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Modification Of The Ordinance On The Curricula Of The Secondary And Higher Schools; Notice The Curriculum For Religious Education

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

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277. 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 I

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 ° 77/2001, in particular § § 6 and 39 thereof,

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 71/2003,

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 283/2003, shall be amended as follows:

(1) In Article III, Article 2 of the following paragraph 10 is added:

" (10) The following provisions of this Regulation, as amended by the BGBl Regulation. II No 277/2004 shall enter into force as follows: except for power:

1.

Annex A First to third parties shall enter into force on 1 September 2004;

2.

in Annexes A, A/w, A/m1, A/m2, A/m3, A/sp, A/sl, A/lF, B, B/m1, B/m2, B/sp and C of this Regulation, as amended by the BGBl Regulation. II No 277/2004, in each case in the sixth part, Z 2 (upper level) in the teaching materials of the individual teaching subjects, on the number and duration of school work, with the expiry of 31 August 2004;

3.

Annexes A, A/w, A/m1, A/m2, A/m3, A/sp, A/sl, A/lF, B, B/m1, B/m2, B/sp and C, respectively, are in the sixth part with respect to the transition stage and the 5. Class with 1 September 2004 and in each case with 1 September of the following years in a class-by-class ascending order;

4.

Annex D Fourth part enters into force with the end of the day of the event in the Federal Law Gazans. "

2. In Annex A (syllabus of the higher education in general), the first to third parties are:

" FIRST PART

GENERAL EDUCATION OBJECTIVE

1. Function and outline of the curriculum

On the one hand, the present curriculum represents the requirements necessary for the uniformity and permeability of the school system and, on the other hand, opens up open spaces reserved for concretization at the site. The curriculum serves as a basis for

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the concretization of the educational order of the school,

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the planning and management of the teaching in terms of content and methodology,

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the design of the enlargement area and for school-autonomous curriculum provisions,

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the planning of the school-partnership bodies,

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the location-related educational offer,

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the consideration of the individual interests and personal life-reality of the pupils.

The curriculum is divided into the General Education Goal, the General Didactical Principles, the School and Teaching Planning section, the Curriculum Vitae and the curricula for each of the subjects.

The general education goal, together with the general didactical principles and the part of school and lesson planning, defines liabilities, responsibilities and free spaces in the implementation of the curriculum.

The timetables indicate subjects of instruction and indicate the extent of the hours of teaching, define the scope for school autonomous measures and are authoritative for the temporal scope of the core area (in its respective meaning; See also Z 2 of the third part).

In the curricula of the individual subjects, the "Education and Teacher Training Task" is defined, which refers to both the core and the extension areas in the sub-stage. In addition, references to the general educational goal and in particular contributions to the educational fields are listed. In the section "Didactic principles", instructions are given for the design of the teaching and in the section "Teaching material" the goals to be achieved are given. Content (in the core area sublevel).

2. Legal Order

The general education higher school has the task of giving the students a comprehensive and in-depth general education and at the same time to lead them to university entrance qualification (§ 34 of the School Organization Act).

In the sense of § 2 of the Education Organization Act, the higher education school in general has to participate in the education of young people, namely in the acquisition of knowledge, in the development of competencies and in the placement of values. In doing so, the willingness to think independently and to critically reflect on it is particularly encouraged. In their development process, the students are to be supported in a socially oriented and positive way of life.

3. guiding principles

The educational and educational process is carried out against the background of rapid social changes, particularly in the fields of culture, science, economics, technology, the environment and law. The European integration process is under way, the internationalisation of the economy is progressing, questions of intercultural encounter and challenges in the area of equal opportunities and equality of opportunity are increasingly being addressed. Gender. In this context, the dispute with regional, Austrian and European identity is of particular importance in terms of cosmopolitanism. Acceptance, respect and mutual respect are important educational goals, particularly in the context of intercultural learning and the transition of the sexes. In addition to the safe use of the language of instruction of the encounter of cultures in everyday life, pupils with different cultural backgrounds-for example, different mother tongues-are taught together. to pay particular attention. In the course of "gender mainstreaming" and gender equality, schools have to deal with the relevance of the gender category at all levels of teaching and learning.

The perception of democratic participation and co-design possibilities in the different areas of life and society requires the ability to educate and value judgment and to take on social responsibility. In order to develop these skills, self-security as well as self-determined and self-organized learning and action are to be promoted.

The students are supposed to design their own ideological concepts and develop their own life plans and their own ideas about career opportunities. The pupils must be held to take part in their own actions as well as to participate in social events. In the manageable framework of the school community, pupils are to acquire skills that are later urgently needed in training and occupation, for example for coping with communicative and cooperative tasks.

The questions and the desire for a life-filled life in a dignified future is based on an examination of the ethical and moral values and the religious values based on adequate information and knowledge. dimension of life. The young people must be encouraged to develop their own personalities and to support them in the challenge of finding a sense in their existence.

The dignity of every human being, its freedom and integrity, the equality of all people, as well as solidarity with the weak and on the edge of standing are important values and educational goals of the school.

