Key Benefits:
368. 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 No 91/2005, in particular Articles 6, 10 and 23 of this Directive, 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 283/2003, shall be amended as follows:
1. In Article I, Section 3 (2), the word "Leibesübungen" in each case by the turn "Movement and Sport" replaced.
2. In Article I, Section 4 (3), the turn shall be "the Federal Minister for Education and Cultural Affairs" through the turn "The Federal Minister for Education, Science and Culture" replaced.
3. Article I, Section 4 (4) reads:
" (4) The school forum of the primary school shall determine the hours of the week in the area of the class of the pre-school level on the basis of local conditions for the primary school, with a joint or separate management of the school levels to be carried out. "
(4) In Article I, Article 5 of the following paragraph 14 is added:
" (14) The following provisions of this Regulation, as amended by the BGBl Regulation. II No 368/2005 enter into force as follows:
| 1. |
Article I, Section 4 (3) and (4), Annex A, Part One, Annex C 1, First Part, Annex C 2, First Part, Annex C 3, Part One, and Annex C 4, Part One, shall enter into force on the day of the day of the presentation in the Federal Law Gazans; |
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| 2. |
Annex A Second to eighth part, insofar as it does not concern the renaming of "physical exercises" in "Movement and Sport" (Z 3), enters into force with the end of the day of the customer's presentation in the Federal Law Gazans; |
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| 3. |
Article I, Section 3 (2) and Annex A, second to eighth, in so far as it concerns the renaming of "Physical Exercises" in "Movement and Sport", and Neunter shall enter into force on 1 September 2006. " |
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5. In Annex A (curriculum of the primary school) First part (General educational objective), in the second paragraph after the word order "Federal Republic of Austria" the words "as a Member of the European Union" inserted.
6. In Annex A First Part Level "Volksschule as a social life and experience area" is the seventh paragraph:
" In this context, intercultural learning is intended to contribute to better mutual understanding and understanding. for better mutual esteem, recognition of similarities and the reduction of prejudices. Based on school and extracurricular experiences with people from other European countries, in particular from a neighbouring state bordering on their own state, intercultural learning should help, European awareness and/or How to make a cosmopolitan attitude. Cross-connections to the didactic principle of social learning and to the teaching principle of political education, including peace education, are to be ensured. "
7. In Annex A Second part (General provisions) I. Section (General provisions for primary school) Z 4 (breakdown of educational provision by subject-Duration of teaching units), in the second paragraph, the word "Leibesübungen" through the turn "Movement and Sport" replaced.
8. In Annex A, Part I, section I, in Z 14 (Autonomous Curriculum provisions), is the last paragraph:
" The extent of the subject-related and individual learning time (Z 15) can be determined by means of school-autonomous curriculum regulations in accordance with the following table, with reference to educational, spatial and equipment conditions. shall be:
| Learning times |
Weekly hour (s) |
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| Object-related learning time |
0 |
1 |
2 |
3 |
4 |
5 |
| Individual learning time |
10 |
8 |
6 |
4 |
2 |
0 " |
9. In Annex A, Part I, Section Z 15 (Support plan for full-day schooling) lit. b (basic level I (including joint management) and basic level II) level of detail "Rekreation" The turn-over "even with smaller spatial and temporal possibilities" .
10. In Annex A, Part I, Section Z 15 lit. b Outline level " ' In order to achieve these objectives, the following principles must be observed " The fifth and sixth paragraphs are:
" The individual learning time comprises four hours per week (unless, according to the last paragraph of Z 14, there is no other definition of school autonomously). At the centre of the individual learning time are practical and time-economic methods of self-learning (execution of the homework, appropriation of the learning material, preparation for performance findings, etc.). Every student Each pupil is in the individual learning time of the supervising teachers. Teachers or educators Educate educators through individual learning support.
