2011 Curriculum

Curriculum 2011

RIS Swiss Section - Deutschsprachige Schule Bangkok

Primary School

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Contents

1. Preface 3 2. General Principles of Assessment and Evaluation 4 3. German as a Foreign resp. a Second Language Curriculum 6 4. Primary School – Curricula 31 4.1 General Objectives 32 Foreign resp. Second Languages 33 German / English 35 Mathematics 45 Social Science 49 Ethics and Religions 53 Music 60 Physical Education 63 Visual Arts 67 4.2 Primary School – Principles of Assessment and Evaluation 77 4.3 Information and Communication Technolgogies (ICT) Curriculum 79 4.4 Thai Culture Curriculum 85 4.5 English as a Foreign resp. a Second Language Curriculum 88 4.6 Curricula: Kindergarten to 6th Grade 123 4.6.1 Kindergarten Curriculum 124 4.6.2 Basis Level Curriculum 153 4.6.3 2nd Grade Curriculum 175 4.6.4 3rd Grade Curriculum 195 4.6.5 4th Grade Curriculum 222 4.6.6 5th Grade Curriculum 251 4.6.7 6th Grade Curriculum 291 5. Secondary School – Curricula 325 6. Thai Curricula 326

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1. Preface

Dear Reader, What you are having in front of you is a unique artifact – the curriculum of the RIS Swiss Section - Deutschsprachige Schule Bangkok . It is unique because, as our school's curriculum, it is designed to serve our students and our needs. It was created within a quality- management framework, and it grew out of the desire to make our work as teachers and our pedagogical objectives transparent to all those involved or interested in learning at our school. It also has to meet the various demands of quality that are made on our institution. The Curriculum 2011 includes the whole range of our educational opportunities from pre- kindergarten to the Matura, the Swiss general qualification for university entrance. It leads the students through the different levels, ensuring, as the ultimate goal, the successful transition to further institutions of higher learning. It is based both on the standards and requirements set by the Swiss regulations for the recognition of university-entrance diplomas and the curriculum for primary and secondary schools of the Swiss Canton of Lucerne. Furthermore, it takes into account the specifications that govern Germany's intermediate secondary education diplomas. Rather than just conform to outside expectations, any curriculum should above all prepare students for life beyond school. The curriculum of the RIS Swiss Section - Deutschsprachige Schule Bangkok devotes itself to this idea with recourse to a modern pedagogical approach. It prescribes which tasks and actions a student can successfully perform with the knowledge and skills he or she has gained. Attitudes that the students are intended to exemplify through their own life are also part of such a performing competence. As another characteristic, the Curriculum 2011 is adjusted to differentiation, in order to individually support and challenge students. The quality of any curriculum does not only depend on its structure and intention. What is essential is how the teachers put it in practice. Since our curriculum has emerged out of a con- sensus among the teaching staff and is also in line with the major educational trends in Europe, I am confident that it will reach its objectives. I am greatly indebted to my colleagues for the additional work they have invested in getting fami- liarized with the demands on a modern curriculum, and for the outstanding implementation. I wish the Curriculum 2011 of the RIS Swiss Section - Deutschsprachige Schule Bangkok to serve as a helpful framework for teachers and their educational work, to guide students towards objective oriented learning, and to create transparency and trust for all parties interested in our school.

Bangkok, 15th March 2011 Dr. Daniel Halter Director

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General Principles of Assessment and Evaluation

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General Principles of Assessment and Evaluation

Assessment means the documentation of the students' development as a learner and evaluation means his or her achieved standards of performance or proficiency at a given time. It has to be ensured that students are aware when they are being assessed or evaluated; such situations must be clearly separated from the regular learning environment, where errors and mistakes are seen as chances to be used productively.

Core principles of assessment and evaluation:

 The basis of any diagnostics or assessment are the competencies and learning objecttives defined by the curricula.  Interior differentiation is given its proper attention and is practiced to a sufficient degree.  Instead of pointing out deficiencies, evaluation makes students aware of past and present achievements and opens up perspectives for the future.  The assessment criteria are made transparent to the students, or are developed in cooperation with them.  Besides standardised tests for all students, individual assessment is done as well.  Evaluation that focuses on achieved results is supplemented by process-oriented evaluation.  It is the teachers who assess and grade. Their evaluation of a student's achievement is supplemented by other students' input and the assessed student's self-evaluation. This helps the students reflect on their learning style and identify their own strengths and weaknesses more precisely.

Issues of concrete implementation of assessment and evaluation in the different subjects and age-group levels are decided upon in conferences where teachers of a particular department, grade or subject meet.

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German as a Foreign resp. Second Language Curriculum

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German as a Foreign resp. Second Language

Learning Competence at the End of Competence Level A1

Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

At the end of the first part of their education, the Listening comprehension / students can understand single words and very Aural and visual comprehension simple sentences relating to themselves, their family, and concrete things from their everyday life.

In particular, the students can for Understand simple instructions in the classroom and example... follow them appropriately.

Understand questions and information regarding their own person and react to them appropriately (e. g. concerning their hometown, age, hobbies, or favorite book).

Understand basic information in everyday situations that occur regularly (e. g., How much does a book cost? How long does it take to get to the swimming pool on foot?), and act accordingly.

At the end of the first part of their education, the Conversations students can, if given the chance to prepare, use simple sentences and short phrases to participate in conversations about persons, issues, and concrete situations they are familiar with, and ask syn- tactically simple questions, including follow-up questions, about the given topic.

Introduce themselves or a person known to them.

In particular, the students can for Introduce themselves or a person known to them. example... Use phrases to greet somebody and say goodbye.

Provide information concerning familiar topics to a conversation partner in simple sentences, while expressing satisfaction or displeasure.

Express agreement or disagreement, apologise, and react to apologies.

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Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

Enquire further about familiar topics, or react to someone else's further enquiries.

Use facial expressions and gestures consciously to overcome problems in getting their message across.

Pay attention to gestures, facial expressions, intonation and stress in conversations, and use those systematically themselves.

At the end of the first part of their education, the Coherent Speech students can use simple phrases and sentences that they have practiced, describe things, persons and events from their immediate surroundings with the sentences and phrases for the most part being combined without logical transitions.

In particular, the students can for Provide information about themselves and other people example... they know.

Use fixed phrases that they have practiced to express how they feel.

Comment on how they spend their spare or free time.

Provide important information about their place of resi- dence.

Use basic language to describe life at school.

Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

At the end of the first part of their education, the Reading students, provided they have been given the appropriate linguistic preparation for the task at hand, Comprehension can derive essential information from short, simple texts about familiar situations from the classroom or everyday life by reading the text (more than once if necessary).

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In particular, the students can for Read out loud short texts comprehensibly. example... Understand assignments, instructions, explanations of exercises and tasks as well as written summaries of lessons.

Derive information from short, simple (private or official) everyday-life texts (e. g. emails, text messages, short letters, signs); make use of appropriate linguistic and methodical assistance to gather the essential contents from reading texts that have been edited by educators for suitability.

Understand simple poems, rhymes and songs that were created for children to use in schools.

Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

At the end of the first part of their education, the Writing students can, based on linguistic and content- related prompts, write down simple facts and notes using simple phrases and short sentences.

In particular, the students can for Put simple information for others in writing (e. g., as example... text messages, emails, postcards, greeting cards, invitations).

Communicate simple facts from their own experience (e. g. the daily routine) in writing.

Complete a pre-set questionnaire (e. g. a profile about themselves asking for height, age, eye color, etc.).

At the end of the first part of their education, the Mediation students can reproduce short (oral or written) standard-German utterances or texts from everyday communicative situations in their other language in a way that ensures a global understanding of the main idea.

In particular, the students can for Render simple information that is necessary to manage example... a specific situation (e. g. instructions, explanations) coherently in their own language and using key words in German.

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Learning area: Verbal / Linguistic Skills and Abilities

Main focus Knowledge, skills, attitudes

At the end of the first part of their education, the Pronunciation / students can use basic pronunciation and intonation patterns in a way that ensures they are being Intonation understood.

In particular, the students can for Apply patterns of pronunciation and intonation to simple example... structures.

Use the stress patterns for simple statements, questions, and requests appropriately in practice.

At the end of the first part of their education, the Spelling students have a solid, in-depth knowledge and command of the spelling of the basic communicative structures they produce.

At the end of the first part of their education, the Vocabulary students have a vocabulary range that allows them to fulfil basic communicative needs and to communicate successfully in everyday-life situations.

This applies to: Teacher-class dialogue and classroom discussion.

Selected communicative situations from everyday life.

At the end of the first part of their education, the Grammar students have acquired basic grammar and can use it to a large extent correctly in easy, familiar situations.

In particular, the students can for Identify and describe persons, things, facts, acts, and example... events.

Phrase affirmative and negative statements, questions, and requests / orders.

Report on events from their own experience in note form, and express desires and interests in a simple way.

Identify grammatical elements and structures, and understand the wording of simple rules.

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Learning area: Text and Media Competence

Main focus Knowledge, skills, attitudes

At the end of the first part of their education, the Texts and Media students can systematically find information in very simple texts from everyday life or texts that were composed In particular for the foreign-language classroom, and take first steps towards text production by making changes or additions to texts they receive.

In particular, the students can for Derive instructions from signs, name and describe the example... protagonists in short narrative texts, comprehend steps in a sequence of actions (e. g. by answering simple questions or putting pictures in the right order).

Rephrase and (re)model short texts (e. g. profiles, text messages, brief stories, poems), make additions and changes to dialogs, act out dialogs creatively, recite texts.

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Learning Competence at the End of Competence Level A2

Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

At the end of this part of their education, the stu- Listening comprehension / dents can understand sentences and relatively Aural and visual comprehension short texts, if those deal with things and issues that they are familiar with. They generally understand the context of clearly worded messages whose content is simple, and of unambiguous audiovisual material.

In particular, the students can for Understand requests, advice, and simple explanations, example... and react to them appropriately.

Understand important details from everyday-life conversations – if these deal with their own affairs, their own family, friends or topics like school and leisure – and react accordingly.

Gather crucial details from simply-worded explanations and descriptions, and behave accordingly.