Innovative technologies of information and communication as well as the mass media are increasingly penetrating into all areas of life. In particular, multimedia and telecommunications have become determinants of the evolving information society. Within the framework of the teaching, these developments must be taken into account and the didactic potential of information technologies combined with critical rational analysis of their mechanisms of action in the economy and society can be used.

The students should be able to open up relevant areas of experience and to provide appropriate methods for a targeted selection of computer-based information and knowledge sources.

According to § 17 of the German School Education Act, the teaching has to be oriented both to scientific knowledge and to the experiences and possibilities that the students bring from their own life.

In the sense of the common educational effect of all teaching subjects, the teaching has to take into account the subject-specific aspects of the individual teaching subjects and thus cross-linked aspects of interdisciplinary and interdisciplinary aspects. This corresponds to the networking and complementaration of the individual disciplines and is intended to help the students cope with the challenges of everyday life.

4. Roles of the School

Knowledge transfer

In order to communicate well-founded knowledge as a central task of the school, the pupils are to learn in the sense of lifelong learning for self-employed, active appropriation, but also to critically examine the to be able and to be encouraged.

The students are to learn how to define, edit, and control their success in an age-appropriate form.

Competencies

However, such an acquired expertise requires enlargement and complementarity through self-and social competence. The development of their own talents and possibilities, but also the knowledge of their own strengths and weaknesses, as well as the willingness to learn and test themselves again and again in new situations, is also the aim and task of the Learning at school, such as the ability and willingness to take responsibility, to cooperate with others, to develop an initiative and to participate in shaping social life inside and outside the school ("dynamic skills").

The promotion of such dynamic skills is intended to prepare the students for situations which are not sufficient to cope with the available knowledge and acquired experience alone, but in which solutions are currently being developed .

It is important that students learn to deal with topics, with themselves and with others, in a way that is constructive for all concerned. They are intended to develop expertise, self-competence and social competence in a balanced relationship.

Religious-Ethic-philosophical Education Dimension

The students are faced with the questions of meaning and goal and their desire for a sinner-filled life in a dignified future. In the search for orientation, religions and worldviews offer their answers and explanatory patterns for an independent examination. In the subject of teaching, philosophical and religious explanations and attempts to explain the origin and meaning of one's own existence and the world are to be found. Young people are expected to receive offers for the acquisition of judgment and decision-making competence in order to make their lives more sinner-filled. Orientations on the organisation of life and assistance for coping with everyday and border situations are intended to encourage the pupils to live independently and socially responsible. The aim is to promote respect for people who are taking different paths. These objectives form the basis for interdisciplinary and networked cooperation and thus complete the contributions of the teaching subjects and educational fields to the comprehensive education of young people.

5. Education

Education is more than the sum of the knowledge that can be acquired in the individual teaching subject. In the following, further objectives of general education in five educational areas will be explained in more detail. They are to be understood as the naming of important segments in the educational process and, like the religious-ethic-philosophical educational dimension, form a basis for the interdisciplinary and interdisciplinary cooperation. The areas of education, together with the objectives set out in the sections entitled "Roles of the School" and "Guideline", provide the reference framework for the classification of the contributions made by the individual teaching subjects for the whole of the school. Education process must be provided.

In the fields of education, there are also those objectives which are represented by the following teaching principles: health education, education for equality between women and men, media education, arts education, political education, Intercultural learning, sex education, reading and speaking education, environmental education, transport education, economic education, education for the application of new technologies, preparation for the working and professional world.

Education Language and Communication

The ability to express, think, communicate and act depends to a great extent on language competence. In every subject matter, the students are able to use language and language-also in the form of imagery-to use and expand their cognitive, emotional, social and creative capacities. The confrontation with different socialization conditions makes it possible to see that worldview and thought structures are particularly linguistically and culturally shaped.

If the encounter with other cultures and generations, as well as the linguistic and cultural diversity in our own society, is experienced as enriching, it is also a foundation stone for openness and mutual respect.

A critical approach to and constructive use of media is to be encouraged.

Education-Human and Society

The understanding of social issues (in particular political, economic, legal, social, ecological, cultural) is an important prerequisite for a satisfying life and for constructive cooperation. social tasks.

The pupils are to be guided in a responsible way of dealing with themselves and with others, especially in the fields of gender, sexuality and partnership. The aim is to learn to identify and critically examine the causes and effects of gender roles that are assigned to the sexes.

The interest-ness of the individual in various forms of communion is to be made aware; appreciation itself and others as well as respect for the different human ways of meaning are to be promoted.

It is to be made aware that social phenomena are historically conditioned and created by people and that it is possible and meaningful to influence societal developments constructively. Tasks and working methods of social institutions and interest groups are to be conveyed and possible solutions for conflicts of interest should be developed and weighed.

Teaching has an active role to play in a democracy committed to human rights. In order to promote the stability of pluralistic and democratic societies, it is essential to promote the ability to judge and to criticise, and to promote decision-making and action. In an increasingly international society, the students are to convey the openness of the world, which is borne by the understanding of the existential problems of humanity and of co-responsibility. The values of humanity, solidarity, tolerance, peace, justice, equality and environmental awareness are the guiding principles of action.