In the preparation of the care plan, the sequence of object-related and/or individual learning time in such a way as to ensure that the students are given a sufficient amount of leisure time on a daily basis. "
11. Annex A Third part (General didactical principles) I. Section (General didactical principles for primary school) Z 2 (Social learning) is the last paragraph:
"The path leads from the development of as many positive I-du-relations as possible to the development of a" we " consciousness to the shared responsibility of all for all. This applies in the class or learning group in the co-shaping of a living school community and serves the understanding of other larger social structures, such as the municipality, state, and Austria as a state in Europe. This is intended to give a sense of responsibility to the children of different groups of solidarity communities. This can only be achieved if prejudices are made aware of and tolerance is learned. Social learning is particularly important and an opportunity if children with different learning conditions, children from different schools, children with different mother tongues, children with disabilities (children with special educational needs) ) as well as children with special needs are jointly informed. "
12. In Annex A, Part Four (total number of hours and hours of compulsory subjects, compulsory exercises, conveyor, free-objects and non-binding exercises) will be held in lit. a (hour board of preschool level), lit. b (hour board of the 1. to 4. School level), lit. b Z 1 (empowerment for school autonomous curriculum provisions) and Z 2 (unless there are school autonomous curriculum provisions) and lit. c (The lessons of the elementary school level) Z 1 (empowerment for school autonomous curriculum regulations) and Z 2 (unless there are no school autonomous curriculum provisions) the words "Leibesübungen" in each case by the turn "Movement and Sport" replaced.
13. In Annex A Part Level "Comments on the Hours Board" in Z 2 becomes the turn " in the 3. and 4. Class " through the turn " in the 2. and 3. Class " replaced.
14. In Annex A, the sixth part (educational and teaching tasks, teaching material and didactic principles of the compulsory pre-school training exercises) is in the binding exercise "Transport education" the last line of education and teaching tasks:
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leading to police officers as helpers, To recognise police officers as helpers (reduction of fear). " |
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15. In Appendix A Sixth part will be in the mandatory exercise "Transport education" Outline level "Movement Experience-Movement Education" the word "Leibesübungen" in each case by the turn "Movement and Sport" replaced.
16. In Annex A Sixth part, the heading of the mandatory exercise "Leibesübungen" by the heading "Movement and Sport" , the educational and teaching task is:
" Education and teaching tasks:
The task of exercise and sport is-based on individual development and motor learning ability-to promote the overall personality of the child through a wide range of movements.
The teaching of movement and sport at the preschool level is to be
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the children's joy of movement and play is preserved, to awaken and increase and, by offering a wide range of movements, correspond to the individual mobility needs and interests, |
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for the creative use of the movement, |
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enable the testing of social behaviors in the movement game and in common practice, |
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to increase the motor characteristics through various practicing of the basic movement skills and thus serve to maintain the health and improve the performance. " |
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17. In Annex A Sixth part are the didactic principles of the mandatory exercise "Movement and Sport" :
" Didactical principles:
Physical activity is the most important element of movement and sport. Through targeted versatile physical activity, the child should be promoted in the motor sector as well as in the cognitive, social and emotional area, taking into account the physical and psychological conditions of the individual child. .
In order to improve the activity and willingness to use, children should be able to play freely with the movement and with different devices, the possibility of gaining independent experience at the training place, on devices and in the Group is offered. It is only after this extensive orientation phase that the children should also be encouraged to make simple art pieces. .
The teaching of movement and sport is to be conducted in such a way that it educates to cooperative behaviour and mutual helpers (but not "give help"), avoids competing behaviour to the greatest extent and helps to reduce the fear of movement.
Anxious children require special motivation. The often very different physical and motor starting position of the children is to correspond with a differentiated range of movement and not by coercion to move.
Movement and sport should be carried out as often as possible outdoors (e.g. meadow, water, snow, ice ...).
For reasons of safety and hygiene, a suitable clothing is to be taken into consideration.