Understand short, simply-worded announcements that are repeated often, gather crucial information from them and act accordingly.

Understand, for the most part, recorded songs, stories and audio scenes played in class, as well as cartoons and film sequences, provided there has been linguistic preparation for them in class beforehand. Reproduce the essential content or act it out in roleplays.

Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

In simple, routine situations, the students can Conversations share ideas about familiar subjects and areas of personal interest. They can also ask follow-up questions, express their opinion, and react to the opinions of others.

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Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

In particular, the students can for Report on their own experiences. example... Describe actions, habits, and everday activities.

Inform others about plans, events, and arrangements.

Describe and explain personal likes and dislikes.

Express opinions regarding a familiar topic and use verbal skills to justify them and answer follow-up questions.

Pay attention to gestures, facial expressions, intonation and stress in conversations, and use these themselves.

At the end of the second part of their education, the Coherent speech students can give a short, rehearsed presentation with a logical structure on a familiar topic, using transitions.

In particular, the students can for Inform others about plans, events, and results, or example... describe these.

Describe actions, habits and everyday activities.

Report on their own experiences or fields of interest.

Describe personal likes and dislikes.

Use simple means and devices to structure a text.

Underscore messages appropriately by for example using gestures and conscious stress.

At the end of the second part of their education, the Reading students can grasp the main ideas in clearly-structured texts whose language they have been prepared for in Comprehension class, and gather information systematically. The texts deal with situations and topics that play an important role in the daily lives of teenagers.

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Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

In particular, the students can for Read out loud longer text passages in a way that example... clarifies and stresses the meaning.

Understand longer instructions regarding tasks and exercises, as well as written summaries of lessons and their results.

Gather important ideas and crucial details from rather simple, short non-fictional texts that are informative, persuasive or instructional (e. g. brochures, prospec- tuses, leaflets).

Understand relatively simple poems and songs, as well as narrative and dramatic texts.

Employ different reading suitable strategies and ex- tract information from reference works that are suitable for teenagers.

The students can compose texts using relatively Writing simple phrases and sentences.

In particular, the students can for Compose personal messages, use simple linguistic example... devices to report on interesting results, describe their hobbies, and ask others about theirs.

Given texts can be expanded, completed, remodeled, or composed anew following a given model.

Summarise or paraphrase briefly what they heard, read, watched, or experienced; also express their opinion on this in a simple manner.

In communicative situations from daily life, stu- Mediation dents can render oral or written statements or texts from one language in the other in a way that ensures others understand the key ideas.

In particular, the students can for Paraphrase in one language the gist of relatively simple example... statements made in the other language.

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Learning area: Verbal / Linguistic Skills and Abilities

Main focus Knowledge, skills, attitudes

Prounuciation and intonation patterns are generally Proununciation / used correctly, although there is the possibility of an audible influence from the mother tongue. Intonation The students can put the pronunciation and intonation patterns that influence meaning in standard German into effect correctly.

They can use relatively simple means to underscore messages and structure spoken texts (pauses, pitch, pace, emphasis of key words...).

The students correctly apply the spelling rules concern- Spelling ing the basic communicative structures – which have been complexified functionally and thematically by now – as well as important rules of punctuation.

The basic vocabulary, which has been expanded in Vocabulary terms of functions served and topics covered by now, is generally used in a way that enables the students to communicate about familiar subjects in classroom discussions, about selected issues from the field of intercultural education, and also while doing tasks together in a cooperative-learning setting.

The students use an enlarged repertoire of grammatical Grammar rules for the most part correctly in familiar situations.

They can express the duration, repetition, and sequence of actions and events.

They can express prohibition/permission, orders, requests, wishes, expectations and duties.

They can report on or tell stories about past, present, and future events.

They can demonstrate conditions, requirements, references and interconnections.

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Learning area: Text and Media Competence

Main focus Knowledge, skills, attitudes

The students notice and can identify different Texts and Media genres, making analytical and practical use of their own reading and writing experiences.

In particular, the students can for Apply various different suitable strategies of tackling example... and understanding texts: determine their own expectations and predictions concerning the text, formulate hypotheses regarding the text, test these, and revise or correct them if necessary.

Identify the topic, plot, characters and selected striking structural features of relatively simple texts.

Identify common genres (advertisement / advertising copy, instruction manual, weather report, etc.) of non- fictional – informative, instructional or persuasive – texts; describe elements of the layout.

Use ways to experiment with their own writing in order to test the effects of creative devices (e. g. by turning simple texts into plays and acting them out, transposing/replacing textual elements, carrying out interviews with characters, etc.).

Guided by the teacher, use various suitable methods of gathering information – depending on the task – for research and communication.

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Learning area: Intercultural Competence

Main focus: Knowledge, skills, attitudes Subjects and fields of experience

Personal life / code of conduct E. g., clothes/fashion, role models, friends, sports.

Education and careers The world of work and daily routines, the rights and duties of students.

Cultural life and the media E. g., TV programmes, media use, the Internet, music.

Technology, the economy, and the E. g., industry and the environment, travelling. environment

Social life E. g., food and drink, festivals and holidays, customs, linguistic and cultural diversity in institutions, schools, and neighbourhoods.

Swiss, German, and Austrian regions Regional and political structure of the German-speaking world, topographical orientation.

Insights, awareness, and attitudes The students have, for the most part, a solid knowledge (end of third part of education) of the geography and character of the German-speaking countries; they can orient themselves and are familiar with transport and travelling opportunities.

Meeting others, they can – be it in their own surroundings or while travelling (i.e., in simulated or real situations abroad) – perceive distinctive features of people's living conditions and ways of life, and compare and contrast them with their own.

They can find examples of culture-specific patterns of behaviour in authentic informative, instructional, or persuasive texts.

In fictional or simple literary texts, they can interpret facts and ways of behaviour from a specific cultural perspective.

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Learning area: Intercultural Competence

Main focus: Knowledge, skills, attitudes Subjects and fields of experience

Practical intercultural exchange Establish contact – via letter or email – with German- (end of third part of education) speaking partners, and use appropriate questions to gain deeper insights into daily life in the German- speaking world.

Employ interviewing techniques to gather information about the living conditions in German-speaking countries from people who are from German-speaking countries; and analyse and evaluate the interviews appropriately.

Resort to linguistic formulas, phrases, and behavioural patterns that facilitate communication with strangers; distinguish between informal language (in the family and with friends) and formal language when choosing ways to communicate orally or in writing.

Anticipate potential communication problems, defuse disruptions with suitable phrases and nonverbal actions.

Reflecting upon language(s) and verbal Provide information about one’s own (foreign resp. se- communication cond) language biography.

Explore and document how multilingual life is at the school.

Describe and explain the significance of the (foreign) languages students have learned for their personal life and their future.

Explore particularities of the German language, compare them with other languages, and support the find- ings by giving examples.

Make observations about the use of the German language in concrete daily-life situations that occur regularly, and compare the results to other languages students are familiar with.

Realise how speech-act patterns are dependent on culture, and analyse this with the help of examples.

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Learning area: Verbal / Linguistic Skills and Abilities

Main focus Knowledge, skills, attitudes The students can observe language systematically, Structure experiment with linguistic modes and structures, and discover usage patterns and rules for their own

Identification language use.

In particular, the students can for Separate words into their parts, and reassemble them example... in a different form.

Identify words and expressions that the German language took from other languages, or that other languages took from German, and point out the resulting changes in terms of spelling and pronunciation.

Realise the characteristic syntactic particularities of the German language by comparing German to other languages.

Deal with concrete situations or authentic texts, they become aware of idiomatic and metaphorical patterns of language use, and adopt these for their own usage.

Label correctly genres, linguistic modes and structures that have been repeatedly covered in class.

(Foreign resp. Second) language Check tasks and exercises in detail; determine what learning competences they have to do under the given circumstances, and what results are expected.

Successfully deal with the learning materials that are used, and make use of any optional assistance to solve the learning tasks at hand.

Prepare a given topic by activating previous knowledge and taking notes on this as well as on relevant vocabulary one is already familiar with.

When doing research decide which sources are suitable for solving a task at hand.

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Learning area: Methodological Competence

Main focus Knowledge, skills, attitudes Cooperation The students can use suitable strategies of cooperation and supporting each other when learning.

In particular, the students can for Follow the teacher's initial guidance, organise work in example... groups or pairs, which includes agreeing on how to do the task and who does what.

Continue the learning tasks in small groups by building on given models.

Use different languages in order to solve tasks in accordance with the linguistic competences.

Assist and support one another in terms of language.

Extracuricular Learning The students can create extracurricular learning opportunities for themselves.

In particular, the students can for Seek out encounters with native German speakers, and example... make use of authentic communicative situations for their own language learning.

Work with native German speakers face to face or via long-distance learning, and use applicable learning suitable strategies.

Use the internet with its informational and communicative resources as a learning opportunity.

Comprehension and Reading Strategies The students can apply receptive-competence suitable strategies and use various reading and listening / aural and visual suitable strategies.

In particular, the students can for Make themselves aware of what they should focus on example... (for example in terms of the content) in preparing for listening comprehension / aural and visual comprehension or reading comprehension,.

Use various methods to determine the meaning of unknown words, phrases, and text passages from context.

Build up a repertoire of different receptive suitable strategies, and use these appropriately and systematically.

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Learning area: Methodological Competence

Main focus Knowledge, skills, attitudes Speaking and Writing Strategies The students can apply productive-competence suitable strategies and using various speaking and writing suitable strategies.

In particular, the students can for Apply different communicative suitable strategies, al- example... though they lack vocabulary and rhetorical skills. Thus, fluent communication is still possible.

Use word processors and their spell checkers.

Compare their own writing to models and correct the former if necessary.

Plan and outline their own oral and written texts using applicable suitable strategies.

Develop given materials into coherent and comprehensive oral or written texts.

Check and improve texts of their own, as well as of their fellow students.

Being up to date with contemporary technology, employ (simple) presentation techniques in order to report – sometimes with the help of computers – on results from given tasks.

Self-Evaluation The students can employ suitable strategies of self- evaluation and self-correction.

In particular, the students can for Check their own texts with the help of linguistic models. example... Make themselves aware of the knowledge and skills they have gained after a period of learning.