The preparation for private and public life (especially the working and professional world) has an economic performance, social cohesion, equal participation and environmental sustainability for both sexes. , The risks and opportunities of the new technologies must also be taken into account.

The confrontation with religious and philosophical explanations and justions about the origin and meaning of one's own existence and the existence of the world is an important task of the school.

Educational area Nature and technology

Nature as the basis of human life is manifested in a variety, including a technically modified form. The knowledge of the interdependencies of nature is to be presented as a prerequisite for a conscious use of and use with the aid of modern technology.

Understanding of phenomena, questions and problems in the fields of mathematics, natural science and technology form the basis for the orientation in modern, technologies-influenced society.

The teaching therefore has basic knowledge, decision-making skills and competence to act. The pupils must be able to deal with values and ethical questions in connection with nature and technology as well as to people and the environment. As essential prerequisites for the analysis and solution of problems are formalization, model building, abstraction and room ability to impart.

Educational area Creativity and design

To express thoughts and feelings verbally and nonverbally is an essential form of life for the people. The students are given the opportunity to make their own design experiences and to connect leading approaches with cognitive knowledge. In doing so, it opens up the opportunity for them to discover and use individual abilities and to deal with the forms of expression of their fellow human beings. The aim is to provide impulses for thinking in alternatives, for the relativization of their own viewpoints, for the development of a critical understanding of art and for the recognition of diversity as a cultural quality. The creative and creative work is to be experienced in the field of tension between self-realization and social responsibility as individually enriching and community-style.

Health and movement education

Physical, mental and social well-being is to be promoted via the awareness of the responsibility for the body's own body. The pupils are to be supported to develop a health-conscious lifestyle that is responsible to the environment and to the world of the world. In the sense of a holistic health concept, a contribution to the health-and movement-promoting life-design is to be made.

The main focus is on the promotion of motor and sensory skills, with the students ' competence for a movement-oriented design of their free time also in view of a later compensation for the professional Claim to be conveyed. By dealing with health issues such as nutrition, sexuality, addiction prevention, stress, both the physical and the psychosocial well-being are to be promoted.

The pupils should learn to participate safely and in an accident-proof manner on the road, to use technical household appliances in a risk-conscious way and to use and dispose of dangerous substances responsibly.

PART TWO

GENERAL DIDACTICAL PRINCIPLES

The curriculum has objectives. In the sense of their own independent and responsible teaching and educational work, the teachers have

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make the selection of teaching content and teaching methods to achieve these objectives;

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to design learning situations and to initiate and support learning processes in the classroom,

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to open up a wide variety of approaches to knowledge and to offer even information,

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To create opportunities, to develop and to apply skills, and to gain experience and impressions.

In the planning and implementation of the teaching, the following principles are to be observed in particular:

1. Link to the previous knowledge and previous experience of the students

The lessons have to be linked to the previous knowledge, previous experience and to the world of imagination of the students. Continuous contacts with pre-stored and secondary schools are appropriate.

2. Intercultural learning

Intercultural learning is not just about getting to know other cultures. Rather, it is about shared learning and grasping, experiencing and shaping cultural values. But it is also about arousing interest and curiosity about cultural differences, in order to make not only cultural unity, but also diversity, as valuable experience. Through the identity-forming effect of the experience of commonalities and differences in cultures, especially in their everyday forms of expression (habits of life, language, customs, texts, songs, etc.), the pupils are to be Acceptance, respect and mutual respect.

The conflict with the cultural heritage of the ethnic groups living in Austria is important in all federal states, but it is the federal state-specific priorities that will arise.

Different starting conditions must be taken into account. An existing two-language or multilingualism is to be filled positively and the pupils should be asked to contribute proficibly in the mother tongue in the classroom.

3. Integration

In compliance with the principle of social integration, according to § 34 of the School Organization Act, pupils with special educational needs, who have been admitted to the lower level of a generally-forming higher school, are one of the The task of the special school is to provide appropriate education, whereby, in accordance with the learning requirements of the individual students, the teaching objectives of the general-education higher school are to be sought.

If a curriculum of the special school is used for this group of pupils, the general didactic principles mentioned here apply in accordance with the didactical principles of the curriculum of the Special school.

4. Promotion by differentiation and individualization

The students have diverse and different skills, which are expressed in different ways, depending on their level of development, as well as on the topic and approach in the classroom. It is the task of the school to lead the students to the best possible development of their individual performance potential. Performance and special talents are to be promoted continuously.

This results in the following possible tasks or tasks for the teaching. educational and didactical consequences:

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Creation of differentiated learning opportunities, which offer individual approaches and also time and again new entries and incentives,

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Enter into the individually required working time, different learning types, previous knowledge, prior experience and cultural environment,

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Taking into account the different needs of care,

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Conscious of the strengths and weaknesses in the personal talent profile of the students, with preference being given to the strengths of the students,

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Development of feedback procedures as to whether the pupils actually develop their individual performance potential optimally,

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Production of an individually conducive learning climate and avoidance of demotivation.

The methodological and didactic design should allow for the current needs of the pupils to be taken into account. Forms of teaching, through which differentiation and individualization can be realized, range from individual work to partner work to the numerous possibilities of group work. This also includes phases of open learning and choice for the students.