On the basis of the number of weekly hours indicated in the hour table, the daily movement unit shall also be sought in the case of unfavourable spatial conditions. "
18. In Annex A, the sixth part is in the mandatory exercise "Game" in the teaching material, the level of detail "Motion game" :
" Motion game
(See binding exercise exercise and sport) "
19. Annex A Seventh part (educational and teaching tasks as well as teaching material and didactical principles of compulsory subjects of primary school and elementary school level) Section A (primary school) of the required subject "Physical Education" the education and teaching task is:
" Education and teaching tasks:
The teaching of the subject is intended to enable the pupils to develop their direct and indirect life reality.
In this sense, the subject teaching has the task, in corresponding examples, the multifaceted approach of reality as well as the position of the human-in particular, that of the student and/or the pupil. of the student-to make this reality aware of this reality.
A child-tempered, but also appropriate teaching leads the students gradually to a differentiated viewing and understanding of their living world and thus enables them to act consciously and independently.
In physical education, learning processes are to be organized in such a way that skills and skills, knowledge, insights and attitudes are laid down. In doing so, the pupil shall be The students also learn professional ways of working and acquire forms of learning that lead to an independent examination of the reality of life and to the acquisition of independent knowledge.
The subject teaching is divided into the following experiential and learning areas:
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Community |
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Nature |
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Space |
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Time |
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Economy |
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Technology |
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In the course of teaching and teaching, it is important to note that content from the individual sub-areas, with special consideration of the experience and experience world of the pupils, is holistic. shall be coordinated.
In addition, relationships in the learning and thinking of the students through situational teaching events, through acting working methods (e.g. exploratory learning, project-oriented learning), as well as by meaningful networking of across-the-board aspects.
Experience and learning
Community
This sub-area gains its learning content from the integration of children into their immediate social environment and makes them aware of their desire for greater social structures and institutions. It is therefore possible to assume the experience of the pupils. The school life as a direct social experience, living space and action space is of particular importance.
In this area, it is desirable that the students become increasingly familiar with themselves and that their social capacity to act is extended.
Experience and learning
Nature
The work in the experience and learning area Nature is based on the encounter of the students with the nature and the experiences with their own body.
Striving is an understanding of nature as the livelihood of man and for the human being itself as a part of nature. 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.
Experience and learning
Space
The teaching in this sub-area is intended to promote the conscious orientation in the immediate vicinity of the student and the student at the basic level I and to convey the first orientation points.
At the basic level II, exemplary insights into the relationship structure of man and space are acquired. First insights can be gained on the basis of the experiences of the children in the example of the home country, the political district, the federal state as well as other regions. In doing so, first basic geographical knowledge is supposed to be taught and simple subject-specific techniques are taught.
Experience and learning
Time
This experience and learning area is intended to develop the ability of the students to orient themselves in temporal dimensions (e.g. past, present, future). The schoolgirl or the student is to be guided to the realization that time courses are observable, time can be articulated and measurable, the opposite can be understood from its development, and historical events can be explained from their temporal conditions can be. The awareness that social, political, economic and cultural realities can have an impact on the present and can influence the future is to be encouraged. In addition, efforts to achieve peaceful coexistence and the interaction of people are to be made clear.
Experience and learning
Economy
This area of experience and learning is based on the direct experiences and encounters of the student. of the student with the economy and their facilities. In doing so, the basic economic needs of the student are: the pupil in their comfort to the Economic Community Family and their habitat in the foreground.
Concrete examples provide a first insight into areas of the economy and in economic contexts.
In addition, it is necessary to develop conditions for a critical and well-informed consumer behavior.
Experience and learning
Technology
The work in the field of experience and learning technology is based on the encounter of the pupils with technical conditions, with natural forces and substances in their environment.