Take conscious risks and express what they cannot do confidently yet, in order to get feedback from the teacher or other linguistically competent people.

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Learning Competence at the End of Competence Level B1

Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

At the end of the third competence level, the stu- Listening comprehension / aural dents can understand the main ideas and even de- and visual comprehension tails of a statement, provided it deals with age-appropriate, interesting things and issues. Working with media, they can gather essential information, if it is about current affairs and topics from their fields of interest.

In particular, the students can for Understand extensive advice and explanation, and fol- example... low it appropriately.

Follow conversations about familiar matters and topics in daily life; to assure understanding, they can ask questions and request explanations.

Understand messages about how to manage everyday- life situations, and react accordingly.

Gather the main ideas from radio or TV programmes (e. g. documentaries) – provided they deal with familiar topics. They can summarise the content in their own words and comment on it.

Use an expanded repertoire of suitable strategies of reception for listening comprehension (e. g. critical or evaluative listening/watching, listening / watching for pleasure).

Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

At the end of the third part of their education, the Conversations students can – even without preparation – participate in conversations about familiar topics and matters they are interested in, while also being able to justify and support their personal opinion, and to react to the opinions of others.

Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

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In particular, the students can for Express emotions (such as surprise, joy, sadness, an- example... ger, interest, and indifference), and react to such expressions of emotion.

Describe their own objectives, hopes, and dreams, and react to the objectives, hopes, and dreams of others.

Initiate, continue, and sustain a conversation or discussion, while evaluating, agreeing to, or disagreeing with the opinions of others.

Disclose concrete information in an interview and react to spontaneous follow-up questions; prepare and conduct an interview, and ask spontaneous follow-up questions.

Anticipate expectations and use language appropriately, i. e. with the recipient and the situation in mind.

Employ rhetorical suitable strategies (e. g. polite phrases, follow-up questions, simplifications, paraphrases, non-verbal communication).

Apply different communicative suitable strategies (e. g. in dialogues, debates, interviews, panel discussions).

Pay attention to gestures, facial expressions, intonation, and stress in conversations, and use these systematically themselves.

Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

At the end of the third competence level, the stu- Coherent speech dents, if prepared, can speak in front of an audience about topics from their areas of experience and interest, describing and / or evaluating the subject matter. They can tell stories and report on events and experiences in a logical order.

Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

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In particular, the students can for Prepare and give a structured presentation on a fami- example... liar topic, illustrating the main aspects in a sufficiently precise manner.

Report on personal experiences in detail, describing their own feelings and reactions.

Paraphrase the plot of fictional texts and the content of film excerpts and / or audio books.

Report on actual events and tell stories.

Structure their own comments in discussions clearly.

Apply suitable strategies of fashioning and structuring spoken language (e. g. introductory and concluding phrases, key words).

Emphasise the importance of specific ideas, for instance through gestures, facial expressions, intonation, or stress.

At the end of the third competence level, the Reading students can read, understand, and analyse, for the most part autonomously, different texts that deal comprehension with topics from their areas of interest and experience.

In particular, the students can for Read out longer texts in a way that clarifies the mean- example... ing.

Understand rather complex instructions and more sophisticated summaries of lessons and results.

Read and understand informative, instructional, and persuasive texts (e. g., instruction manuals, brochures, letters to the editor, emails, blogs from websites or magazines for teenagers) as well as longer, slightly more complex non-fictional texts about familiar topics.

Identify, for the most part without assistance, the themes, plot, characters, and basic atmosphere even of longer fictional texts (e. g. youth literature).

Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

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Expand their repertoire of reading-comprehension suitable strategies (e. g. critical / evaluative reading, reading for pleasure).

Analyse information from various sources (e. g., newspapers, encyclopaedias, the Internet).

At the end of the third competence level, the stu- Writing dents can compose coherent, unified texts about familiar topics; as they structure these into para- graphs, there is a clear logical or chronological order.

In particular, the students can for Illustrate facts and matters from their own experience in example... personal messages; describe feelings and reactions.

Give a coherent account of events or experiences, and describe people, things, and facts comprehensibly and in detail.

Compose formal texts that are both essential for their own life / experience and follow stricter conventions than earlier assignments (e. g. letter to an unknown host family, application for a summer job or internship, CV / resume).

Put into effect basic rhetorical modes in and with their texts: narration, reporting, description, explanation, argumentation (presenting opinions and supoorting them).

Paraphrase, summarise, and comment on what they have heard, read, witnessed, or experienced.

At the end of the third competence level, the Mediation students can, in social situations known from daily life, render oral and written statements or texts from one language in the other in a way that ensures an understanding of the main idea, relevant details, and their context.

Learning area: Communicative Competence

Main focus Knowledge, skills, attitudes

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In particular, the students can for Paraphrase the essentials and/or details from simple example... statements from one language in the other language (this includes longer statements); add further explanations that might be necessary to ensure a complete understanding (this especially concerns mediation from German into the native language).

Learning area: Verbal / Linguistic Skills and Abilities

Main focus Knowledge, skills, attitudes

At the end of the third competence level, the stu- Pronunciation and dents can use patterns of pronunciation and intonation for the most part correctly, even though they Intonation still have a slight accent.

In particular, the students can for Show largely appropriate pronunciation and intonation example... even in authentic conversations and simply-structured speeches.

Use devices and techniques related to pronunciation and intonation in order to support and structure their arguments or rhetorical purposes.

Recognise and categorise typical German accents.

Learning area: Verbal / Linguistic Skills and Abilities

Main focus Knowledge, skills, attitudes

At the end of the third competence level, the stu- Spelling dents can spell correctly when operating within basic communicative structures with a specific purpose and topic, and the fundamental spelling rules are applied largely automatically.

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Generally speaking, at the end of the third compe- Vocabulary tence level the students can routinely and appropriately use, in terms of both production and reception, a basic vocabulary that has been expanded as far as functions and topics are concerned. When dealing with less familiar topics and intellectually challenging situations, they sometimes still need assistance.

Learning area: Verbal / Linguistic Skills and Abilities

Main focus Knowledge, skills, attitudes

This applies to:

Classroom discussion and the teacher-class dialogue (e. g. defining, illustrating, explaining, taking a stand, arguing a position).

A wide range of topics and areas of experience concerning intercultural learning.

Methodical work (i. e., work that takes the respective conventions of the specific disciplines into account) on texts and media in order to describe and explain linguistic phenomena.

Cooperative-learning and discussion-based tasks.

At the end of the third competence level, the stu- Grammar dents can employ a consolidated repertoire of frequently used grammatical structures and have developed a structural awareness of the German language that enables them to correct themselves, among other things.

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In particular, the students can for Use additional ways of expressing future events, voic- example... ing assumptions and conditions, expressing further mo- dalities.

Reproduce information literally or paraphrase it.

Identify and put into words (without assistance) how the parts of a sentence relate to each other in terms of space, time, and logic; use both the active and passive voice to describe actions and events.

Discover, describe, and explain linguistic regularities and distinctive features; formulate hypotheses and test them.

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Lerning area: Text and Media Competence

Main focus Knowledge, skills, attitudes

At the end of the third competence level, the stu- Texts and Media dents can identify the contents and main ideas of simple authentic (informative, instructional, or persuasive) texts as well as of works of fiction; they can analyse the effects of those on the reader and, following given models, compose texts of a simple structure in order to test the effects of stylistic devices.

In particular, the students can for As far as simple works of fiction are concerned, gather example... and provide specific information on, among other things, the characters, the setting (time and place), and the plot of narrative texts; categorise texts into basic genres (e .g. poetry / songs, narrative prose, drama) and identify fundamental structural elements by referring to the text; describe and explain crucial elements of the interplay between language, images/pictures and/or sound/music in texts with multiple codes (e. g. comics, cartoons, short radio plays, scenes from movies, news programmes); develop first approaches towards interpretation based on the experience with textual analysis.

Find striking and uncommon features in texts (e. g. rare poetic words, technical terms, complex syntax), identify fundamental stylistic characteristics of texts or passages (e. g. repetition, hyperbole, simile, metaphor).

With (infomative, instructional, or persuasive) nonfiction, recognise, among other things, common genres (e. g. news, graphs and charts, simple forms of journalistic writing), and follow the line of reasoning or the argumentation; when applicable, make inferences about the author's position based on the text.

Use their own multi-faceted writing to explore the effects of narrative and rhetorical devices (e. g. by changing the point of view, creating an ending for a story, composing texts for advertisements).

Guided by the teacher, use various information- gathering methods for specific and given research and communication tasks.

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Learning area: Intercultural Competence

Main focus: Knowledge, skills, attitudes Subjects and fields of experience

Personal life / code of conduct E. g. intergenerational relations, peer groups, the structure of the family.

Education and careers E. g. vocational guidance/career orientation and the world of work: perspectives, rights, and duties in terms of education or training; (international) education and training systems.

Cultural life and the media E. g. the Internet, daily newspapers, magazines, the cultural scene.

Technology, the economy, and the E. g. tourism, industrial areas, national parks and eco- environment logical projects.

Social life E. g. well-known political figures; Europe and the European Union.

Regions in Germany, German-speaking E. g. regional linguistic varieties and accents, social regions and cultural determinants (e. g. illustrated by North- South or town-country divides).

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Primary School – Curricula

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4.1

General Objectives

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General Objectives: Foreign / Second Languages

At the RIS Swiss Section - Deutschsprachige Schule Bangkok , learning several languages is seen as economically, politically, culturally, and socially of the utmost importance.

The foreign languages are taught within the context of supporting a functional multilingualism. At the core of this idea is the use of and mediation between various languages (the mother tongue resp. first language and foreign languages resp. second languages).

The Importance of English Nobody would seriously doubt the importance of English in economies that have been increasingly influenced by globalisation. Apart from its significance for the business world, English has also had a major impact on the private sphere. It is the language of international policy and politics, of commerce and industry, of telecommunications, of computers and computer science, and of entertainment.

If the students want to be able to cope in a cross-linked world that is increasingly shaped by networks, and if they want to have a say in this world, they will need good English skills.

As a consequence of the aforementioned facts, the following general objectives for teaching English have been determined:

Language Objectives

English is to be taught in a way that enables the students to establish contact and interact with English speakers (native speakers and non-native speakers).