5. Funding lessons

Funding lessons are one of the basic measures within the meaning of § 19 (4) of the German School Education Act ("Early Warning System") , which follows the objective of preserving pupils who are affected or threatened by a drop in performance from school failure. In addition, the teaching of support for pupils who encounter difficulties when entering the general higher school or in the initial stage of the compulsory subject in question is an additional course of learning. It should be said that these are efficient and performant pupils, who are temporarily affected or threatened by a drop in performance. Such a drop in performance is equivalent to the lack of mastery of the language of instruction, which is not the mother tongue of the pupils.

The teaching of support shall concentrate on the repetition and practice of the pre-replacement or of the teaching material carried out in the teaching of the relevant subject matter of the class in question. The teaching of support may not be used to extend, supplement or deepen the teaching of the relevant subject matter.

A promotional course can be offered in all compulsory subject areas within the framework of the school hours available to the school.

The training course can be conducted at all levels of school as a class, multi-class or multi-course course and can be assigned to a specific subject matter. It can be carried out in all compulsory items in the course form, blocked or integrated into the teaching of the respective required subject. A total of 72 hours of teaching per school year and 48 hours of teaching for each pupil may be provided for each school year for support classes.

6. strengths of self-activity and personal responsibility

The knowledge, skills and experience can also be extended by simply taking on the experience of others. In teaching, the self-employed and self-employed form of learning is particularly encouraged by the creation of a corresponding learning atmosphere-not least because of the growing importance of dynamic skills. Project-like and open forms of learning are also available for this purpose.

The students are to lead to critical and self-responsible thinking according to their age. It is necessary to set impulses which encourage and promote the development of our own values and norms in the pupils ' own values.

Learning as a process is to be made understandable to the students. They are supposed to know the requirements placed on them, to learn about themselves and to find motivation for their work.

The teaching of learning techniques is an indispensable prerequisite for the self-working of knowledge and skills, but it also serves the purpose of laying a foundation for the lifelong self-employed education acquisition. When designing the teaching, care must be taken to ensure that individual knowledge is offered for the presentation of individual knowledge.

Students are increasingly able to apply adequate search strategies and to apply school libraries, public libraries and other information systems in a real and virtual way for the self-employed development of topics in of all objects.

At the upper level, the competence of the students through differentiated and individual forms of instruction, as well as through the use of media of all kinds, through courses and excursions to the elective courses is particularly important in the elective elective areas. increased.

The definition of topics, forms of work and social work should be done with the involvement of the students, but also with the participation of regional or school-autonomous priorities.

In the sense of practical and up-to-date educational goals, the possibility of involving extra-curricular experts is to be observed. In view of the maturity test, the optimization of presentation techniques with the inclusion of modern technologies, but also in compliance with personality-promoting measures, is to be attached to the relevant meaning. This includes project-oriented work forms in small groups as well as individualized work and learning processes. In the case of information provision, the use of the computer, in particular the use of the Internet, is to be promoted. In addition to the professional competence, the variety of methods to be applied in the elective subject areas is to be included in the performance assessment, among other things presentation competence and team skills.

7. Production of references to the world of life

In the sense of exemplary learning, it is possible to choose as time-and-life-related topics as possible, by means of which insights, knowledge, skills, skills and methods are obtained, which are independent of other structural-related problems and Tasks can be transferred. The materials and media used in the classroom are as up-to-date and clear as possible in order to encourage pupils to participate actively in the classroom. Meetings with experts who can be invited to the classroom, as well as the inclusion of non-school learning places or learning places. The supplement to the teaching curriculum by school events is an important asset. The new technologies are becoming increasingly important.

This is particularly true for the upper level of the higher education in general. Here, information management as well as learning and teaching organisation are practised in all subjects with the tools of information technology. In communicative and cooperative forms of work, sources of information are to be developed and different forms of information are to be processed, content is to be systematized and structured, and work results must be compiled and multimedia-based to be presented. The results and their interpretation are always critical to question and to reflect on the effects on the individual and society.

The creation of independent works by means of information technology is to be encouraged. These include: research and processing of information with word processing or a presentation program, compilation of calculation models, execution and evaluation of surveys and experiments, design of media, documented Communication and cooperation also in a foreign language, documentation and presentation of project work, modelling and simulation, specialist area work.

8. Conscious Coeducation and Gender-sensitive Pedagogy

Co-production is not limited to the simultaneous teaching of pupils. Rather, a conscious confrontation with gender-specific images and prejudices is to be carried out. It is essential to select the learning content and teaching methods in such a way that they address both sexes equally and to design the teaching in such a way that it can be used to counter socialization-related different previous experiences in the Location is. Teachers are encouraged to create a (learning) climate of mutual respect, to reflect on their own expectations and forms of transition towards girls and boys, as well as to establish a basic knowledge of gender-based To appropriate socialization processes in adolescence.

Teaching in gender-based groups can contribute to an expansion of the behavioural and interest spectrum of girls and boys. Therefore, it may be useful in connection with special topics or situations, taking into account the conditions laid down in § 8a of the German Education and Training Act and the conditions laid down pursuant to this provision, the teaching of Sexes must be carried out separately.