The aim is to understand that man is embedded in the structure of the order of nature, dependent on the laws of nature and responsible for the effects of his interventions in the environment. This area of experience and learning has the learning of subject-specific working methods to convey basic knowledge and insights, and to guide them towards the proper and responsible use of substances and technical equipment. "
20. In Annex A, Part A, Part A, Compulsory "Physical Education" is the subject matter of the basic level II "Community experience and learning" relevant section:
" Experience and learning
Community
3. School level
| Understanding and co-designing living together in school |
Preparing and shaping common experiences (school festivals, events at the school ...) Working together (communal work, group work at school ...) Pick up current conflicts in the class, find their causes, find possible solutions Recognizing and taking on tasks within the school community; perceivingpossibilities of co-design |
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| Understanding and co-designing living together in other communities |
From communities in which we live outside school (family, game, sports, hobby groups ...), report: their tasks, different roles of their members Recognizing that role behavior of children and adults is also the result of learning processes Presenting social everyday conflicts in a role-playing game, trying out possible solutions and trying to evaluate them in a simple way Identify the effects of different professional activities of man and woman on the family (housewife or Hausmann-working woman or professional man) Get to know the possibilities of designing festivities and celebrations
Talk about local customs (place of residence, holiday region ...) |
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| Understanding yourself and others |
Making your own experience with other people Recognize the diversity of others and understand them in their Anderssein Creating opportunities to get to know your own feelings and to deal with them Perceim and take into account feelings of others (eg joy, fear, affection, loneliness) Clarifying children's perceptions and experiences on sexual issues (e.g. pregnancy, birth, partnership, nuisance); conscious of the feelings and social experiences associated with them (e.g. tenderness, security, justice) Learning to cope with conflicts from understanding for others, living with conflicts Learn about protective and saving behaviors against sex offenders |
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| Getting to know public institutions |
First insights or Understanding and elemental knowledge win over: Facilities and organs of public order and security (e.g. fire brigade, rescue, police) Community institutions (e.g. Mayor, Mayor, Municipal Council, Municipal Council) Public service providers (e.g. postal service, railway) |
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4. School level
| Contribute to living together in the school through social understanding and action |
Perceim situations of social action within the class community and the school community (e.g. help, resolve conflicts, or avoid having to participate in decision making) Planning and co-designing classes and school events (e.g. training courses, celebrations, celebrations, exhibitions) |
| Contribute to living together in larger communities through social understanding and action |
Perceiving special situations of community life (e.g. recognize the need for assistance of others, participate in relief operations; get to know types of decision-making; behave appropriately in conflict situations: cope with contacts, ), consider possibilities of participation in local customs |
| Understanding yourself and others |
Recognize and accept abilities and characteristics of others Recognize your own inclinations, abilities and weaknesses Perceim your own feelings as well as the feelings of others The one for the 3. Continuing and deepening the content of sexuality education mentioned above. (On cross-connections to the learning and experience area Nature is to be respected.) To reflect on their own educational path; collect information about secondary schools |
| Get to know public institutions, administrative and community institutions |
Learn to orientate yourself in a public office (e.g. municipal office, magistrate, district general team) and get to know the tasks and organisation of the organs of the municipality and district Gain first insight into your own federal state as an administrative community Know the most important offices in the state At best, to discuss equality and differences in such facilities in the European regions known to the children " |
21. In Annex A, Part A, Part A, Compulsory "Physical Education" is in the basic grade II in the subject area "Experienced and learning area of nature" the area "Responsible behaviour towards nature" relevant section:
| " Responsible behaviour towards nature |
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| -Understanding the environmental impact of human activity |
Learn from the insight into biological relationships the use of nature and its effects and learn to evaluate it; as far as possible in a simple example of the immediate surroundings of the pupils |
| -behave in an environmentally friendly way |
Assess the impact of one's own behaviour on nature and assess the consequences of wrongdoing (e.g. polluters, noise ...) and act accordingly from this understanding " |
22. In Annex A, Part A, Part A, Compulsory "Physical Education" is in the basic grade II teaching material of the subject area "Experience and learning area" relevant section:
" Experience and learning
Space
3. School level
| Conduct training and orientation exercises in the immediate vicinity, and view, describe and capture landscape and settlement forms 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