Intercultural Objectives

While learning the language, the students also develop a feeling for and an understanding of the Anglophone cultures and their social or cultural characteristics. A new language, with its cultural background, helps the students gain a better understanding of their own language and culture, and develop tolerance of other languages and cultures.

Content-Based Objectives

The topics dealt with in English classes correspond to the interests of the students; they are educational and challenging.

Instrumental Objectives

The students systematically learn how to develop communication and suitable learning strategies so that they can use the language and gain confidence as well as linguistic flexibility.

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Fundamental Objectives

The fundamental objectives describe the skills, attitudes, and forms of knowledge that English classes continuously help the students develop over their whole course of studies.

Self-competence Experiencing language as a part of life  Students show an interest in the English language.  They learn with confidence and motivation.  They are open towards other cultures and ways of life.

Social competence Using language as action  In various daily-life situations, students can communicate orally and in writing.  They can use English as an instrument to engage with topics, themes, and issues.  When in direct contact with English speakers, the students take their cultural background into account.

Methodological competence How learning works  Students can employ various learning suitable strategies systematically and in a goal- oriented manner, as well as use suitable auxiliary materials, while incorporating their own learning style.  They plan, review, and evaluate their learning.

Subject-matter competence Proficiency and expertise  Language use can be supported by language awareness and reflecting on language. For this, the students need, among other things, vocabulary and grammar. The focus here is not on quantity and perfection, but on how to use language freely and flexibly. Reflection upon and analysis of language are done in context and with the specific competence level of the students in mind.

Additional Objectives Certificates

The preparation for certificates is not part of the compulsory classwork. However, good students may obtain an internationally recognised certificate at the end of a school year. The following exams for Cambridge University certificates are offered at our school:  FCE (First Certificate in English)  CAE (Certificate in Advanced English)  CPE (Certificate of Proficiency in English)

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General Objectives: German / English

Language as a Means for One’s Own Comprehension and Thinking The RIS Swiss Section - Deutschsprachige Schule Bangkok enables students to grasp, order, and cope with their environment through language. They learn to think clearly and to differentiate. Language as a Communication Aid Students know languages as a communication device, so that they can  say what they want to express, i.e. render facts and subjective experiences precisely and clearly in German / English.  write what they want to express.  understand what others are saying, which includes how they are saying it and why. They should also attempt to grasp what others give away inadvertently or express in a consciously ambiguous way. Taking part in the Society, Culture, and Civilisation of the Native Speakers A wide range of readings and topics is intended to open up the culture(s) of the German- / English-speaking countries to the students of German / English. They are intended to learn to appreciate that culture, but also to criticize it, to get involved, or look for alternatives and justify those rationally. The students are also to get to know the media that make this taking-part possible, and to learn how to look at them critically.

Explanations and Reasons

The Function of Language Language serves people in two ways:

 Only language allows our mind to open up the world for us; our native language determines to a large extent how we approach the world; it is with the mother resp. the first tongue that we grasp and order the world. Language enables us humans to draw connections between facts we captured, i. e. it enables us to think.  We use language to communicate with each other, both on a rational and on an emotional level. Acquisiton of a First Language Language acquisition is a central process in human life; it starts long before school and continues far beyond it. Besides, language acquisition happens to a large extent outside the classroom.

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Manifestations of Language Primarily, language exists in spoken form. Phonemes are assigned graphical symbols: we can record every language in written form. Every person, every generation, every region, every profession, and every social group has its own special linguistic characteristics. School and Linguistic Development In school, students learn how to make language serve them as a means to comprehend and think, and as a means of communication. School familiarises them with standard German / English and with opportunities to write. Thus, school allows students to experiment with language and think about it. School fulfils its mission best if the teaching takes up what the students do and learn with, through, and about language outside class, and if the lessons are designed in a way that allows the material to transcend school, to be activated and fruitful outside class and after graduation. Furthermore, school life itself offers experiences that are to be processed through language. School also serves to introduce students to literary masterpieces and make them realise their enriching effects. Through language, every day each student gathers, consciously and unsciously, a variety of pieces of information. General Conditions Age and Interests of the Students; Personal Development and Standards of the School The personal development of a person is defined by four components which continuously influence each other, namely

 one’s age-related maturity  one’s individual genes  environmental influences  one’s will and self-control. The older students get, the more crucial environmental influences become, i. e. the adoption (or rejection) of forms of behaviour, attitudes, and achievements of people around them (parents, teachers, siblings, peers, etc.), for their development. The expectations (norms), however, can vary a lot between different families, regions, classes, etc. Every teacher must be aware that he or she always has expectations of the student that differ from those harboured by the parents and teachers teaching the students the lesson before or after him or her; students can potentially experience difficulties resulting from conflicting standards strong enough to harm their performance or even their development. Therefore, in the interest of students, teachers are well-advised to develop such new expectations (e. g. in terms of classroom management, exam design, composition tasks, error correction, neatness concerning writing) with great care; they should only be insisted on if they are really justified.

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Fundamental Objectives School can only be considered successful in its tasks if the learning process it initiated remains a lifelong one, if what has been gained is not lost again. Thus, no school can be content with merely taking its students to a certain level of knowledge, or provide them with a certain amount of abilities and skills. First and foremost, it is attitudes and ways of behaviour that any young person has to acquire in school. After the nine compulsory years of German / English classes, students appreciate and display the following attitudes, which help them cope with current and future life situations: Comprehending, Ordering, and Thinking through Language Knowing that language is the most important means of grasping and organising our environment and that language allows us to think complex thoughts, students strive  to engage with their environment in order to expand and refine their vocabulary, and  to discover linguistic regularities for their repertoire. Oral Communication They are aware that spoken language is the most important means of communication; therefore, they are willing to  participate in a conversation in a way that is appropriate to the situation, and lead the discussion if they deem it necessary or have been asked to do so  listen, and try to understand the others  express themselves in a way that makes others understand them  attempt to speak fluent, clear German / English.

Written Communication They know how important written communication is; so when writing, they consider the recipient, their own needs, and the genre (e. g. letter, commentary, minutes of meeting, letter of application, fairy tale) in terms of  structure and style: they adapt their style and organisation of ideas to their own and to outside expectations / standards  formatting: they are aware of the importance of spelling, grammatical correctness, punctuation, neat handwriting, and presentation in general.

Modes of Communication The students know that with oral as well as with written communication, there are various levels of transmitting messages. Therefore, they do not merely try to understand what has been explicitly put into words, but also  what can be read “between the lines”  what has been expressed nonverbally (through gestures, facial expressions, signs, tone, etc.).

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Reading / Working with Media They know how important reading is for engaging with themselves and their environment, and they realise the influential role the printed and electronic media play in this process. They strive to continuously improve their reading skills; regarding the media and what they offer, they are  interested: they read newspapers and books, listen to the radio, etc.  critical: they are aware of the subjectivity of every message or statement; of the danger of being overwhelmed or dulled when reading, listening, or watching that comes with the incessant flood of information; of the danger of manipulation; of the danger of fashion, superficiality, or numbness. Literature as Art They are aware of the importance of literary masterpieces. They strive to  gain access to the works' aesthetic value  understand their social and historical context  interpret their characteristic literary and stylistic devices  grasp literary techniques  apply the material to their own life in order to engage with it  learn to enjoy using language creatively themselves. Using Language Responsibly They know that they will deal with language everywhere in life and that their social relationships will be greatly influenced by how they use language. Thus, they strive to use language responsibly, paying attention to  personal needs  respecting the dignity of human life and other people.

Classroom Implementation

Personal Develoment and School Teachers are supposed to find out about the previous (German / English) classes and the families of their students by talking to their predecessors and the parents, but also by trying to learn how the children themselves have experienced the aforementioned expectations (see: Fundamental Objectives) (through observation of them working in groups or with partners, of roleplays or discussions, etc.; maybe even through addressing the problem directly). Apart from school life and the classroom, young people also need contact with peers based on affection and friendship, contact by choice, that is. Such relationships encourage self- reliance, creativity, and social skills; they help in the necessary process of separation from the parents. Identification with specific peer groups is often demonstrated through clothes, hairs- tyles, leisure activities, and language use.

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Getting involved in youth organisations therefore often corresponds to a need for extracurricular relationships with peers. School standards or norms that go against such activities (e. g. in the case of students with less than satisfactory grades) are thus highly questionable. Interests of Students The older students get, the more individually different they become in terms of their development, and the greater the individual variations regarding personality, ability, and interests are. It is certainly necessary to consider the experiences of others (as voiced by colleagues or found in books). However, it is even more important for teachers to listen and respond to their own students, with their specific needs, questions, and problems. A topic dealt with in class (e. g. through reading material or a project) is all the more fruitful as far as learning outcomes are concerned if it corresponds to the students' areas of interest and experience. As a consequence, teachers must be attentive to everything the students want to revisit or enquire about. Such interests can differ from group to group and also change remarkably over the years. Children in Primary School For students, the first years of school are, just like kindergarten, a time of reorientation and adaptation to reality outside school. The parents' authority is supplemented and, due to their differing expectations, often challenged by another authority: that of the teacher. The primary school teacher has a huge influence on the students' development. This is especially true as far as the children's future attitude towards school and learning in general is concerned. Therefore, it is of the utmost importance that the students feel understood and respected, that they can enjoy learning, that neither too much nor too little is asked of them, and that they learn to take responsibility and work together with their classmates. In the first years of primary school, the students' motivation and the intellectual level of the lessons depend to a large extent on how the students relate emotionally to their teacher. The latter becomes a person they identify with, and the children are still greatly dependent on validation by him or her. At first, the students' interests are geared towards what is immediately surrounding them, what can be felt, what is easy to grasp, what is exciting. Only slowly do they leave their emo- tionality behind, to replace it with an attitude towards material from school that is more matter- of-fact and objective. At the age of about eleven or twelve (puberty), though, an increasingly critical outlook manifests itself: Now, the students do not simply accept everything, but observe, check, and evaluate critically. Peer relationships, i. e. relationships within groups that formed independently from parents, become more and more important. The strong bond with parents and teachers is held at a distance and gives way to the more important peer relationships, although the children still expect affection and attention from parents and teachers. Values like justice, truth, courage, bravery, and comradeship occupy a crucial role in the social life of students. They also look for these values in reading materials full of adventure and suspense. Naturally, their outlook will become less radical and morally absolute by itself over time, and therefore relativism should not be enforced, as moral absolutes are important for the development of their future value systems. 3.1.2. Lehrplan_Primar_englisch_2011 39

