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 changes with the Ordinance, the curricula of general-education secondary schools; Notice the curriculum for religious education

Article I

Regulation of the Federal Minister for education, science and culture, modifies the Ordinance, the curricula of general-education secondary schools

On the basis of

1 of the school Organization Act, Federal Law Gazette No 242/1962, as last amended by Federal Law Gazette I no. 77/2001, in particular its articles 6 and 39, 2 of § 29 of the minority schools Act for Carinthia, Federal Law Gazette No. 101/1959, as last amended by Federal Law Gazette I no. 76/2001, as well as 3 section 7, paragraph 1, of the Federal teacher teaching obligation law, BGBl. No. 244/1965, as last amended by the Federal Act Federal Law Gazette I no. 71/2003 , is prescribed: Ordinance of the Federal Minister for education and art on the curricula of general-education secondary schools, Federal Law Gazette No. 88/1985, as last amended by the regulation Federal Law Gazette II No. 283/2003, is amended as follows:

1. in article III the following paragraph 10 is added § 2:

"(10) the following provisions of this regulation in the version of regulation BGBl. II Nr 277/2004 appear as follows in force or override:"

1. Annex A first to third part comes into force; 1 September 2004

2. in the annexes A, A/f, A/m1, A/m2, A/m3, A/sp, A/sl, A/lF, B, B/m1, B/m2, B/sp and C of this regulation in the version prior to Regulation BGBl. II No. 277/2004 in the sixth part, no. 2 (advanced level) in the employable of individual subjects contained on the number and duration of schoolwork enter at the end of August 31, 2004 override;

3. Annexes A, A/f, A/m1, A/m2, A/m3, A/sp, A/sl, A/lF, B, B/m1, B/m2, B/sp and C each sixth part occur with regard to the transition stage and the 5th grade 1st September 2004 and with regard to the other classes each with 1 September of the subsequent years alternative ascending into force;

4. Annex D part four at the end of the day of the announcement in the Federal Law Gazette into force."

2. in Appendix A (General high school curriculum) is the first third part:



1. function and structure of the curriculum

The present curriculum represents on the one hand for the consistency and permeability of education necessary requirements and open spaces that are reserved for the concretisation of the site on the other hand. The curriculum serves as a basis for

-the realisation of the education order of school, the planning and control of teaching in content and methodological aspects, the design of the extension area and autonomous school curriculum regulations, - the planning of the school partnership bodies, - the location-related education, - taking into account the individual interests and personal reality of life of pupils and students.

The curriculum is divided into the General educational objective, the general didactic principles, part school and lesson planning, the hour panels and curricula for individual subjects.

The general objective of education defines liabilities, responsibilities and freedom in the implementation of the curriculum along with the general didactic principles and part education and lesson planning.

The hour tablets call subjects and indicate the hours level of the subjects, define the scope for school-autonomous measures and are decisive for the temporal scope of the core area (see item 2 of the third part in its respective meaning;).

"Education and teaching task" is set in the curriculum of individual subjects, which relates in the lower school to the core - as well as on the extension area. In addition, references to the general objective of education and in particular contributions to the fields of education are indicated. Guidance on the design of teaching are given in the section "Educational principles" and set the objectives to be achieved or content (in the lower grades for the core area) in the section "Learning".

2. legal order

General-education secondary schools aims to provide a comprehensive and in-depth general education students and at the same time to lead them (§ 34 of the school Organization Act) to university entrance.

The General higher school has within the meaning of section 2 of the school organization act on the formation of young people to join, namely in the acquisition of knowledge, the development of skills and the teaching of values. This is especially to promote willingness for independent thought and critical reflection. The students are to assist in their development process to a socially-oriented and positive lifestyles.

3. guiding principles

Of education and the educational process is carried out against the background of rapid social changes, in particular in the fields of culture, science, economy, technology, environment and law. The process of European integration is in progress, the internationalization of the economy progresses, increasingly make the issues of intercultural encounters and challenges in the field of equal opportunities and gender equality. In this context particular importance to dealing with the regional, Austrian and European identity in terms of openness to the world. Acceptance, respect, and mutual respect with each other are important educational goals, particularly in the context of intercultural learning and the treatment of the sexes. If students are jointly taught with different cultural backgrounds - E.g. different mother tongues -, particular attention is to devote next to the safe use of the language of instruction of the encounter of cultures in everyday life. Schools are encouraged to deal gender at all levels of teaching and learning with the relevance of the category in the course of "Gender Mainstreaming" and gender equality.

The perception of democratic participation and empower in the different areas of life and society requires the certificates to the appropriate and value-related judgements and the assumption of social responsibility. To the development of these skills is to promote highly self-confidence as well as self-determined and self organised learning and action.

Students should design their own ideological concepts and develop their own life plans and own ideas about career opportunities. The students are to stop to take independent action, as well as to the participation in social events. Manageable part of the school community, students should acquire skills that later are badly needed in education and occupation, for the cooperative and communicative tasks.