Discussing the landscape and settlement of the surrounding area (e.g. valley, district, district) by means of illustrations (zB landscape photo, flight picture, painting, wall sketches) |
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| Knowing and applying aids for orientation in the room |
Describe sky directions through the sun Simple orientation exercises with the compass Describe the location of important orientation points (e.g. building, mountain) by indicating the direction of the sky |
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| Know sketches and plans as geographical forms of presentation, make themselves and use them as orientation aid |
Based on the model (e.g. class, apartment; manufactured in conjunction with the technical works), create ground plans, interpret pre-defined floor plan representations, and thereby understand the understanding of the levelling and downsizing in geographical areas How to Railways Create simple situation sketches, which specify the course of your own school path, and compare it with a plan of the home location Roughly orient yourself on submitted plans (eg information about buildings, ways and directions) |
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4. School level
| Gain basic geographic information about your own federal state as well as about other regions (inner and outside of Austria) and expand your insights with the help of maps |
Gaining first insights
Following vivid experience possibilities the landscape presentation can be developed on simple maps
Read different maps (zB hiking map, map, road map) Gain an overview of your own federal state (by way of example, talk about transport routes, political districts, business and culture) In addition, from the concrete experiences, interests and/or Living conditions of the children, eg
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23. In Annex A, Part A, Part A, Compulsory "Physical Education" is the subject area in the basic grade II curriculum "Experiential and learning area" relevant section:
" Experience and learning
Time
3. School level
| Detect changes in the narrower environment at the end of time |
Observe changes in people and things and find out about age-related development series (e.g. housing, clothing, transport, work, leisure time, customs, supply); gradually understanding the social background of these Developing changes |
| Access points of reference (e.g. village, district, city district, school building, municipality) with regard to historical aspects |
Surveys of the pupils 'environment at the time of the parents' and grandparents ' generation based on various sources (older people, chronicles, home books, narratives and legends, pictorial documents, visit of historical sites and museums) performing Trace the past of the home location on some selected examples of historical time frames (peacetime, emergency times, momentous events from the early local history; famous personalities) |
4. School level
| Develop and interpret changes in the extended environment in the course of time |
Gain insight into changes in the extended environment by means of selected examples (e.g. settlement, transport, administration, festivals and customs), whereby the reference to social development is to be established in each case These insights
winning |
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| Gain first historical insights through selected pictures from the history and culture in particular of the home area (federal state) |
To learn about the past of the federal state in some selected examples of historical time frames, to assign them in time (e.g. creating a time strip) and to establish a relationship with the present Getting to know examples from the country's cultural heritage At best, a few selected examples may refer to European regions known to children " |
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24. In Annex A, Part A, Part A, Compulsory "Physical Education" is in the basic grade II in the subject area "Experienced and learning area economy" that's the 4. School level section:
4. School level
| Gaining and deepening the understanding of the areas of supply and supply |
Acquire first knowledge of the economic supply of larger spaces (e.g. transport, energy, trade) On selected examples, it is clear that not all goods are produced domestily (import, export) Get to know different forms of advertising; discover, compare and assess different advertising intentions |
| Gaining knowledge of economic forms of work, occupation and recovery; understanding the relationships and their significance for the current and future way of life |
Gain initial insights into different economic forms (e.g. agriculture, forestry, mining, industry, trade, trade and transport) Discuss different professions; recognize that they require different training Considerations on work pleasure and/or Work suffering and on the impact of unemployment Getting to know a production site or a service provider and its importance Know the economic importance of leisure activities (leisure activities; leisure activities; holidays, travel, ...) Show examples of the relationship between the economy and the environment (power plant construction, forest roads, ...) |
25. In Annex A, Part A, Part A, Compulsory "Physical Education" the "Didactic principles" :
" Didactical principles:
The breakdown of teaching materials in six areas of experience and learning is not the primary structuring principle for the planning and the design of the daily teaching work.
Rather, it must be ensured that learning processes are made possible beyond the general didactical principles in concrete experience, action and factual contexts.
It is therefore possible to take up such subject areas that allow cross-disciplinary and cross-disciplinary learning (e.g. living, working, caring for it, shaping the environment), while at the same time making it possible to gain first insights beyond Austria's borders.
The didactic implementation of the "European dimension" in the classroom is primarily concerned with the development of attitudes, attitudes and orientations.