9. Security of teaching and feedback; performance appraisal

In order to ensure that the teaching order is to be carried out, it is necessary to provide sufficient and targeted repetition and exercises in the classroom, so that extra-curricular learning support is not necessary. In order to consolidate the harvest, it is necessary to contribute to the process by establishing correlations between newly learned and already known ones and by classifying-as far as possible-new ones into known systems and structures.

Through special intentions, such as collecting materials and information, exploration, additional exercise and consolidation, our in-house exercises are intended to complement the teaching work. In doing so, attention must be paid to the resilience of the pupils (see also § 17 (2) of the school teaching law).

A detailed feedback on the performance achieved is important and should also be the main focus of the performance assessment. Clearly defined and well-known evaluation criteria are intended to be a guide to self-assessment and to positively influence the motivation, endurance and self-confidence of the students.

For the determination of the essential for the performance assessment, the respective contributions to the fields of education, to the areas of responsibility of the school and to the guiding principles are to be observed in the course of the teaching materials of each subject.

Within the framework of the provisions on the performance assessment (performance assessment regulation), methodological competence and team competence are also to be included in the performance assessment as far as they are for the teaching success in the respective performance assessment. The subject matter of teaching is relevant.

The pupils are increasingly actively involved in the planning and design, control and analysis of their work processes and work results, so that they are gradually responsible for the development of their own competences can take over.

Especially in the upper level are product-oriented forms of work with a written or documenting component, such as portfolio presentations or (project) works using the computer for the development of self-competence and Self-assessment suitable. Special attention will be paid to presentation skills and the inclusion of modern technologies.

PART THREE

SCHUL AND LESSON PLANNING

For the quality of teaching, it is essential that site-specific factors such as regional conditions and needs, special skills of teachers, pupils or special forms of equipment will be constructively incorporated into the teaching work. In accordance with § 17 of the Schulunterrichtsgesetz, the specification and realization of the specifications of the syllabus must be carried out in accordance with the following provisions.

In particular, planning operations relate to:

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Concretization of the core areas (5 to 8. School level) by the individual teachers,

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Design of the extension areas (5 to 8. School level) by the individual teachers,

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Cross-disciplinary and cross-disciplinary measures

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To coordinate the performance findings on the teaching work by the teacher as a basis for the assessment of the pupil's performance,

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supplementing the teaching by school events,

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Design of the offer of elective items, free items and non-binding exercises,

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School-autonomous curriculum provisions.

Aspects of teaching and learning, such as teaching design, educational style and individual support, as well as feedback on teaching and teaching activities, are important areas of quality at school. School quality also includes elements such as school climate, school management, external relations and professionalism, as well as personnel development. The development of school quality is also supported by appropriate measures of self-evaluation.

1. Teacher planning of teachers

The teachers have to plan their teaching and educational work in a responsible and independent way on the basis of the curriculum and the school-autonomous curriculum regulations. The rights of the students to participate in the design of the teaching should be taken into consideration (see § 17 and § 57a of the Law on Education and Training).

The requirements in the section "Core area" of the curricula of the individual subjects (5 to 8). School level) are binding. In any case, the general educational goal and the education and teaching tasks of the individual teaching subjects are to be implemented. In doing so, account must be taken of how much time is spent on the core area (5 to 8). School level) is available. In particular, the specific contents and examples are determined by the respective teachers. They also have to determine which sub-objectives in the enlargement area (5 to 8). ) and how the two areas work together.

The location-specific design of the extension areas (5 to 8. In the sense of the common educational impact of all teaching subjects, the school level offers the possibility of both teachers and teachers who teach the same subject matter as well as with teachers of the other subjects in the respective classes to carry out planning and voting. In this way, a coordinated pedagogical approach can be taken.

The requirements (teaching objectives, subject areas, etc.) in the section "Teaching material" of the individual subjects of the upper level are to be implemented in a binding way; this also applies in the case of school-autonomous hourly reductions. The time weighting and the concrete implementation of the guidelines are the responsibility of the teachers alone and thus enable a flexible application.

The course planning includes the time distribution as well as the weighting of the goals and contents. It also refers to the methods used to process the content and to achieve the objectives, as well as to the teaching aids and media used. Planning takes place in several steps, as annual planning as well as supplementary medium-and short-term planning during the school year.

2. Core and Extension Area

Core and extension area (5 to 8. School level)

The curriculum differs in the compulsory subject areas and binding exercises between a core and an extension area. For the core area, two-thirds of the number of hours per week specified in the subsidiary hour board (see Z 2 in the fourth part-hour tables) should be provided. In addition to this time limit, the core area is also defined in terms of content.

The general educational goal and the general didactical principles as well as the educational and teaching tasks and the didactical principles of the individual compulsory subjects and mandatory exercises apply to the core and extension area. In order to ensure comparability and permeability, the "Curriculum" section sets out the mandatory core area. The implementation of the narrowly and abstractly formulated core concerns is the binding task of the respective teachers. The time weighting as well as the concrete implementation are the responsibility of the respective teachers.