The lessons with a sufficient information and knowledge-based engagement with ethical and moral values and the religious dimension of life has to meet the issues and the desire for a sense of fulfilled life in a decent future. Young people are becoming self-dependent personalities to promote and to find some meaning in the challenge in its existence, to support.

The dignity of every person, his freedom and integrity, the equality of all people and solidarity with the weak, on the edge are the important values and educational goals of the school.

Innovative technologies of information and communication and the mass media are increasingly advancing in all areas of life. Particularly multimedia and telecommunications have become determining factors for the evolving advanced information society. In the context of teaching is to take account of these developments and to make use of the educational potential of information technologies while critical rational dispute with their mechanisms of action in business and society.

Relevant spaces of experience are students to open up and to provide appropriate methods for a targeted selection of computer-based information and knowledge sources.

The teaching has according to section 17 of the Education Act on scientific evidence as well as on the experiences and opportunities that bring students from their life-world to Orient.

In terms of the common educational effect of all subjects, teaching has the technical aspects of the individual subjects and thus networked interdisciplinary and compartments connecting aspects into account. This is the networking and mutual supplement of the individual disciplines and meeting the challenges of daily life is designed to help students.

4. responsibilities of the school

Knowledge transfer

Well-founded knowledge as a central task of the school pupils should in the sense of lifelong learning to the independent, active appropriation, but also a critical probing examination of the available knowledge be enables and encourages.

The students should learn to define problems in the form of age-appropriate, edit and monitor their success.


An acquired expertise but requires the extension and addition of personal and social skills. The development of own talents and possibilities, to know but also the knowledge of its own strengths and weaknesses, as well as willingness themselves in new situations again and again and to test, is also objective and task of learning in the school such as the ability and willingness to take responsibility, to cooperate with others, to develop initiative and to participate ("dynamic capability") in the design of social life within and outside the school.

The promotion of such dynamic abilities should prepare students situations, in which imprest knowledge and acquired experience alone are not enough, but where solutions must be developed currently.

It is important that students learn to deal with special topics, with himself and with others in a mutually constructive manner. You should develop in a balanced thing, self competence and social competence.

Religious-ethical philosophical dimension of education

Students are from the questioning meaning and goal and desire for a meaning life in a decent future. Search for orientation religions and worldviews offer their answers and explanation for a separate discussion. In the subjects, it is philosophical and religious explanation and justification tests on the origin and meaning of our own existence and the world to respond to. Young people should receive offers to purchase from judgment and decision-making authority sense met to make their lives. Guidelines for the design of life and helps to cope with everyday life and difficult situations to encourage students to independent and socially responsible living. Promote respect for people who go different ways. These objectives form the basis of a multidisciplinary and networked cooperation and thus complete the contributions of subjects and areas of education to the comprehensive education of young people.

5. areas of education

Education is more than the sum of knowledge which can be purchased in the individual subjects. The following discusses therefore more goals in education in five areas of education. They are to understand naming important segments in the education process and provide a basis for connecting subjects and interdisciplinary cooperation as well as the religious-ethical philosophical dimension of education. The areas of education together with the objectives in the sections "Task areas of the school" and "Guidelines" provide the reference framework for the classification of those posts that have to make the individual subjects for the entire school education process.

Included are also those objectives in the areas of education which are represented by the following teaching principles: health education, education for equality between men and women, media education, musical education, civic education, intercultural learning, sex education, read and speech training, environmental education, traffic education, economic education, education for the application of new technologies, preparation for the world of work and profession.

Education language and communication

Expressive, thinking, communication and ability to act are highly dependent on the English language. In every part of the school is to empower students with and language - E.g. in the form of pictorial language -, to use their cognitive, emotional, social and creative capabilities and to expand. The dispute allows the insight that the worldview and thinking in a special way are linguistically and culturally influenced different socialization conditions.

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

A critical dealing with and a constructive use of media to promote.

Education of human being and society

The understanding of societal interrelations of (especially political, economic, legal, social, ecological, cultural) is an important prerequisite for a satisfying life, and for a constructive cooperation on social tasks.

The students are to lead to a responsible handling with themselves and with others, in particular in the areas of gender, sexuality and partnership. You should learn to identify causes and effects of roles that are associated with gender, and to examine critically.

The interrelatedness of the individual in a variety of forms of community is knowingly to make; Appreciation are to promote themselves and towards others, and respect for the human ways of making sense.

It is deliberately to make that social phenomena are due to historical reasons and created by people and that it is possible and sensible to constructively influence on social developments. Tasks and working methods of social institutions and interest groups are to provide possible solutions for conflicts of interest and to weigh.

