aerial, painting, wall sketch) landscape and settlement of the surrounding area (E.g., Valley, district, district)"



7 in Appendix of A seventh part of section A, the second and third paragraphs are the experience and learning area nature in the compulsory subject matter teaching in the didactic principles:



"Where the direct encounter with nature is not possible or is not sufficient to demonstrate that the reproduction of reality must be used (E.g. movies, specimens, slides, films). The lesson has to follow such didactic concepts, which allows to strengthen the desire to discover and explore nature in children. Students will be introduced into the use of age-appropriate books of determination.

Through the networking of learning area, nature with the other areas of case teaching is aimed at enhancing environmentally sound and responsible behavior. According to the importance of health and exercise a strong and sustainable networking with a part of the school is aiming for exercise and sports."

8 in annex 1 (curriculum of the General special school) and C 3 (curriculum of the special school for blind children) replaces the word "Physical" each "Movement and sport" the twist.


9. in Appendix C 2 (curriculum of the special school for the deaf) is the word "Exercise" by the phrase "Exercise and sport", and the phrase "Physical exercises and rhythmic education" by the phrase "exercise and sport; rhythmic education"replaced.

10. in annex 6 (curriculum of vocational preparation vintage at special schools [except the special school for severely handicapped children]) fourth part of section I (hours panels for the General special school) Z 1 (authorization for autonomous school curriculum rules) outline level A. 3 (concertedly range) and no. 2 (where no autonomous school curriculum provisions exist) outline level A. 3 (concertedly range) the compulsory subjects is "Physical" each turn "Exercise and sport" replaced by.

11. in annex 6 fourth part of section II (hours panels for the special school for the deaf) Z 1 (authorization for autonomous school curriculum rules) outline level A. 3 (concertedly range) and no. 2 (where no autonomous school curriculum provisions exist) outline level A. 3 (concertedly range) the compulsory subjects is "Physical" each turn "Exercise and sport" replaced by.

12. in annex 6 fourth part of section III (hours panels for the special school for blind children) Z 1 (authorization for autonomous school curriculum rules) outline level A. 3 (concertedly range) and no. 2 (where no autonomous school curriculum provisions exist) outline level A. 3 (concertedly range) the compulsory subjects is "Physical" each turn "Exercise and sport" replaced by.

13. in Appendix C 6 sixth part (didactic principles, educational and teaching tasks and curriculum of individual subjects) section I (General special school) compulsory subjects under section A (General visual range) outline level A. 3 (concertedly range) will be in the fifth paragraph of the didactic principles "Physical education" the twist "Movement and sport" replaced by.

14. in Annex C 6 part six section I subsection A outline level A. 3 is the heading of the compulsory subject "Physical education" by the heading "Movement and sport", and in the education and teaching task "Physical education" the twist "Movement and sport" replaced by.

15. in Annex C 6 sixth part of section II (special school for the deaf) compulsory subjects under section A (General visual range) outline level A. 3 (concertedly range) will be in the fifth paragraph of the didactic principles "Physical education" the twist "Movement and sport" replaced by.

16. in Annex C 6 part six section II subsection A outline level A. 3 is the compulsory subject "Physical education" portion of:



"Exercise and sport

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

17. in Annex C 6 sixth part of section III (special school for blind children) compulsory subjects under section A (General visual range) outline level A. 3 (concertedly range) will be in the fifth paragraph of the didactic principles "Physical education" the twist "Movement and sport" replaced by.

18. in annex 6 part six section III subsection A outline level A. 3 is the title of the compulsory subject "Physical education" by the heading "Movement and sport" of educational and teaching tasks and in the curriculum "Physical education" each turn "Exercise and sport" replaced by.

19. in annex 6 sixth part III, section C (non-committal exercise) is the non-committal exercise sports portion of:



"Sports

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

Gehrer

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