Language Development in Primary School School boosts language development in terms of structured and sophisticated syntax and vocabulary, and the level of abstraction. Apart from teaching, language development is also influenced by  the family and society, and what kind of linguistic example they are setting  the individual student's gift for languages  the individual student's intelligence. Consequently, when students enter school, there are already great individual differences regarding language development. Still, school is very important for the latter, especially in terms of

 syntactic complexity and sophistication  expanding and refining the vocabulary  the level of abstraction both of thought and expression. It is therefore crucial that linguistic issues are paid systematic attention to, not only in German resp. English class but in all subjects. The teachers play an essential role here as models to be emulated: It is their duty to watch their language and expression. Vocabulary How one associates a word with a specific meaning strongly depends on how this word is first encountered. Students will learn through experience that the same word can mean different things to different people. In school they are intended to reflect upon this, with the help of their teachers, who have to be aware of the phenomenon. Due to the generational differences and the resulting experiences, the variations in association become especially critical in the classroom. School has to assist in the expansion of the vocabulary and the precise understanding of the meanings of words that are already known. Language allows the students to grasp the world and gain access to it. What is more, language helps them establish categories and teaches them how to abstract. It is assumed that six-year-olds know about 2,500 words, eight-year- olds about 4,000, and 14-year-olds about 9,000. Up to the fourth grade, children mostly use concrete words; abstract phrasing and thinking is usually not to be expected before the fifth grade. When primary school students express themselves, they do not use many adjectives and if they do, those are mostly limited to simple information about colour or size. Written texts are strikingly often full of intensifiers such as "very", "totally" and "much". In the first years of school, most of the children show a predisposition towards a small number of certain verbs; the same tends to be true for prepositions.

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Syntax In primary school, a transition can be observed: from the simple sentence consisting of only one main clause to sentences that combine more or less equivalent statements with an "and". Besides, most first-graders already use place-related relative pronouns. The connections via relative clause become more and more frequent over time, but are impe- ded and complicated by the complexity of the (many) relative pronouns in standard German / English (particularly when compared to the Swiss German with its all-purpose "wo"). When writing spontaneously, students, especially from first grade to third grade, do not display much of an affinity for the right use of tenses (and past perfect remains difficult long after third grade). Similarly, it takes time until they develop a feeling for the cases of nouns, adjectives, and pronouns. More than anything, the genitive and accusative cause problems in this area (they do not have a Swiss German equivalent). The passive voice is virtually nonexistent in texts written by primary school students. Didactic Principles

Motivation Students are meant to enjoy language use, knowledge, learning, making experiences, discovering something, and seeing through linguistic and social interrelationships. The success of any lesson essentially depends on the students' participation in class. Therefore  teachers have to show interest in what students have to say in writing or orally.  teachers have to take the students seriously and try to understand them, even when the latter express new and unexpected thoughts that seem only indirectly related to the topic at hand.  in all learning areas, teachers have to encourage creative language use besides the training for specific purposes. To do so, they can use language games, role plays, free and open discussions, creative writing tasks, etc.  the teachers have to make their lessons, including periods of practice or exercise, easy to follow and transparent. Self-Discovery The self-discovery and self-realisation of every student should be a central goal, especially in German resp. English class. It can be achieved with the help of reading materials and creative language use. However, the students also have to realise that there are limits to creativity set by conventions or a task itself. In order to successfully do an assignment, being comprehensible is often more important than being creative.

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Holistic method: Thinking, Feeling, Doing German resp. English class has to involve the student as a person, as a whole, i. e. it has to appeal to the students'  thought (e. g. through imparting knowledge, analysis, and precise wording)  feelings (e. g. through dealing with literature, creative writing, and recourse to experiences from daily life), and  need for action (e. g. through role plays, and opportunities to act). Learning Method The question of how one learns and how one gains knowledge or skills (e. g. reads, compo- ses texts, analyses language, corrects spelling errors, works productively in a group or individually) must be put on the table over and over again as a crucial lesson topic. Giving an Overview In all learning areas of German resp. English class, the students are intended to get "the big picture", an overview of what they have learned and gained during their whole school career. The students can devise a rough system to bring order into the material partly on their own. The Teacher's Attitude It is important for all students to realise that their teachers, too, have an opinion about our society, culture, and civilisation; thus, they should express their outlook. However, they should make clear that their personal opinions and beliefs are not the ones everybody has or should have. Ways of Working Students are intended to learn how to work with each other and for each other. They need to listen and respond to each other, show consideration, arrive at decisions together, take responsibility, and do many tasks autonomously. Lessons have to systematically include tasks for working alone, in pairs, in groups, and with the whole class. Students have to get the opportunity to learn and work with larger, more global tasks, i. e. to solve project-like tasks-- which ideally are interdisciplinary. It has proven fruitful to set apart several full school days (e. g. Project Weeks) for the more extensive topics; this makes intensive and in-depth work possible. As far as homework is concerned, the students must show more responsibility for their learning and be more autonomous than usual: They have to manage their time, find their own working style, set their own standards, and work without having the chance to ask questions. Yet, one must keep in mind that there can be huge differences between individual students in terms of how well they are equipped for this (regarding the availability of a place to work, the attitude of the parents, disruptive behaviour of siblings, noise, etc.). When deciding on the amount and the level of difficulty of the homework, teachers have to take these factors into account as well. Besides, teachers should discuss any homework-related problems with the students from time to time.

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Learning by Doing German resp. English class is meant to encourage the students to use language in all kinds of situations (real and simulated ones). This way, they learn what the effects of their speech are, where there are still problems of expression or comprehension, and what has not been properly grasped and thought through. However, students can only try out ways of doing things if they know that they are free and not under any pressure to succeed. Evaluation Work: Class tests and Corrections Tests and exams serve to make the students realise to what degree knowledge and skills have been gained. Therefore, exams have to be similar in style to the daily classroom experience; they are not just to demand reproduction of previous knowledge, but also to encourage the development of skills and have students discover new things; they are in themselves part of the learning process. Taken together, the exams are meant to cover all the educational objectives of German resp. English classes appropriately. As for oral or written contributions by students, the teachers should show a certain tolerance; i. e., they should not destroy the students' joy and motivation to participate with their corrections. Teachers need to explain the meaning of the corrections and make it transparent. It is important that students know how they can improve. No correction must appear as a punish- ment. Students have to be aware and made to experience that with the analysis of linguistic structures or rhetorical suitable strategies, with reading comprehension tasks etc., there sometimes is only one correct or possible answer, but often several possible opinions or aspects are acceptable. In the latter case, it is crucial that the students learn to see the underlying premises (biases) of any individual interpretation. Practice Practice and exercises make sense only when the goal is to consolidate knowledge and methods that have been acquired already. Systematic practice through exercises is necessary and meaningful in areas where frequent use alone is not enough, or not possible. In language classes, this includes for example the improvement of students' technique when reading out loud, their pronunciation, many spelling and punctuation issues, the use of cases and tenses, or transitions and how to combine clauses. For any sort of practice, the following insights have to be kept in mind:  there cannot be any success without sufficient motivation to practice  immediate feedback both boosts motivation and helps prevent the acquisition of false patterns  regular but short sequences of exercises are most effective  confusing similarities within one exercise or between exercises immediately following each other are to be avoided (interference)  providing context is important for exercises too; good exercises are variations on the same problem.

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General Objectives: Mathematics Mathematics as Science

Mathematics is a science with a tradition that goes back thousands of years. It has played an essential role in creating the modern world and what this one has to offer us. Mathematics will never be finished (like "consisting of a fixed body of knowledge"), it is always evolving, developing, and progressing.

Mathematics and Its Applications in Other Sciences

Mathematics is used in Medicine, all natural sciences, Engineering, Economics, Business Ad- ministration, and the Humanities too. Even Philosophy is influenced by mathematical approaches.

Mathematics and General Objectives

Engaging in Mathematics boosts one's autonomy, self-reliance, self-confidence, creativity, and the ability to communicate and work in a team, all of which are general educational objecttives. Methods, procedures, and techniques regarding work and learning are among Math’s core concerns.

Mathematics and Language

Mathematics is beneficial for one's linguistic competence, as approaches to solving extensive- ly worded problems are written down (in the form of Mathematics dossiers, progress reports, journals, etc.).

Mathematics and Thinking

Mathematics is the ideal way to improve one's thinking skills and ability. It serves to instill a sense of precision and discipline for one's thought. Mathematics classes foster skills in the areas of transfer, reversal of thoughts, abstraction, logic, and drawing conclusions.

Mathematics and Problem Solving

The abilities to grasp actual facts and apply mathematical resources help solve problems in daily life, enable students to think critically, and thus contribute to a better understanding of the world around us that needs to be discovered (written Maths problems, story problems).

Mathematics in Daily Life

Using basic notions / terms, rules, and methods, students can observe and understand their everyday environment better (rough estimates, approximation, concepts of space, etc.).

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Mathematics as Basis for the Secondary School

Mathematics classes in primary school are the foundation of Mathematics classes in secondary schools. They teach precision, diligence, and perseverance, and enhance creativity in terms of problem solving.

Fundamental Objectives

Doing Mathematics

To know Mathematics means to be able to actually "do it": The learners are meant to be able to understand problems, search for solutions, follow wrong tracks, exchange ideas and argue with others, and correct themselves. Certain mathematical skills and knowledge, as well as a capacity for abstract thinking and an idea of the notions / terms of numbers, values, quantities, geometrical forms, and space are absolutely necessary for this. Thus, in Mathematics classes, the focus is on fostering competence in the following areas:

Imagination and the Ability to Visualise

Imagination is the ability to support thoughts with mental images. It gets expanded and refined through dealing with numbers and objects and facts from nature and society.  Grasp numbers within a structured number range and understand operations with numbers.  Imagine quantities in their dimensions and relationships between quantities.  Picture two-dimensional and three-dimensional figures and change them in their mind.  Identify logical connections and follow processes well enough to retrace the steps. Imaginative ability can be evaluated with the help of sketches, outlines, and oral descriptions.