The teaching has human rights committed democracy to contribute actively to a. Judgment and criticism as well as decision-making and capacity-building are to promote, they are crucial for the stability of pluralistic and democratic societies. Is students to convey that openness to the world, which is worn by the understanding for the existential problems of humanity and responsibility in an increasingly international society. There are humanity, solidarity, tolerance, peace, justice, Act senior gender and environmental awareness.

The preparation for private and public life (in particular the labour and professional world) has on economic efficiency, social cohesion, to orient a participation same for both men and women and environmental sustainability. Risks and opportunities of new technologies are taken into account.

The confrontation with religious and philosophical explanation and justification tests on the origin and meaning of our own existence and the existence of this world is an important task of the school.

Educational nature and technology

The nature as the basis of human life occurs in diverse, technically changed shape in appearance. The knowledge about the causal relationships of nature are as a prerequisite for a conscious approach and use with the help of modern technology to represent.

Understanding of phenomena, issues and problems in the areas of mathematics, science and technology form the basis for the orientation in the modern society dominated by technology.

The teaching has therefore fundamental knowledge to teach decision-making skills and leadership skills. The students are to empower, to deal with values and ethical issues relating to nature and technology as well as human and environmental. Essential for the analysis and solution of problems are formalizing, modelling, to convey abstraction and space imagination.

Education creativity and design

A significant form of life of people is to put thoughts and feelings verbally and non-verbally. Is students be given the opportunity, even design experiences and senses to connect leading approaches to cognitive insights. This opens up the chance to discover individual skills and to take advantage of and to deal with the expressions of their fellow human beings for them. This should result in impulses for thinking in alternatives, the relativization of their own positions, for developing a critical understanding of the art and the recognition of diversity as a cultural quality. Creative creative work should be seen in the tension of self-realization and social responsibility as individual enriching and dedicated community.

Education health and movement

On the awareness of responsibility for one's own body is physical to promote emotional and social well-being. The students are to support, to develop a health-conscious and responsible towards the environment and environment life style. A contribution to the health and movement encouraging life design is in the sense of a holistic concept of health.

The promotion of motor and sensory skills are being competence for a movement-oriented design of their leisure time also with regard to a later balance to the professional duty to provide students in the foreground. By addressing health issues such as nutrition, sexuality, addiction, stress, as well as the physical and psychosocial well-being is to promote.

The students should learn to participate risk-aware to use household equipment and to use hazardous substances responsibly and dispose of on the Road safe and accident verhuetend.



The curriculum sets targets. In terms of their autonomous and responsible teaching and educational work, the teachers have

-the selection of the teaching content and teaching methods to achieve these goals to make - to make classroom learning situations to initiate learning processes and to support, - to develop diverse approaches to the knowledge to set up and to provide also information, opportunities to create, and to apply, and to gain experiences and impressions.

In the planning and implementation of teaching, in particular the following principles to keep in mind are:

1. connect to the prior knowledge and prior experience of pupils and students

The lessons has the knowledge, experience and to build on the imagination of pupils / students. Continuous contacts with upstream and secondary schools is appropriate.

2. intercultural learning

Intercultural learning is limited not just to get to know other cultures. It is about common learning and understanding, experience and shaping cultural values. But it is also important to arouse interest and curiosity to cultural differences, not only cultural unit, but to make diversity as valuable experience. The identity-forming effect of experiencing of similarities and differences of cultures, in particular in their everyday expressions (habits, language, traditions, texts, songs, etc.), the students are to acceptance, to respect and mutual respect.

Dealing with the cultural heritage of ethnic groups living in Austria is important in all provinces, with resulting however federal country-specific priorities.

Different initial conditions are taken into account. A possibly existing two - or multilingualism to positive reception and pupils should be encouraged to bring knowledge of the mother tongue in teaching useful.

3. integration

In accordance with the principle of social integration is pupils and pupils with special educational needs, which were recorded in the lower grades of general-education secondary school, pursuant to article 34 of the school organization act to provide an education corresponding to the tasks of the special school, where according to the learning requirements of individual pupils / students to strive for are the teaching goals of general education secondary school.

Provided for this group of students a curriculum of special school equivalent of disability is used, the following general didactic principles shall apply mutatis mutandis in addition to the didactic principles of the curriculum of the school.

4. promoting differentiation and individualization

The students have diverse and different abilities that are expressed in classes in different ways depending on their level of development, as well as according to topic and approach. Mission of the school is to lead the students to the best possible development of their individual performance potentials. Continuously to promote efficiency and special talents.

Following possible tasks or pedagogical didactic consequences result from it for teaching:

-Creation of differentiated learning opportunities, offer the individual approaches and also new entrances and incentives, - enter on the individually necessary labour-time, different types of learning, knowledge, experience and cultural environment, - taking into account of the different supervision needs, - awareness of strengths and weaknesses in the personal talent profile of pupils / students, with preference to the strengths to build on is, - development of return procedures, whether students indeed optimally achieve their individual performance potential , - Production of individually conducive to learning and avoid demotivation.