At basic level II, the teaching of the individual experience and learning areas will be able to orientate themselves to a greater extent.
Experience and learning
Community
Learning in this area requires special didactic measures and conditions and is not seldom dependent on long-term processes; also detours can be fruitful elements of this learning. As an internal prerequisite, such learning requires the emotional affectedness of all concerned. Learning in this area is always to be embedded in mutual trust and mutual tolerance and requires the teacher's insistence and discretion, respectively. of the teacher. This applies in particular to the area of sex education.
Here, the children are allowed to use their own expressions first; however, they should learn to use the generally accepted terms. In this area, the forms of cooperative learning and a pedagogical climate in which everyone can feel comfortable must be regarded as important framework conditions.
The teacher the teacher has a variety of methodical possibilities available for this:
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the emergence of real social events and situations; |
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the verbal representation and processing of social events and problems in different conversational situations; |
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Verbalize feelings, attitudes and opinions; |
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the clear social phenomena and processes, as well as feelings through representation and editing in different forms of play; |
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the obtaining and processing of information on itself and others; |
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to experience social situations and find different solutions for them (e.g. picture and text specifications); |
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the diverse possibilities of school life for encounters, social planning, decision-making and action (e.g. inter-class actions, sponsorships, involvement of parents); |
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the planning and implementation of social projects. |
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Experience and learning
Nature
The didactic considerations for the learning area of nature must be based on the fact that the primary school child (when dealing with the subject world) shows special interest in living nature. The best prerequisite for learning motivation and effective teaching is the direct encounter with nature. In doing so, we need to take care of nature conservation and environmental protection.
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 that in the student, or in the student, the desire to discover and explore nature is reinforced. 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.
Experience and learning
Space
Based on the fact that early school students can already find themselves in their immediate surroundings, this orientation skills should be extended through orientation games and child-oriented exercises, as well as through the introduction of Conscious reaction to rules and symbols (e.g. traffic rules and traffic signs).
Examples from the environment of the student the student form the basis for the recognition of relationships between landscape, transport, cultural and economic conditions.
As an illustration and switching aid, the following can be found:
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Use of models and simple sketches; |
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Conscious viewing of scenic terrain and comparisons with reality and realistic illustrations (e.g. photos, drawings, picture cards, brochures); |
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Depict, describe, compare the geographical environment of the homeland, the school place, the municipality, the political district and the federal state; |
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Collection of sight material for illustration and consolidation of geographical knowledge; |
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Orientation using possible orientation aids such as compass, plan, map and the like. |
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Experience and learning
Time
School beginners are only able to orient their orientation in temporal dimensions to an extent that can be reached in an experienced way; the orientation capacity must therefore be systematically expanded and conceptually grasped by appropriate assistance. by events, persons, objects, to which the student or the student can make relationships, be involved in the lessons.
The historical space is to be increasingly captured in significant time frames from the experience and experience of the pupils.
As learning and working forms, we offer:
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Collect, organize and compare information from a historical and cultural point of view; |
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Explore and recognize changes in the environment of the student the student and her/her/her/ its reference persons by writing, presenting (role play), comparison, time allocation (development series); |
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Encounter with witnesses and other sources of the past. |
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Experience and learning
Economy
Elementary economic learning primarily takes place in the immediate encounter and confrontation with those excerpts and contexts of the economy, to which the pupils encounter in their daily lives.
In addition, the experience gained by the pupils from their own economic situation is also always to be found. References to their future role as consumer or in the world of work, economy and culture, are to be produced in a child-friendly form.
The teacher is responsible for learning in this area. the teacher has several methodical possibilities available:
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the academically accentuated teaching exit; the evaluation of exploration and observation tasks; the questions of persons who can report on their own economic experiences (parents, experts); |
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Arranging learning situations by means of original materials from the business sector (food, clothing, packaging materials, advertising materials, tools and the like), as well as relevant didactic material; |
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better understand facts and contexts by clarifying basic notions of economic life; |
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Make the processes of economic activity in a playful way visible through a playful form; |
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appropriate behaviour in shops and businesses (e.g. shopping, advertising, advertising, price and quality awards ...) |
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Experience and learning
Technology
The didactic considerations for the learning area technique must be based on the fact that the interest of primary school children is very much geared to technical, physical and chemical issues of its environment.