Knowledge and Skills

Knowledge and skills here refer to the mathematical instruments and their use. Learning about them and practicing with them strengthens the student’s trust in their own abilities.  Understand symbols and notions / terms, and use them appropriately.  Be able to apply rules, methods, and procedures: approximating, calculating, demonstrating, describing, converting. Suitable for evaluation are assignments that In particular target the skill in question.

The Ability of Mathematical Thinking

Mathematical thinking is the ability to grasp and utilise the mathematical content of actual facts, conditions, and situations.  To identify, categorise, and present information from situations, pictures, and texts, and gather data from it.  Realise and describe (in mathematical terms) connections, contexts, and structures -- logical terms, equations, tables, diagrams, models -- and operate with them in a meaningful way. 3.1.2. Lehrplan_Primar_englisch_2011 45

 Demonstrate the solutions arrived at; interpret and reconsider them within the original context. One can for example evaluate the idea and the approach of how to get a solution, or how well connections are understood and presented, and data are identified.

Problem-Solving Skills

Problem-solving consists of attitudes, ways of behaviour, and thinking and behavioural suitable strategies for challenging situations. Mathematical and interdisciplinary problems are tackled individually and in teams.  Cope with unusual tasks.  Evaluate situations, ask questions, venture guesses, make assumptions.  Develop, plan, realise, communicate, compare, and evaluate approaches.  Develop and present suitable strategies. Suitable for assessment are unfamiliar, complex assignments. Journals that document approaches, oral reviews or summaries, direct observation of the working process, etc. can help to get an idea of the skills. Classroom Implementation Content Focus

In terms of content, the lessons are intended to be limited to the basic ideas of Mathematics classes and meaningful applications. This focus allows for an in-depth engagement with the contents and objectives.

Active Learning through Discovery

Mathematics can be learned more effectively through activities and experiencing it than through lecturing and working out rules under the teacher’s guidance. Learning is a process that is determined by each individual. As a consequence, operations and notions / terms should not simply be "provided" or "defined", but developed from activities and situations. Students must continuously get the chance to explore actual facts with the help of their own questions and problems and draw connections to their personal experiences. Challenging situations that encourage observing and guessing as well as asking questions and developing one’s own approaches are part of autonomous learning.

Social Aspects of Learning

In Mathematics classes, the students experience how fruitful helping each other can be for the learning process. This is especially true for problem-solving, where statements and arguments can be formulated and supported, and differing opinions can be compared and evaluated. In a group, students learn from each other and with each other.

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Dealing with Errors and Mistakes

Making mistakes is a part of learning. Errors and mistakes give us insights into the learning process and help us understand it, develop it further, and engage with it productively.

Operative Learning

Every Mathematical topic has an internal structure and is connected to its environment. This makes it flexible and capable of being influenced; we can do operations on it. The guiding question here is: "What happens with..., if we...?" Encouraging an outlook that values experimentation the students learn how systematic, deliberate trying leads to new knowledge.

Changing the Forms of Presentation

Operations can be carried out through action, visually, or verbally / symbolically. For the development of the ability to think in abstract notions / terms, it is important to change between the three forms of presentation. Concrete activities help the students develop sustainable ideas. Formal content always has to be illustrated vividly.

The Spiral Structure of the Teaching Process

Important mathematical ideas, procedures, methods, and structures cannot be exhaustively dealt with in one go. They need to be permanently developed, refined, and cross-linked.

Productive Practice and Exercises

Practice is intended to make the students more familiar with the subject matter. However, blind routine is not the goal, but conscious proficiency. Therefore, exercises must be chosen whose content and form challenge the students to think about and reflect upon mathematics. For example, the exercises might require additional ideas, or structures might appear that raise new questions. Productive practice always triggers learning through discovery.

Automatisation

Understanding a rule or a logical relationship is not enough. A small repertoire of basic knowledge and skills must be available and ready to be used at all times. This requires that after working something out, a rule for example, students must automatise its application and later systematically review it. However, knowledge and skills are only to be automatised once a basic understanding has been ensured. Skills are only a part of mathematical abilities.

Interdisciplinary Projects

At all levels, interdisciplinary projects that include Mathematics should be implemented, if possible.

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General Objectives: Social Science (Sachkunde) Fundamental Objectives The fundamental objectives refer to knowledge, skills and attitudes that are meant to be acquired in this subject area during the primary and secondary school years up to grade 9.

 Expanding one’s cognitive and emotional ability  Enhancing one’s decision-making and acting capabilities  Gaining knowledge and information  Practising networked thinking  Developing functional abilities  Learning to become a responsible human being Expanding One’s Cognitive and Emotional Ability By engaging with themselves and their environment, the students are intended to retain and advance their ability to observe the world and appreciate the rich experiences it offers. Train- ing to ensure a refined sensual and emotional perception of impressions and feelings forms the basis for the students’ examination of their inner world and their environment. The latter expands and develops their capacity for experiences, making them more sophisticated. Cog- nitive, emotional, and social perception are meant to be taken seriously, refined, and enhanced here. Perception is not simply a reflection of reality, but a vital process necessary to create a reality that is always subjective. Enhancing One’s Decision-Making and Acting Capabilities Living within and dealing with their environment should enable the students to realise their own connections within and relationship with that environment, to analyse them, make decisions, and act accordingly. Every decision or action is linked to the question of values and standards. Becoming aware of and identifying their own values, the values of others, and values that serve as guiding principles for our society is crucial for the students. They learn that criteria and standards change over time, and that they are influenced by them, but can also themselves influence them. In order to make decisions and act, it is necessary to ask questions regarding the crucial issues of the present and future time, and look for potential solutions. Ultimately it is all about preserving and fostering the curiosity of the students, and their interests, as these are the driving forces for decisiveness and the capability to act. Gaining Insights By gradually processing and opening up the realm of experiences in increasingly complex contexts, Social Science intends to enable the students to gain new insights about themselves and their environment. These insights can be cognitive, emotional, or social. Know- ledge is generated through reflecting on and processing factual information, observations, and experiences. Students can explore and realise how something is or works. While doing so, they are observing processes and phenomena in their environment, learning to under-

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stand and categorise regularities, particularities and different manisfestations, and to compare these to prior knowledge. Processes and phenomena are often interrelated in the most diverse ways. To realise these interrelations, to link them and network them: this is the goal of Social Science classes. Current affairs and conditions have a history; they have evolved over time. In order to understand contexts and correlations, it is important to become aware of processes, sequences, changes, and their causes. Practising Networked Thinking Social Science is ideal for fostering networked or cross-linked thinking. It is becoming more and more difficult for people to understand how things are related to each other, to the individual, and to society. In the future, we will have to shift our focus to the contexts, interrelations, and dependencies that determine all things, and learn how to act accordingly. This calls for a school that encourages a kind of contextualised living, learning, and thinking which takes interdependences into account, cross-links the particular aspects, and tries to show them in their global context. Developing Instrumental Abilities Social Science class is intended to help students learn to discover the world in a more and more autonomous way. For this, they must get the chance to develop basic knowledge and skills (instruments) regarding thinking and acting. The students learn various techniques to find and answer questions, to apply knowledge, and to analyse experiences. The children develop thinking and problem-solving skills. They examine their own working style and upgrade it. Learning to Become a Responsible Human Being By engaging with themselves and their surroundings, children gain an attitude of responsibility towards themselves, their fellow human beings, and the environment. The children get to know their own needs and interests, and learn to take these seriously and react to them. The goal here is not just self-realisation, but also consideration of fellow human beings and the environment. Learning and growing-up happen in a social context. Dealing with this means that the children can develop a responsible outlook towards other people and social skills. A willingness to take responsibility is important for young people's development and for the functioning of our school and society. A responsible attitude manifests itself for example in one's commitment and in one's actions within the environment and the world, in terms of participation, use, and active shaping. Social Science class is also intended to reflect upon such attitudes. Learning to Learn, Instrumental Objectives Instrumental objectives help children consider the question of "How do I do it?" and learn suitable methods and procedures. To ensure systematic work on these "instruments", the students document their approaches and how they learn, for example in a learning dossier, or on posters. Such instrumental work focuses on:

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Perception  Observing, documenting observations.  Learning from experience: gaining information from events, surveys, interviews, conversations.

Methods of Learning and Working  Gathering and categorizing.  Getting information from texts and presentations.  Getting information from pictures, films, tables, and maps.  Processing information and presenting it (in writing, graphs, charts, or pictures). Ways of Thinking  Experimenting.  Guessing.  Drawing conclusions.  Comparing.  Transferring.  Creative Thinking. Didactic Principles The following didactic principles are clearly defined benchmarks; however, not all of them can be fully realised with every single topic. Space / Time / Ecology When the goal is to make new things accessible, the starting point and point of reference has to be what the children are familiar with and feel close to, emotionally and in terms of experience. To be responsive to both what is known and what is strange fosters one's self-concept and concept of the outside world; it helps us shape the emotional relationship with our physic- cal and psychic home(s). Physical orientation begins with spaces that are close (the family home, school, the village), and then gets expanded to cover region, country, Earth, and cos- mos. Resources such as plans and maps serve as necessary tools, providing frameworks of orientation and order. The dimension of time (in the old days - today; now - when I was little, etc.) is an element that is important for many Social Science areas of study. The ecological principle illustrates mutual dependencies and interrelations in our world. When examining past, present, and future developments, one must include such basic ecological questions. Learning by Example and Networked Learning Networked learning calls for interdisciplinary classes with multiple perspectives. Project- oriented lesson formats are especially suitable.