The extension area is located in a location based on the respective teacher or teacher. To plan the respective teacher in the team alone or in an interdisciplinary manner, if necessary in accordance with the school-autonomous curriculum regulations.

The following aspects shall be taken into account in the design of the enlargement area:

regional and local conditions; needs, interests and talents of the pupils; learning progress of the class (needs for deepening, exercise, etc.); individual focus of the teachers; material and human resources Resources; school-autonomous curriculum regulations.

The core and extension areas are networked with each other both in terms of content and organization. Learning forms, lesson phases, school events, etc. are not assigned from the outset to one or the other area. Rather, the assignment has to be guided by the learning objectives. Both performance and performance appraisal relate to both areas.

Core area (from 9. School level)

The concept of the core area at the upper stage is clearly different from that at the lower level. While at the sub-level of the core area is located at the level of the specialist curricula, the term core area at the upper level is to be understood as the sum of the compulsory items (minimum information in the time range). The difference between the core area of the compulsory items, which is related to the respective school form, and the total number of weeks for the total number of weeks, results in the autonomous region which can be designed.

3. School-autonomous curricula

The syllabus opens up specially marked open spaces for the use of school-autonomous curriculum regulations. The specific needs and problem situations in individual classes or at the school as a whole are to be considered. The use of open spaces within the framework of school autonomy is not intended to be exhausted in isolated individual measures, but requires an overall concept, which is also based on the needs of the pupils. This is to be ensured in a factually sound examination into which all parties involved in the school life are to be included, taking into account the spatial, equipment and personnel location conditions. The school-autonomous curriculum regulations have to comply with the available framework for teachers ' week-hours and the possibilities of the school's spatial and equipment-related conditions.

To the extent that school-autonomous teaching subjects are introduced which are not included in this curriculum, the school-autonomous curriculum provisions must also include educational and teaching duties and didactic principles in addition to teaching material enrolment.

In the case of an increase in the number of hours for an existing teaching subject compared to the subsidiary timetable, the teaching materials and, where appropriate, the educational and teaching tasks and the didactical principles will be increased. accordingly.

In the definition of school-autonomous curricula, the following must be respected:

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Coordination of the content and the intended competences with the tasks of the general education system and in particular with the educational goal of the higher education in general

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Ensuring a wide range of educational opportunities, which takes account of the diversity of talents and interests

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Avoidance of early specialisation or a constricting focus on certain school and professional career paths

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Maintenance of rights and opportunities for transfer

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Prevention of the anticipation of educational content of other types of schooling in essential areas

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Compliance with the rules of procedure (see § 64 of the school teaching law).

For the Substage (5 to 8. School level) the following provisions shall also apply:

In the framework of school-autonomous curricula regulations can be found in the 5. to 8. School level eg the following, but also other focal points are set:

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Foreign Language Focus

-

artistically creative focus

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natural history-technical focus

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environmental focus

-

Informatics focus

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Social and economic focus

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Intercultural focus

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movement-oriented focus

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Focus on health and nutrition.

If teaching subjects are created with an interdisciplinary character, it may be necessary-in order to avoid repetitions of the material-to transfer parts from the core areas of existing teaching articles into these subjects. move. These relocations are to be shown in the school-autonomous curriculum regulations.

If the number of hours of a compulsory subject or the number of hours required by school-autonomous curriculum regulations of a mandatory exercise, this is at the expense of the time budget for the expansion area. A shift from parts of the core area to other or new compulsory items or to another school level of the same subject is possible, in the case of a reduction in time of more than one third.

In the Upper level (from 9. School level) includes the weekly hours contingent beyond the relevant core area

-

Pupil autonomous area (elective subjects) and a

-

(for additional school-specific and regional focus with at least 8 hours per week, or for the extension of the core area).

In the area of compulsory elective subjects (pupil autonomous area), additional compulsory elective subjects may be provided by the school-autonomous curriculum provisions on the optional subject-matter provided for in the subsidiary timetable (Part Four). (including education and teaching tasks, teaching materials and didactic principles), or the hourly extent of the elective items may be increased in relation to the level of hours provided for in the subsidiary hour board, or may be reduced. In doing so, it should be made certain that the choice of voting items starting with the 6. Class only for two or three school levels (6 and 7). Class, 6. and 8. Class or 6. to 8. Class) is allowed.

In the autonomous region, in addition to an extension of the core area, the following priority areas can be set (additional priorities in each case of at least eight hours per week):

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Foreign Languages

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Mathematics, Science

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humanist focus

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Information and communication technology

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Ecology

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Economy

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Musisch-creative focus

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Sport.

In the context of a priority setting, the school autonomous curriculum provisions have in any case to be clearly defined as to which subject areas of these school-autonomous curricula are to be found in the sixth part (curricula of the individual curricula). The contents of the subject matter.

4. Performance determination

The teachers have to give their overall concept of feedback and performance assessment to pupils and legal guardians in a suitable way at the beginning of each academic year.

In those subject areas for which school work is planned in the sixth part and no further details of the number and duration are taken, the time frame for their implementation is per school year:

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In the 1. to 4. Class A total of four to five lessons and the number of school work four to six. In the first year of learning of a foreign language, three to four teaching units are available for three to four school work.