The pedagogical design should allow the taking into account of the current needs of the pupils and students. Teaching methods by which differentiation and individualization can be attained, range from individual work through partner work to the many possibilities of group work. These include also phases of open learning and choices for students.

5. special education

Special education represents one of the fundamental measures in the sense of § 19 para 4 of the Education Act ("EWS") which follows the aim to protect pupils and students who are threatened or affected by a drop in performance, school failure. In addition, the remedial classes for pupils and students who encounter difficulties making the transition in general education secondary schools or in the initial stage of the concerned duty item represents an additional learning offer. It is to presuppose that it is powerful and power-willing pupils, who temporarily are threatened or affected by a drop in performance. The lack of mastery of the language of instruction, which is not the mother tongue of pupils / students, to equate is such performance degradation.

The education focuses on the repetition and practice of the to be ahead or of the subject in the classroom of the concerned duty item of the relevant class of the. The language support is not allowed to expand, supplement or deepening of teaching in the concerned subject to duty.

A special education can be offered within the framework of the school to provide teacher weekly hours in all compulsory subjects.

The remedial classes can be done in all levels as a class, multiple classes or course for more Institute and is to associate a specific compulsory subject. He can be blocked in all compulsory subjects in the form of course, or performed integrated into the curriculum of each subject of the obligation. For remedial classes 72 hours allowed in each class per academic year and 48 hours of lessons are provided for each student and each student.

6 strengths of independent activity and responsibility

The knowledge, skills and experience can be expanded by mere from experiences of others. The automatic and independent form of learning to promote is by creating an appropriate learning environment - not least because of the growing importance of dynamic capabilities - in the classroom. This offer also project-like and open forms of learning.

The students are to carry her age to critical and autonomous thinking. There are impulses to stimulate the development of their own values and norms for students and promoting.

Students is learning as a process to make intelligible. They should know the requirements, assess their own learning and to find motivation for their work.

The mediation of learning techniques is an essential prerequisite for automatic development of knowledge and skills, purpose is also to lay a foundation for lifelong independent education purchasing. In the design of teaching is to ensure that opportunities are available for the presentation of individual knowledge.

Students are to enable increasing extent to apply appropriate search strategies and real and virtual to use libraries, public libraries, as well as other information systems for the independent development of topics in all items.

On the upper level, the competence of pupils / students through differentiated and individual forms of teaching, as well as through the use of media of all types, to increase educational outputs and excursions is especially in the compulsory subject of choice.

Set of themes, work, and social forms should be incorporating the pupils and students, but also in consideration of regional or autonomous school priorities.

In terms of practical and current objectives of education, the possibility of involving non-formal professionals should be honored. In terms of the examination is to optimize presentation techniques, including modern technologies, but also significance equivalent attention to personality-enhancing measures. These include project-oriented forms of work in small groups as well as individualized work and learning processes. The information production is the use of the computer, to promote in particular the application of the Internet. In the compulsory subject of choice for aspiring method diversity according to including presentation skills and teamwork to include are in the performance assessment in addition to the expertise.

7 make references to the life world

In the sense of exemplary learning are as time and life-like themes to choose through which insights, knowledge, abilities, skills and methods acquired, which can be transferred to other tree-related problems and tasks independently. The materials and media used in the classroom have to be as current as possible and clearly to encourage students to active participation. Encounters with professionals who can be invited into the classroom, as well as the inclusion of non-formal learning sites and the addition of scheduled teaching teaching through school events represent significant enrichments. Importance to new technologies increasingly.

This is especially true for the advanced level secondary high school. Here to practice in all items of information management, as well as learning and teaching organization by means of information technology. These are communicative and cooperative forms of work to develop sources of information and to edit different types of information, systematize content and structure and to compile results and multimedia to present. The results and their interpretation are always to critically and to reflect the impact on the individual and the society.

The creation of an independent work by means of information technology is to stimulate. These include: documented search and processing of information with a word processor or a presentation program, creation of calculation models, implementation and evaluation of surveys and experiments, design of media, communication and cooperation in a foreign language, documentation and presentation of project work, modeling and simulation, work of Department of.

8-conscious coeducation and gender education

Coeducation is not confined to simultaneous teaching of pupils. Rather is to lead a conscious exploration of gender-specific images and prejudices. It is essential to choose the educational content and teaching methods so that they attract both sexes equally and to make to counteract due to socialization different experience being capable of teaching. Teachers are encouraged to create a (learning) environment of mutual respect, to reflect their own expectations and etiquette to girls and boys, as well as to acquire a basic knowledge of gender-specific socialization processes in adolescence.

Lessons in gender homogeneous groups can contribute to an expansion of the behavioural and inter food spectrum of girls and boys. Therefore you may want in connection with specific issues or situations, observing in paragraph 8a of the school Organization Act, as well as the conditions laid down on the basis of judgments this provision Regulation gender separated to carry the lessons.