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Today's World and Its Relevance Current affairs and events such as personal experiences in school and family, customs, festivals, natural phenomena, etc. are an ideal starting point for classes. As these are linked to the students' lives, they motivate and encourage active thinking as well as action. Real Encounters and Active / Task-Based Learning Whenever possible, Social Science classes are devoted to real encounters and active or task- based learning, i. e. learning by doing. Direct contact with the topic promotes intensive experiences and more vivid knowledge. Individualisation and the Building of Communities All children have different learning conditions and qualifications. Each person perceives the world differently, influenced by his or her ability, prior knowledge, needs, and personal cultural background. Social Science supports the individual student's unique efforts to learn. The students can learn on their own or in groups. Balancing their personal needs and the respect for their fellow human beings, the students learn to weigh different options for action and make responsible decisions. Social Science promotes living and learning together in multicultural groups. The Open Classroom If one calls for direct encounters and active learning, it is only logical that one has to do some of the teaching in cooperation with partners or experts from outside school, with colleagues, and with parents; often this means to organize lessons outside the regular classroom.

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General Objectives: Ethics and Religions Any holistic education has to include the question of the meaning of human existence. This again includes ethical and religious questions, which therefore are indispensable parts of any school curriculum that takes its educational mission seriously. Ethics and Religions Ethics and Religions class, unlike the subject called "Religion" in Germany, does not separate the students according to their religious denominations; it is one single subject for everybody. That two terms are included in the discilpline’s name is due to the fact that the values and norms which govern a society are often closely linked to the religious traditions which have shaped a society. Ethics and Religions class is intended to bridge, dialogically, an intercultural, pluralistic perspective with the normative foundation that the democratic constitution and the declaration of human rights provide. Ethics ‘Ethics’ within Ethics and Religions classes examines the ethos that is valid and in force, or should be so. Ethics lessons analyse human actions in terms of the values and norms that they are based on, providing material for discussion about different ideas of what is good. Both individual conduct and social life are relevant in this context. Furthermore, ‘Ethics’ enquires about reliable criteria and standards to evaluate the morality of actions (e. g., the categorical imperative, the golden rule). Guidance for the students in their grappling with values, norms, and the ethos is provided, as the lessons  enhance the ability to precisely discern morally questionable situations,  assist the students when they reflect on ethical arguments, justifications, and consequences,  promote dialogue on differing moral experiences and outlooks,  encourage students to form a value system based on personal responsibility. Religions The "Religions" component of Ethics and Religions class deals with the religious ideas and traditions that are present in society. "Religion" is examined from a double perspective: Anthropological / Individual Perspective From an anthropological / individual perspective, ‘religion’ refers to the religiosity of people, which means that asking questions that go beyond ourselves and the objective world is part of what makes us human. Ultimately, religiosity is rooted in the question of meaning, of where we came from and where we will go, and in the desire for a meaningful life. It is controversial if it is part of human nature or of culture (i. e., was acquired when humanity developed). Ethics and Religions classes take this perspective up by giving students the opportunity to awake 3.1.2. Lehrplan_Primar_englisch_2011 52

to such fundamental questions, ask them, and use them to enter a dialogue with other people and religious traditions. Social / Cultural Perspective From a social / cultural perspective, ‘religion’ manifests itself in concrete, differing religions. Religions are systems of interpretations and value judgements which, thanks to their integrative appeal, provide support to many people dealing with existential questions and experiences. Religions have several dimensions:  Systematic dimension: e. g., concepts of God, doctrines, concepts of salvation.  Existential dimension: e. g., answers to questions of meaning, handling of existential challenges.  Ritual dimension: e. g., prayer, fasting, celebration of life's major transitions (birth, marriage, death, etc.).  Ethical dimension: e. g., values, norms, commandments.  Symbolic dimension: e. g., legends, myths.  Historical / cultural dimension: e. g., religious buildings, festivals, religious art. Ethics and Religions as a subject takes up this historical / cultural perspective by, on the one hand, enhancing the recognition and understanding of those religious trade- tions that developed locally and are practised at home, and, on the other hand, makes insights into other religions (which today often means neighbouring religions) possible. First and foremost, this enterprise is not about Comparative Religious Studies, but about encounters with people and religions, and about processing and reflecting upon such encounters. Reflecting upon Values and Norms Engagement with questions of values and meaning does not lead to definite, unambiguous, and final answers. This is precisely why questions of right and wrong, good and evil, justice and injustice have to be worked on again and again, in context, within a framework of critical debate on contemporary and traditional approaches. The Quest for Meaning and Orientation in Life Students have their own ideas and views of the world, people, and God or gods (i. e., the transcendent), which correspond to their stage of development. In a dialogue with other people and by dealing with cultural and religious traditions, they reflect upon their ideas of the world, humanity, and transcendence, expand them, and integrate corresponding experiences and observations into their concept of meaning. Self-Discovery Ethics and Religions as a subject encourages and enables the students to tackle questions regarding their own existence. They realise their own feelings, experiences, ideas, and hopes more precisely than before, and learn to put them into words. Having a sense of self and being able to articulate it are beneficial for the identity formation process.

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Political Consciousness and Acting Responsibly Autonomous people capable of acting put their questions of values and meaning in a social, natural, and global context. The creative quest for options for action and how to realise them promotes trust in one's own powers and permits an increasing autonomy. School provides a rule-bound public space where such experiences can be made and reflected upon. Social Awareness and Life in Cultural and Religious Diversity In class and the school environment in general, children and teenagers with differing ideological and religious value systems live together. They have been socialised differently, have different religions, and belong to different cultures. Gaining insights into the various backgrounds and the cultural and religious roots of society fosters respect, tolerance, and peaceful coexistence. Fundamental Objectives Life has human beings engage with themselves, with other people, and with the environment. In this context, the search for meaning and orientation is an important challenge. In Ethics and Religions classes, basic human questions and experiences are linked to various ethical, religious, and ideological traditions. The students are intended to recognise interrelations within their religious and cultural surroundings, and establish a body of knowledge that helps them orient themselves. By doing so, they develop their ways of acting, thinking, and expressing themselves, and reflect upon and enhance their attitudes. Recognising Interrelations, Building Up Orientation Ethics and Religions class helps students observe phenomena, interrelations, and experiences consciously, build up knowledge about them, and orient themselves better. This is done by engaging with religious, ethical, and cultural traditions. Commensurate with their age level, the students know  philosophical and religious notions / terms, questions, arguments, and models,  selected basic aspects and traditions of Christianity and Buddhism,  selected basic aspects and traditions of the other world religions,  selected ethical problems and arguments of our time, both from the students' own environment and public discourse. Developing Ways of Thinking, Acting, and Expressing Oneself Ethics and Religions class helps students identify and articulate their own experiences, feelings, needs, ideas, and convictions. Engaging with other people and with cultural or religious values and traditions fosters the ability to reflect and encourages the students to interpret and classify the results of their self-perception. At the same time, they expand their ability to pay attention to what others say and to take in and process cultural or religious interpretations and approaches. 3.1.2. Lehrplan_Primar_englisch_2011 54

Thus, students will examine and further ways of thinking, acting and expressing their own experiences, reflecting on other people's experiences, and understanding and interpreting symbolic representations are crucial elements of this process. Commensurate with their age level, the students can  interpret philosophical and religious texts and rituals,  put thoughts, actual facts, problems, and values, as well as their own viewpoints and convictions into words; deduce options for action and, if need be, justify them,  articulate their own concepts concerning the interpretation of themselves and the world,  orient themselves in pluralistic society,  check philosophical and religious theories against their own experiences and observations; compare them to experiences from everyday life,  use dialogue with other people to learn to understand their religious and / or ideological background,  apply communicative competences, search for peaceful solutions to conflicts, and live together with others constructively,  practise networked thinking, and connect with people, life situations, and traditions. Forming Attitudes and Developing a Value System Ethics and Religions classes take up the students‘ curiosity and ability to question what they come across, fostering both. Starting point and core concern of the teaching are on the one hand basic human questions and experiences (such as questions of meaning, and experiences of suffering or happiness), and on the other hand social questions. Social attitudes, living together peacefully, adhering to rules, mutual tolerance, respect, and consideration, all this is intended to be reflected upon and practised. This furthers the development of a value system and a sense of personal responsibilty towards others. The students  regard everybody as equally valuable, unique, and capable of development.  are willing to responsibly and critically engage with themselves, others, and their environment, and adjust their behaviour accordingly.  regard individual and interpersonal conflicts and crises as aspects of life and as opportunities for learning and personal growth.  develop a willingness to adapt themselves to particularities of other people and groups, including those whose behaviour is very different, and to deal with this in a respectful and responsible manner.  orient themselves on basic philosophical, ethical, and religious values and norms.  are prepared to refine their ability to perceive and experience things as far as the perception of their own life, other people’s lives, and the question of the transcendent, i.e. God, is concerned.  understand that questions of meaning have no final answer, and are prepared to continuously work on their own system of interpretation regarding themselves and the world. 3.1.2. Lehrplan_Primar_englisch_2011 55

Classrooom Implementation

Coordination, Documentation The Ethics and Religions Curriculum is a planning instrument that allows for a wide range of implementation options. In order to guarantee that standards are maintained and to ensure proper coordination and integration with other subjects, it is, first of all, necessary to plan and document everything carefully. Secondly, a dialogue with teachers of other subjects must be sought. There are especially close links with Social Science classes. Overlap and cross- references cannot be avoided, as it is impossible to work on ethical and religious issues without addressing the concrete world the students live in. Ethics and Religions is a subject for all students. Thus, denominational religious acts do not belong in this class. If, within a framework of interreligious learning, teachers want to make encounters possible (for example, by celebrating religious festivals together), they must inform the parents beforehand and ask for their permission.

Didactic Principles The Ethics and Religions curriculum is based on a concept that regards learning as an individual and dialogic process, and as active engagement with other people and the world around us. Each person is the subject of his or her own learning, but at the same time dialogue and exchange with others are indispensable. Corresponding to this process-like, subject-oriented, and dialogic concept of learning, the following didactic principles are paramount. Links to the World the Students Live in and to Their Experiences The lessons incorporate experiences and prior knowledge of the students. The inclusion of places of learning outside the school enables the children to explore traces of religious life in their surroundings. They deal with ethical questions that either come up in their everyday life with other people or through media use. Students’ Participation Students participate in lesson planning and shaping. They bring in their concerns and interests, and take part in the search for suitable learning approaches. Searching and negotiating together is already an important component of a class. Different Approaches, Different Methods Students differ in how they learn. Moreover, the diversity of topics calls for a multitude of methods and procedures. Thus, alongside argumentative and philosophical processes, there will be room for those that appeal more to the senses, and next to the ones that use language there will be those that are more visual, image-oriented.