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In the 5. to 7. Class in all languages a total of three to six teaching units and the number of school work two to four; in mathematics a total of four to eight teaching units and the number of school work three to five.

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In the 7. Class in Darstelling geometry a total of four to six teaching units and the number of school work two to three; in physics or Biology and environmental science in total three to four teaching units and the number of schoolwork two to three.

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In the 5. to 7. Class applies to all of the above-mentioned items: at least one school work per semester; maximum amount per school work, two teaching units, minimum level of teaching unit; in the 7. Class at least a two-hour school work.

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In the 8. A total of five to seven teaching units and the number of school work two to three, of which at least one per semester, and at least one three-hour school work.

The number of school work is defined by the teacher or teacher, subject to a system of school-autonomous curricula.

5. Cross-disciplinary and cross-disciplinary teaching

The tradition of specialist teaching takes into account the need for systematic specialisation. At the same time, however, the school is assigned tasks that cannot be assigned to a single subject matter, but can only be dealt with in the interaction of several teaching subjects. This interaction takes place by means of interdisciplinary and interdisciplinary teaching. This involves pooling general and subject-specific objectives from a specific point of view, making it more possible for pupils to acquire knowledge in larger contexts (see first part " General Education objective "). Suggestions or Orders for interdisciplinary and inter-disciplinary teaching result from the general provisions as well as from the curricula of the individual teaching subjects.

In the course of their teaching, teachers and teachers have the possibility to produce meaningful connections that transcend the limits of the subject. The organization of the teaching, which is separated according to subjects, remains here.

In the case of interdisciplinary teaching, the focus is on a complex, mostly life-related or socially relevant topic or project. The individual teaching subjects have to contribute their specific contribution in the integrative interaction-eg in the sense of the project teaching. This requires a specific task-related organization of the specialist teaching and the timetable. The organisation can be carried out over extended periods of time, as well as across classes and schools.

6. Design of the seams

The pedagogical design of school entry and school exit phases is of particular importance. Initial experiences often influence the creation of attitudes very sustainably, in conclusion and exit phases a preparation for future forms of work and organization is required.

In order to create the conditions for the most successful transition, teachers and legal guardians have the right to make the transition to the transition to a successful transition. to work together with the full-year students (§ 2 and § 62 of the school teaching law).

In order to maintain the continuity of learning, it is in the 5. To refer to the curriculum requirements and the common learning forms of the primary school. The learning requirements placed on the pupils must take into account the transition from the previous school type and must not be increased too quickly. Information findings should first of all be used to provide targeted individual feedback on the progress of the learning process, and the performance assessment should only commence after an appropriate time-of-work and one-day period.

Prior to entering a secondary school or In order to obtain the university entrance qualification, the pupils are to be gradually and specifically prepared for the new ways of working and organizing.

7. Opening of the school

The school is embedded in a social environment, eg in the neighborhood, the district, the community. Opening to the outside and inward is to take account of the learning opportunities that lie in it.

Opening to the outside can be done by teaching outside the school, as well as by supplementing teaching in the form of school events. According to the principles of convenience and everyday life, establishments, public facilities, natural spaces, etc. are suitable. as a teaching or Learning places.

Opening to the inside means involving people from the school environment who can pass on their experiences, skills and knowledge to the pupils.

8. Support plan for full-day schooling

The part of the day-to-day schooling includes the areas of subject-related learning time, individual learning time, and leisure time (including catering).

The pupils should

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by targeted individual support, by means of partnership learning and by the teaching of learning techniques in their willingness to learn and motivation to learn,

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to get more opportunities for social learning and to intensify contacts with each other-about belonging to social classes, religions, cultures and the like,

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have been given additional opportunities to develop their creativity,

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without competitive pressure and competitive pressure, to a meaningful leisure behaviour (e.g. playful and sporting activities, dealing with the media),

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Their basic needs for movement, retreat-ability and recovery can be fulfilled even at lower spatial and temporal possibilities. However, this requires a minimum amount of space and equipment. Where there is a possibility, there should also be a stay in the open air.

In order to achieve these objectives, the following principles must be observed:

Individual care is best achieved through internal differentiation and frequent work in small groups, especially when the group consists of pupils of different classes. The different interests and abilities of the pupils must be taken into account in such a way that both learning weak and above-average learning abilities are promoted as effectively as possible. The biological performance curve shall be taken into account in the sequence of the learning and leisure units.

The cooperation of the persons responsible for the care part with the legal guardians and the teachers of the teaching part is of particular importance.

The subject-related learning period consists of three hours per week (provided that there is no other definition of school autonomously), although it should not be provided for several hours in one day. It must be assigned to a specific subject, usually one for which written work is to be carried out. During the learning period, the yield of the teaching work is to be secured and to be consolidated through appropriate exercises. New teaching materials must not be developed. In the case of written work, attention should be paid to the complete and, if possible, correct and independent preparation. The support provided by the teacher the teacher may only go so far that the completion of the assigned task of self-employed performance by the student or of the student.

The individual learning period consists of four hours per week (unless otherwise provided by school autonomous regulations). At the centre of the individual learning time are practical and time-economic methods of self-employed learning (execution of the homework, appropriation of the teaching material, preparation for performance findings, etc.).