9 backup of the lessons yield and feedback; Performance assessment

To ensure the provision of tuition income, sufficient and targeted reps and exercises to provide, so that a non-formal learning support is not required are in the classroom. To the consolidation of the learned is to contribute, by connections between newly learned and already known are produced and by - as far as possible - new in known systems and structures is set.

Home exercises to complement through special intentions, such as collecting materials and information, surveys, additional exercise and strengthening teaching work. It is on the carrying capacity of pupils / students to pay attention (see also § 17 para 2 of the Education Act).

A detailed feedback on the performance achieved is important and should be also in assessing performance in the foreground. Clearly defined and made known evaluation criteria should be Guide to self-assessment and positive influence on motivation, perseverance and self-confidence of pupils / students.

For the determination of the essence for the performance appraisal, the respective contributions to the areas of education, the task areas of the school and the guiding principles to keep in mind are the curriculum information of each compartment.

Also methodological skills and team skills in the assessment are so far include how they are relevant to the success of teaching in the respective part of the school within the framework of the provisions on the performance evaluation (performance assessment Regulation).

Students in the planning and design are increasingly active to include monitoring and analysis of its work processes and results, so that they can take over gradual responsibility for the development of their own skills.

Product-oriented forms of work with written or dokumentierender component, such as portfolio presentations or (project) work by using the computer for the development of self and self assessment are suitable especially in high school. Special attention should be put on presentation skills and the use of modern technologies.



For the quality of teaching is essential, location-specific factors such as the regional conditions and needs, special skills of teachers, pupils and students or special types of equipment to be brought constructively into the teaching work. The concretization and realization of the requirements of the curriculum has in accordance with article 17 of the Education Act in accordance with the following provisions to be location-based.

Planning operations relate in particular to:

-Specification of the core areas (5th-8th grade) by the individual teachers and teachers, - design the extension areas (5th-8th grade) by the individual teachers and teachers - connecting subjects and cross-disciplinary measures - vote of performance findings on teaching work by the teacher or the teacher as a basis for the assessment of student performance, - addition of teaching through school events, - design the supply of choice compulsory subject, free items and free exercises , - autonomous school curriculum requirements.

Aspects of teaching and learning such lessons, parenting style and individual support and feedback on the teaching and school events are important areas of quality in the school. School quality covers items such as school climate, school management, external relations and professionalism, as well as human resources development. Promote the development of school quality through appropriate measures of the self evaluation.

1 lesson planning of teachers and teachers

The teachers and the teachers have their teaching and educational work in an independent and responsible way on the basis of the curriculum and autonomous school curriculum provisions plan. On the rights of pupils and students to participate in the design of teaching, caution is to take (see section 17 and section 57a of the education law).

The guidelines in the section "Core area" of the curriculum of individual subjects (5th-8th grades) are binding. As well, in any case, the general objective of education and the education and teaching task of individual subjects are to implement. It should be noted how much time for the core area (5th-8th grades). Defining in particular the specific contents and examples is done by the respective teachers and teachers. These have also to set what part of objectives in the expansion area (5th-8th grades) are treated and how the two sectors work together.

The site-related design of extension areas (5th-8th grade) offers the ability to perform with those teachers and teachers who teach the same subject of teaching, as well as with teachers of other subjects in the respective plans and voting classes in the sense of to common educational effect of all subjects. A coordinated educational approach can be obtained this way.

The specifications (educational goals, themes, etc) in the section "Curriculum" of individual subjects in high school are mandatory to implement; This also applies to the case of autonomous school hours reductions. The time weighting and the practical implementation of the requirements incumbent on teachers alone and thus allow a flexible application.

Lesson planning includes the temporal distribution as well as the weighting of objectives and content. It relates also to the methods that are applied to the editing of the content and the objectives as well as on the teaching materials and media used. The planning is done in several steps, as annual planning, as well as additional medium - and short-term planning during the school year.

2. core and extension area

Core and extension field (5th-8th grade)

The curriculum is different in the mandatory items and mandatory exercises between a core and an extension field. For the core area two-thirds of weekly counts specified in the subsidiary hours Panel (see item 2 in the fourth part - hour panels) must be provided. In addition to this temporal limitation, the core area is also responsible for content defined.

The general aim of education and the general didactic principles as well as the educational and teaching tasks and the didactic principles of individual compulsory subjects and mandatory exercises are for core and extension area. The section "Learning" sets the binding core area to ensure of the comparability and transparency. The implementation of the formulated short and abstract core concerns is binding task of respective teachers and teachers. The temporal weighting, as well as the concrete implementation responsibility for the respective teachers and teachers.

The expansion area is location-based by the individual teacher or the respective teachers alone or an interdisciplinary team to plan, if necessary in accordance with autonomous school curriculum provisions.