In addition to the immediate encounter with reality, the attempt is of particular importance.
It integrates all subject-specific working methods and promotes willingness to learn, sense of responsibility and ability to cooperate. In this context, the products and findings obtained in the work education are to be included.
By networking the learning area Technology with the other areas of teaching, the deepening of responsible and environmentally-friendly behaviour is sought. In addition, the cross-connections to the subject matter of the subject are to be perceived as a work-education and to avoid any overlap. "
26. In Annex A, Part A, Part A, Compulsory "Music education" is in the basic level I teaching material "Move to music" the fourth paragraph:
| " Motion design and scenic presentation |
ZB verses and rhymes, standing games, fairy tales; pictures of scenic and musically designed (in conjunction with the subjects of German, reading, writing, movement and sport, as well as educational education) " |
27. In Annex A, Part A, Part A, Compulsory "Music education" is in the basic level II curriculum "Listen" the second paragraph:
| " Short hearing examples of different types of music, sounds and sounds |
Describe and compare subjective hearing impressions, in graphic and pictorial design or in motion (in conjunction with the subjects of education, writing and exercise and sport) " |
28. In Annex A, Part A, Part A, Compulsory "Music education" is in the basic level II curriculum "Move to music" the third paragraph:
| " Motion design and scenic presentation |
ZB verses and rhymes, standing games, fairy tales; pictures, picture stories; movements from the environment (eg work, sport) scenic and musically designed (in conjunction with the subjects German, reading, movement and sport, pictorial nerves) Education, writing) " |
29. In Annex A, Part A, Part A, Compulsory " ' Music Education " becomes part of the didactic principles "Move to music" the word "Leibesübungen" through the turn "Movement and Sport" replaced.
30. In Annex A, Part A, Part A, Compulsory "Bildnerische educated" In the basic grade I and II, the headings of the level of the link "Game and action" :
"Game and action (in conjunction with the subject of music education, exercise and sport, physical education and German, reading, writing)"
31. In Annex A, Part A, section A, the heading of the required subject shall be: "Leibesübungen" by the heading "Movement and Sport" and in the education and teaching task, the word "Leibesübungen" in each case by the turn "Movement and Sport" replaced.
32. In Annex A, Part A, Part A, Compulsory "Movement and Sport" the first six paragraphs of the didactical principles are:
" The didactic principles laid down in the general part of the curriculum must be in accordance with the subject of movement and sport in the subject matter of the teaching.
The guiding principle for the teaching is to enable the children to be able to move, joyfully, performance-oriented and safety-oriented physical activities to the children.
In the course of teaching, especially the motor and social development and/or social development Performance level shall be taken into account.
The teaching is to be held in practice sites (gymnasium, open space, swimming pool ...).
In principle, the teaching should be provided in evenly divided individual hours.
Participation in game festivals, sports festivals and school-related events is intended as an enrichment of movement and sport to create further opportunities for motivation and communication. "
33. In Annex A, Part A, Part A, Compulsory " ' Movement and Sport " becomes part of the didactic principles "Hiking" the word "Leibesübungen" through the turn "Movement and Sport" replaced.
34. Annex A Part (educational and teaching duties, teaching material and didactical principles of compulsory exercises) Section A (primary school) mandatory exercise "Living foreign language" (1 to 4). In the didactical principles in the first paragraph, the term "school level" shall be the word "Leibesübungen" through the turn "Movement and Sport" replaced.
35. In Appendix A, Part A, section A, does not apply the mandatory exercise "Living foreign language" (3. and 4. Sub-section in question).
36. In Annex A Neunter (educational and teaching duties as well as teaching material and didactical principles of free objects and non-committal exercises) Section A (primary school) becomes the heading of the non-binding exercise "Leibesübungen" by the heading "Movement and Sport" and in the first paragraph of the education and teaching task, the word "Leibesübungen" through the turn "Movement and Sport" replaced.