By means of school-autonomous curriculum provisions, the extent of the subject-related learning period can be set at two or four hours per week, with reference to educational, spatial and equipment conditions. In these cases, the extent of the individual learning time is to be increased accordingly to six hours per week, respectively. to two hours per week. "

3. In Annex A Part (hour) Z 2 (upper level) lit. a in Z 1 of the hourly boards of the Gymnasium, the Realgymnasium and the Business School Realgymnasium, according to the words "Total Upper Level" the footnote notice "*)" and the footnotes shall be preceded by the following footnote:

" *) In the case of a maximum of two compulsory items, if the following conditions are met, the number of hours per week according to Z 1 of the timetable (empowerment for school-autonomous curricula) shall be less than one hour per week:

1. the existence of appropriate measures to ensure that all the teaching material requirements of each subject are met; and

2. The existence of a sophisticated concept that enables the students to develop their profile in order to promote the interests, talents and motivation of the students. "

4. In Annex A Part (hour) Z 2 (upper level) lit. a (compulsory subject) in Z 1 of the hour table of the Gymnasium in the compulsory subjects German, first living foreign language, Latin, Greek/Second living foreign language and mathematics lines in each case according to the Minimum number of weeks of footnote notice "2)" .

5. In Annex A, Part Z 2 lit. a becomes in Z 1 of the hour table of the Realgymnasium in the compulsory subjects German, first living foreign language, second living foreign language/Latin and mathematics lines in each case according to the minimum week number of the footnote notice "5)" .

6. In Annex A, Part Z 2 lit. a is the turn of the hour table of the Realgymnasium in the heading of Z 2 "Authorisation for school-autonomous curricula" through the turn "As far as no school-autonomous curriculum regulations exist" replaced.

7. In Annex A, Part Z 2 lit. a is in Z 1 of the timetable of the Business School in the Realgymnasium in which the compulsory subjects German, first living foreign language, second living foreign language/Latin and mathematics lines are in each case according to the minimum week number of hours of the Footnote notice "2)" .

8. In Annex A, Part Z 2 lit. a is the turn of the hour table of the Economic School of Realgymnasium in the heading of Z 2 "Authorisation for school-autonomous curricula" through the turn "As far as no school-autonomous curriculum regulations exist" replaced.

9. In Annex A, Part Z 2 lit. a is omitted in sublit. bb of the elective subjects (To deepen and extend the student visits) of the footnote notice "7)" as well as the footnote 7); the footnote notice "8)" and footnote 8) shall be given by the footnote notice "7)" as well as the name of the footnote "7)" (footnote 6) is:

" 6) The choice of these elective items, starting with the 6. Class is only for two or three school levels (6th and 7th grade). Class, 6. and 8. Class or 6. to 8. Class). ".

10. In Annex A, Part Z 2 lit. a becomes sublit. bb the elective subject matter of the elective elective "History and social studies, political education and legal science" by the designation of the elective elective "History and Social Studies/Political Education" replaced.

11. In Annex A, Part Z 2 lit. a is the footnote 6:

" 6) One in the 6. Class of elective elective subject matter is in the 7. or in the 8. Class or in the 7. and the 8. Class to continue. In the subject-matter of nutrition and household (internship), a two-week blocking of four hours per week is allowed. "

12. Annex A, Part Z 2 lit. b (free items) is:

" (b) FREIITEMS

1. authorization for school-autonomous curriculum provisions:

The extent of the hours of the week can be changed by means of school-autonomous curriculum provisions and additional free objects may be added to supplement, deepen or extend compulsory subject matter in accordance with the general educational objective. With regard to the special interests and talents of the pupils, provision is made for this.

The offer is intended in particular to be related to the natural science-technical, musli-creative, linguistic, sporting and scientific-environment-oriented area. In any case, consideration should be given to a priority setting. If a subject is subject to appropriate requirements for particularly gifted, interested persons, or Pre-educated students can be identified in a corresponding addition to the subject-specific name.

The implementation can also be carried out across classes, school levels and schools. It is possible both for the year-round as well as for a shorter, short-term guide, which is responsive to current events, and which is possibly blocked.

2. Insofar as no school-autonomous curriculum provisions exist:

Free Items

Total Weekly Hours

Teaching commitment group

Religion 1)

2-8 2)

(III)

Living foreign language

at least 11

(I)

Latein

at least 10

(I)

Greek

at least 10

(I)

Performing Geometry

at least 4

(II)

Native language teaching

2-8

II

1) Free subject for particularly gifted and interested pupils with corresponding requirements.

2) Two hours per week per school level. "

13. Annex A, Part Z 2 lit. c (Unbinding exercises) is:

" (c) NON-BINDING EXERCISES

How lit. b (free items). "

14. Annex A, Part Z 2 lit. d (promotional lessons) is:

" (d) FUNDING

Can be offered in all mandatory items. See the section "Funding lessons" in the second part. "

15. Annex A Sixth part (syllabus of the individual subjects) Section A (compulsory items) Z 2 (upper level) reads:

" 2. Upper Level

(a) compulsory items

ENGLISH