In the design of the extension area, in particular the following aspects be taken into account are:

regional and local conditions; Needs, interests and abilities of the pupils and students; Progress of the class (the need for deepening, exercise, etc.); individual focus of teachers and instructors; material and human resources; autonomous school curriculum requirements.

Core and extension are in terms of content as well as organizationally interlinked. Forms of learning, teaching phases, school events, and so on are associated with not necessarily one or the other field. The assignment has to be rather aligned with the objectives. Both performance assessment and performance evaluation relate to both areas.

Core area (from the 9th grade)

The concept of the core area on the upper level differs significantly from that in the lower grades. While the core area at the level of the professional curriculum is based at the lower grades, is to understand the term core area at the upper stage as the sum of the compulsory subjects (minimum information in the time domain). The designable autonomous area is calculated by the difference between the core areas related to the respective schools the compulsory subjects and the total number of hours per week.

3. Schulautonome of curriculum policy

The curriculum opens up specially marked spaces, autonomous school curriculum provisions are required for their use. Is by the specific requirements and situations in each of the classes or the entire school. The use of open spaces in the framework of school autonomy should not exhaust itself in isolated individual measures, but requires a global approach geared to the needs of pupils and students. This is an objectively well-founded argument in which all those involved in the school life are to be included, to ensure, taking into account the spatial, technical facilities and personnel conditions. The autonomous school curriculum provisions have to note the scope of the available teacher hours per week and the possibilities of spatial and facilities moderate conditions of the school.

Insofar as school-autonomous subjects are introduced, which are not included in this curriculum schulautonomen curriculum provisions in addition to curriculum descriptions must include also education and teaching and didactic principles.

School autonomous the hour scale for an existing part of the school compared to the subsidiary hours table increases, shall be supplemented anyway, the self-determination and, where appropriate, the educational and teaching tasks and the didactic principles according to.

In establishing autonomous school curriculum provisions, it is important to pay attention to the following:

-Coordination of content offerings and desired skills with the tasks of general education and in particular aiming at formation of secondary higher school - ensuring a broad education that takes into account the diversity of talents and interests - avoid a premature specialization or a constricting alignment to avoid the anticipation of educational content of other types of schools in key areas - compliance with the procedure (see section 64 of the Education Act) certain school and careers - preserve permissions and conversion opportunities -.

For the lower school (5th-8th grade), the following provisions apply in addition:

Autonomous school curriculum provisions, but other priorities can be used in the 5th-8th grade as following:

-Foreign language focus - focus artistic and creative - naturkundlich technical focus - ecological focus - computer science focus - corporate and wirtschaftskundlicher focus - intercultural focus - movement-oriented focus - focus on health and nutrition.

When subjects are created with interdisciplinary character, it - can be necessary to avoid fabric reps - to relocate parts of the core areas of existing subjects in these subjects. These relocations shall be disclosed in the autonomous school curriculum requirements.

When autonomous school curriculum requirements reduces the number of hours a compulsory subject or a mandatory exercise, this is to the detriment of the time budget for the expansion area. A shift of parts of the core area in new or other compulsory subjects or in a different grade of the same subject of the teaching is possible, compulsory in the case of a time reduction of more than one-third.

In the upper grades (from the 9th grade), the hours per week quota beyond of the scope of the core comprises a

-students autonomous area (choice compulsory subject) and a - school-autonomous area (for additional school-specific and regional priorities with at least 8 hours a week, or for the expansion of the core area).

In the area of choice compulsory subject (student autonomous area) additional choice compulsory subject can autonomous school curriculum provisions about the compulsory choice subject provided for in the subsidiary hours Panel (part four) set (including educational and teaching task, learning and didactic principles) are or the hours degree of choice compulsory subject compared with the amount of hours provided for in the subsidiary hours Panel can be increased or decreased. This is to ensure that the choice by choice compulsory subject is allowed starting with 6th grade only for two or three grade levels (6th and 7th class, 6-8 or 6-8th class).

In the school-autonomous area following, complementing the relative form (additional emphasis to the extent of at least eight hours per week) can priorities in addition to an extension of the core area:

-Sports foreign languages - mathematics, natural sciences - humanistic focus - information and communication technology - ecology - economy - Musisch creative focus -.

In connection with a focus have the autonomous school curriculum provisions in any case comprehensible to set which curriculum areas of this autonomous school curricula beyond the content set out in the sixth part (curriculum of individual subjects).

4. performance assessment

Teachers have known their overall concept of feedback and performance assessment the pupils and students, as well as the guardian at the beginning of each school year in a suitable manner to give.

In those subjects, for which in the sixth part homework are intended and no detailed stipulations on the number and duration are made, the time frame for implementing per school year is:

-In 1st class up 4 altogether four to five lessons per week and the number of school work four to six. In the first year of learning a foreign language, three to four teaching units available are for three or four schoolwork.