37. In Annex C 1 (syllabus of the general special school) First part (General provisions) the last paragraph in Z 12 (school autonomous curriculum regulations) is:
" The extent of the subject-related and individual learning time (Z 13) can be determined by means of school-autonomous curriculum regulations in accordance with the following table, with reference to educational, spatial and equipment conditions. shall be:
| Learning times |
Weekly hour (s) |
|||||
| Object-related learning time |
0 |
1 |
2 |
3 |
4 |
5 |
| Individual learning time |
10 |
8 |
6 |
4 |
2 |
0 " |
38. Annex C 1 First part Z 13 (Plan for full-day schooling) Outline level "Rekreation" The turn-over "even with smaller spatial and temporal possibilities" .
39. In Annex C 1 First Part Z 13 Level 'In order to achieve these objectives, the following principles shall apply': the sixth paragraph shall be replaced by the following:
" The individual learning time Includes four hours per week (unless the last paragraph of Z 12 shows otherwise). At the centre of the individual learning time are practical and time-economic methods of self-learning (execution of the homework, appropriation of the learning material, preparation for performance findings, etc.). Every student Each pupil is in the individual learning time of the supervising teachers. Teachers or educators Educate educators through individual learning support.
In the preparation of the care plan, the sequence of object-related and/or individual learning time in such a way as to ensure that the students are given a sufficient amount of leisure time on a daily basis. "
40. In Annex C 2 (Curriculum of the Special School for the Deaf) First Part (General provisions and Didactic principles) Section A (General provisions) is the last paragraph in Z 7 (School Autonomous Curriculum Provisions):
" The extent of the subject-related and individual learning time (Z 8) can be determined by means of school-autonomous curriculum regulations in accordance with the following table, with reference to educational, spatial and equipment conditions. shall be:
| Learning times |
Weekly hour (s) |
|||||
| Object-related learning time |
0 |
1 |
2 |
3 |
4 |
5 |
| Individual learning time |
10 |
8 |
6 |
4 |
2 |
0 " |
41. In Annex C 3 (curriculum of the special school for blind children) First part (General provisions and didactic principles) Section A (General provisions) is the last paragraph in Z 6 (School-autonomous curriculum provisions):
" The extent of the subject-related and individual learning time (Z 7) can be determined by means of school-autonomous curriculum regulations in accordance with the following table, with reference to educational, spatial and equipment conditions. shall be:
| Learning times |
Weekly hour (s) |
|||||
| Object-related learning time |
0 |
1 |
2 |
3 |
4 |
5 |
| Individual learning time |
10 |
8 |
6 |
4 |
2 |
0 " |
42. In Annex C 4 (syllabus of the special school for severely disabled children) First part (General provisions) is the last paragraph in Z 11 (school autonomous curriculum regulations):
" The extent of the subject-related and individual learning time (Z 12) can be determined by means of school-autonomous curriculum regulations in accordance with the following table, with reference to pedagogical, spatial and equipment conditions. shall be:
| Learning times |
Weekly hour (s) |
|||||
| Object-related learning time |
0 |
1 |
2 |
3 |
4 |
5 |
| Individual learning time |
10 |
8 |
6 |
4 |
2 |
0 " |
43. In Annex C 4, Part I, Z 12 (full-day schooling plan), the fifth paragraph is supplemented by the following paragraphs:
The individual learning time Includes four hours per week (unless the last paragraph of Z 11 indicates otherwise). At the centre of the individual learning time are practical and time-economic methods of self-learning (execution of the homework, appropriation of the learning material, preparation for performance findings, etc.). Every student Each pupil is in the individual learning time of the supervising teachers. Teachers or educators Educate educators through individual learning support.
In the preparation of the care plan, the sequence of object-related and/or individual learning time in such a way as to ensure that the students are given a sufficient amount of leisure time on a daily basis. "
Gehrer