-In the 5th to 7th class in all three languages to six lessons per week and the number of school work two to four; in mathematics a total of four to eight teaching units and the number of homework three to five.


In the 7th grade in performing geometry total four to six lessons per week and the number of homework of two or three; in physics or biology and environmental studies total per three to four teaching units and the number of homework of two or three.

-In the 5th to 7th class applies to all such subject-matter: at least a homework per semester; maximum extent each homework is two lessons, minimal extent a lesson; in the 7th grade at least a two-hour homework.

-In grade 8, total five to seven training units and the number of school two or three, of which at least one per semester and at least a three-hour homework.

The determination of volumes of schoolwork is - subject to a control by autonomous school curriculum provisions – by the individual teacher or the respective teachers.

5. interdisciplinary and cross-curricular teaching

The tradition of specialist teaching takes account of the need for systematic specialization. At the same time are but tasks the school, which correspond to not a single part of the school, but only in the combination of multiple subjects to be mastered. This interaction is carried out by connecting subjects and interdisciplinary teaching. It is the bundling of General and specific objectives under a specific angle, which rather allows students to acquire knowledge in larger contexts (see the first part of "The General educational objective") independently. Suggestions or orders for connecting subjects and interdisciplinary lessons arise from the curriculum of individual subjects, as well as from the General provisions.

In the compartments connecting classroom teachers and teachers in the framework of their professional teaching possible sense contexts across the disciplines have to produce. The organisation of teaching separate after subjects remains here.

Cross-curricular teaching is a complex, often life - or company-related topic or projects at the Center. The individual subjects have their specific contribution to make in the inclusive interaction - E.g. in terms of project teaching -. This requires a task-related special organization of technical teaching and the curriculum. The organization can over longer periods of time as well as be klassen - and cross-grade.

6 design of joints

Of particular importance to the pedagogical design of roadways - and school exit phase. First experiences influence the emergence of settings often very persistent, in termination and discharge phases, a preparation for future work and forms of organization is required.

To create conditions for a possible successful transition, teachers with the parent/guardian or adult students and students have to work (§ 2 and § 62 of the education law).

To maintain the continuity of learning, reference is to take in the grade 5 curriculum requirements and the common forms of learning in elementary school. The learning requirements that are provided to the students, consider the transition from the previous school and must be increased not too quickly. Information findings should serve first of all the targeted individual feedback of progress, the performance assessment should begin only after a reasonable settling and induction period.

Before the transition in a secondary school or obtaining the University entrance qualification the students are gradually and selectively on the new working methods and organizational forms to prepare.

7 opening of the school

The school is embedded in a social environment, E.g. in the neighborhood, the district, the community. By opening outward and inward is to take into account which, to take advantage of the in these learning opportunities.

Opening to the outside can be through lessons outside of school as well as by addition of teaching in the form of school events. The principles the intuitiveness and the everyday customization according to enterprises, public institutions, natural spaces, etc. suitable as teaching or learning sites.

Opening means inward to include individuals belonging to the school, who can pass on their experience, their skills and their knowledge to the students.

8 service plan for whole-day school

The care part of all-day school covers the areas object learning, individual learning and leisure (including meals).

Students should

-through targeted individual support through partnership-based forms of learning as well as through the mediation of learning techniques in their willingness to learn and motivation to learn, promoted religions, cultures - get more opportunity for social learning and can intensify the contacts with each other - about membership in society, etc. across - get additional opportunities to develop their creativity – without power and pressure of competition to a meaningful leisure behaviour (eg playful and sports activities , Dealing with the media) be done, - their basic needs can meet after exercise, to withdraw may and recovery even with lower spatial and temporal opportunities. However, this requires a minimum of space and equipment. Where is the possibility, provision should be made also for outdoor living.

To achieve these objectives, the following principles to be observed are:

Individual care is achieved through internal differentiation and frequent work in small groups, especially if the group consists of students of different classes. On the interests and abilities of the pupils and students is to enter, Lernschwache as well as above average Lernbefähigte most effectively promoted. The biological performance curve is taken into account when the sequence of learning and leisure units.

Particular importance to the cooperation of the competent authority for the childcare portion with the guardian and the teachers of the teaching unit.

The object of study time includes three hours a week (if school-autonomous no other determination), which provided several hours a day should. It is a specific compulsory subject each associate with usually one for the written papers are provided. In the related learning is the yield of the teaching work to secure and consolidate through appropriate exercises. New systems must not be drawn up. Written work is to pay attention to establishing full and correct as possible and stand-alone. The support provided by the teacher or the teacher may go only so far that the completion of the task remains independent performance of the student or the student's.

The individual study time includes four hours a week (unless resulting from school-autonomous measures not different results). At the heart of the individual learning are appropriate and time-economic practices of independent learning (completion of homework, appropriation of the syllabus, preparing for performance findings, etc.).

The extent of the related learning under consideration on educational, space and facilities moderate conditions with two or four hours a week can be set through autonomous school curriculum requirements. The extent of the individual learning is in these cases according to six hours a week to increase or to reduce it to two hours per week."

3. in annex of A part four (stundentafeln) No. 2 (Advanced) lit. a (compulsory subjects) each is in Z 1 of hours tables of high school, the realgymnasium and of Wirtschaftskundlichen secondary school after the words "the footnote reference sum high school" "(*)" inserted and following footnote is preceded by the footnotes:

"(*) In a maximum of two compulsory subjects, below the Mitdestwochenstundenzahl in accordance with no. 1 of the hours Board (authorization for autonomous school curriculum provisions) order each one hour per week is permitted if the following conditions:"

1. existence of appropriate measures that ensure that all listed curriculum requirements in the individual subjects are met, and

2. existence of a demanding approach that allows a profile education to promote the interests, abilities and motivation of pupils and students."

4. in Appendix of A part four (stundentafeln) No. 2 (Advanced) lit. the footnote reference 2) is appended in Z 1 of the hour Panel of the gymnasium in the lines relating to the compulsory subjects German, foreign language living first, Latin, language living Greek/second and mathematics respectively after the minimum number of hours per week a (compulsory subjects).

5. in Annex A fourth part No. 2 lit. the footnote reference 5) is appended in Z 1 of hour table of the realgymnasium in the lines relating to the compulsory subjects German, mathematics, language living first and second living foreign language/Latin respectively after the minimum number of hours per week a.

6. in Annex A fourth part No. 2 lit. a replaced the phrase "Authorization for autonomous school curriculum provisions" by the phrase "where no autonomous school curriculum provisions exist" at the hours sign of the realgymnasium in the heading of Z 2.

7. in Annex A fourth part No. 2 lit. the footnote reference 2) is appended in Z 1 of hour table of the Wirtschaftskundlichen realgymnasium in the lines relating to the compulsory subjects German, foreign language living first, second living foreign language/Latin and mathematics each after the minimum number of hours per week a.

8. in Annex A fourth part No. 2 lit. a is replaced at the hours sign of the Wirtschaftskundlichen realgymnasium in the title of no. 2 the phrase "Authorization for autonomous school curriculum provisions" by the phrase "where no autonomous school curriculum provisions exist".

9. in Annex A fourth part No. 2 lit. a account for sublit. BB the footnote reference 7) as well as the Fußnoge 7) the choice compulsory subject (to the deepening and widening of the students of visited compulsory subjects); the footnote reference 8) as well as footnote 8) are replaced by the footnote reference 7) as well as by the name of footnote 7); Footnote 6) is as follows:

(6) the choice this election compulsory subject beginning with the 6th grade is allowed only for two or three grade levels (6th and 7th class, 6-8 or 6-8th class). "."

10. in Appendix A four part No. 2 lit. a is in sublit. BB Wahlpflichtgegenstandsbezeichung "History and social studies, civic education and law" by the choice compulsory subject called "History and social studies / political education" replaced the choice compulsory subject.

11. in Annex A fourth part No. 2 lit. a is the footnote 6:

(6) a choice compulsory subject chosen in the 6th grade is to continue in the 7th or 8th grade or the 7th and 8th grade. In the compulsory subject of choice food and household (internship) is a two-week blocking to four hours per week allowed."

12 system of A fourth part No. 2 lit. b (free articles) is as follows:

"(b) free) items

1. authorization for autonomous school curriculum requirements:

Autonomous school curriculum provisions the amount of hours per of week can be changed and additional free items to supplement, deepen or extension of mandatory items in terms of the special interests and talents of the pupils and students must be provided in accordance with the general objective of education.

The offer should be related in particular to the field of science and technology, music creative, linguistic, sporting and scientific workplace-oriented. Caution is anyway, to take on a focus. Running a part of a school with appropriate requirements for particularly talented, interested or qualified for high school students, this can be expelled in an appropriate addition to the object name.

The implementation can be done also klassen -, schulstufen - and across the school. It is possible the whole year as well as a shorter, reacting to current events, moderate course, possibly blocked leadership.

2. If no autonomous school curriculum requirements are:

Free items

Total hours per week

Teaching obligation group




Modern foreign language

at least 11



at least 10



at least 10


Descriptive geometry

at least 4


Mother-tongue teaching



(1) free item for particularly talented and interested students with appropriate requirements.

(2) each two hours per week per grade."

13 system of A fourth part No. 2 lit. c (non-committal exercises) is as follows:

"(c) non-binding exercises

As lit. b (free items)."

14 system of A fourth part No. 2 lit. d (remedial) is as follows:

"(d) special education

Can be offered in all compulsory subjects. See the section "Education" in the second part."

15 plant of A sixth part (curriculum of individual subjects) section A (compulsory subjects) Z 2 (advanced level) is as follows:


a) compulsory subjects


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