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Holistic Learning As important as acquiring content-and-topic-based knowledge is fostering the skills that allow the students to work on ethical and religious issues in an increasingly autonomous way. Skills concerning the precise observation of and reflection upon themselves and others are especially crucial for the students of Ethics and Religions, as is the ability to change perspectives. Individualising Learning Students are encouraged to pay attention to their questions and guesses, and to actually put them into words. Their questions may form the starting point of an individual enquiry, which does not mean that any common goal or perspective has to be discarded. Dialogic / Cooperative Learning Conversations with other students and people outside school make the students reflect on and clarify their questions and ideas. At the same time, they get an insight into the experiences and ideas of others, realising that perspectives on the same situation or issue might differ from one another. Students do projects together in order to practise to listen and respond to each other, and to get involved with a common cause. Interreligious and Intercultural Learning The world students live in today is characterised above all by its sociocultural diversity. In order to enable the students to deal with this, a didactic process in three steps makes sense:  The students learn more about their own religious and cultural backgrounds.  They gain insights into other backgrounds, thereby practising a change of perspective.  They develop a sensibility of what they have in common with others and what the differences are, and learn to accept the differences. Learning Objectives The fundamental objectives are followed by learning objectives, with one learning objective often referring to several fundamental objectives. The learning objectives are divided into the following areas: A. Human beings want to know where they come from, where they are going, and why things are as they are. B. Human beings give their lives shape and meaning. C. Human beings look for ways to live together in peace. D. Human beings shape the world. E. Human beings pursue happiness and hope for a great future. The learning objectives are intended to help the teachers structure the areas in terms of content and plan the lessons in a purposeful manner.

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Topic Suggestions The topic suggestions provide an overview of possible lesson content and material. The large number of suggestions shows how wide and diverse the range of opportunities to work on is, and allows teachers to choose different topics to reach the learning objectives, based on the students' experiences, achievement level, and horizon of understanding. Reliability Learning objectives in Ethics and Religions can often be characterised as in process. They can hardly be assigned to a specific grade with final authority, but lead to differentiation through various levels of development. Furthermore, when learning objectives are determined, contextual factors such as the current makeup of the class, questions and problems that come up, political events etc. play a crucial role as well. The Ethics and Religions Curri- culum on the one hand assigns certain general objectives primarily to a specific grade, where working on them is mandatory. On the other hand, it can make sense to take up the same learning objectives again under different circumstances and with related topics in another grade, or even to start working on a general goal for the very first time in another level. The teachers have to use their didactic competence to make such decisions. It is recommended to specify the learning objectives and topics that have been worked on on a sheet when handing over the class to another teacher, so that a continuous learning process can be guaranteed for the grades that follow.

Assessment and Evaluation Content-based and Functional Assessment As knowledge and skills such as comparing, describing, presenting actual facts etc. are of equal value, assessment in Ethics and Religions covers both. On the other hand, aspects of the students' personality, their attitudes, and their moral behaviour must not be part of any evaluation in the subject. Assessment To advance and encourage active reflection on the students' part, there are regular phases of assessment during and after units. The learning process is analysed, and what has been achieved is evaluated in terms of the content-based and functional objectives. Personal experiences and questions are exchanged, and further actions are discussed.

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General Objectives: Music At the centre of Music lessons is the goal to arouse, sustain, and enhance the joy of dealing actively with music. Fundamental Objectives

Perceiving Music In the perception process, own moods and attitudes blend with what is received from outside to form a subjective sensation. An open mind, a climate of tolerance, and the inclusion of all senses are beneficial for sophisticated perception. The students  are consciously aware of sounds, noises, and tones.  experience the different effects of music (e. g., calm, joy, aggression, urge to move).  feel how different elements of music work together (e. g., rhythm, melody, tone colour). Gaining Insights into the World of Music Although musical phenomena are permanently changing, the basic structures remain almost constant. In order to gain insights into these structures, students process their musical impressions by: reflecting, comparing, describing, discussing, classifying, combining, and evaluating. The students  acquire knowledge about the basics of music.  gain insight into how music has developed.  learn basic skills necessary to play music.  develop the ability to deal with music critically.  consider the importance and effects of music for/on their own life, society, and their environment.

Expressing Music Musical impressions and insights demand suitable ways of expression, like singing, speaking, moving, dancing, playing music. The students  apply basic musical knowledge creatively, yet in a way that shows understanding.  learn to use their bodies, their voices, and various instruments.  experience music as a means of personal expression.  practise tolerance and community by making music together.  learn to deal with music-related media responsibly.

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Classroom Implementation

Holistic Teaching Music lessons are supposed to engage the student in his or her whole personality (emotions, body, senses and mind). Thus, the teaching has to constantly and equally attend to all these aspects. Learning by Experience and Doing Music lessons are task-based and experience-based. Actually doing something is in the centre. Describing it and writing it down is the final part of the process, consolidating knowledge. But doing and experiencing always come first. Letting Students Become Active On their own or in groups, students are intended to sing and play melodies and songs, solve tasks regarding music they are listening to, accompany songs or play simple pieces on an instrument, copy and invent rhythms and movements. Listening as a Basic Experience Conscious listening constitutes the foundation of understanding or making music, and in fact of any activity in music lessons. It leads from aural perception via experience, recognition, and naming to a deeper understanding of musical phenomena. Thinking about Music Music affects individuals, their environment, and society. The many different interdependencies and mutual reactions are to be considered. Treating Music as a Unifying Principle Music has to be seen not just as an isolated subject, but as a unifying principle linking all subjects. Especially influential are its community-building and concentration-enhancing effects, and its ability to bring together mind, body, and soul. Teachers should make use of these features every day. Examples:  Music and language: melody and rhythm of language; texts as starting points for musical compositions; foreign-language songs.  Rhythm: rhythmic ratios in Mathematics and language. Moves in writing and gymnastics; bodily expression, dance, ballet.  Music as real-life expression: social function of music, music as protest, as commerce, as personal experience in Ethics and Religions, German, Thai, or English class.  Music in its time: music is always an expression of its time. History and politics.  Folk music / music of nations and peoples: music of different countries in Geography, intercultural education.

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 Music as expression of feelings and thoughts: music can express feelings, thoughts, moods (joy, sadness, nature). Language, studying pictures, Gymnastics, study of nature.  Form and music: forms and shapes in language (syntax), Art, Mathematics, writing, and moving.  Instruments and acoustics: making instruments in Industrial Arts; basics of acoustics with simple objects (bottles, wire, tubes, tools).  Combining sound and pictures: radio plays, multimedia shows, musical projects, drama, fine arts, video.

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General Objectives: Physical Education (PE) The Importance of PE Class Physical Education is of great importance, and comes in many forms. We think that it constitutes a very important part of education in school as a whole. It is in the best interest of our students to preserve this part and enhance its quality. Modern PE classes take as their starting point the natural need for movement and the joy of moving. It is intended to let students experience sports in all their many facets; it has to have a didactic foundation, must consider health concerns and be up to medical standards. In order to do justice to the different preconditions, talents, and likes of the students, PE classes have to be learner-oriented and address all sorts of reasons for doing sports. Movement is a characteristic feature of human beings, and it is beneficial for a well-rounded development. Since in post-modern times our tasks have become less and less physically demanding, and natural incentives to move are increasingly disappearing, the importance of PE in school is growing. Sport, if practiced meaningfully, makes a crucial contribution to people’s sense of well-being and feeling healthy. Sports allow people to experience togetherness and cooperation, and are therefore an ideal way to foster social skills. Several modes (acting next to, with, against, and for each other) strengthen the sense of community ("being a part of it and the group“), and raise both the sense of responsibility and the understanding of fellow students. Emotions and conflicts are acted out; tensions are relieved. Through experience, fair-play becomes an issue and gets practiced. PE classes have students “experience and discover” things in diverse ways. Stu- dents can acquire and refine skills through systematic “practice and achievement”. “Challenge and competition” as well as the chance to “shape and demonstrate” let students realise their potential and their limitations. They get better at judging themselves, and learn to deal appropriately with success and failure, with winning and losing. We are convinced that PE classes in the form mentioned above guide the students to spending their leisure time in a meaningful way, motivating them to develop a permanent interest in exercise and doing sports. Structure and Use of the Curriculum

The presented choices of contents describe one possible way to implement the curricular. They are not to be regarded as laying out a mandatory teaching minimum. The implementation guidelines are intended to be a tool that helps with  turning the curricular contents into teaching units,  preparing and reviewing lessons,  managing the parts that have been taught and those that still have to be worked on,  making transfer of a group from one teacher to the other easier.

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The implementation guidelines are based on the following basic conditions:  Teachers have, on average, three lessons per week to teach the contents.  The contents suggested are supposed to make up about 60 – 70% of the total class time; 30 – 40 % are intended to be determined freely by the teachers.  The school can rely on the usual infrastructure for its teaching.

Explanations Concerning All Levels / Grades

Moving / Demonstrating / Dancing Core Ideas and Teaching Principles

Today's way of life limits natural opportunities for movement to a large extent. Therefore, school has to lay the groundwork for the development of capabilities regarding movement. PE classes are intended to systematically support the students' engagement with rhythmic / gym- nastic movement, with demonstrations / shows, and with dance. The selected issues in the curriculum are aimed, above all, at improving health in a holistic manner. Guiding Ideas

Dancing was especially emphasised on purpose. Dancing expands cognitive ability (especially in terms of rhythm) as well as the capability of expression. It helps the students develop both an understanding of their body and self-confidence; it also enables them to be creative and enhance their creative faculties. The issues of “how to avoid physiologically dangerous activities” and “how to lift weights” have to be addressed again and again in class; the correct behaviour in this context must be practised.

Balancing / Climbing / Turning

Core Ideas and Teaching Principles Balancing, climbing, turning, flying, swaying, swinging, and gliding are basic abilities needed for acquiring skills that are relevant for one sport, for sports in general, or vital for life. When planning lessons, one must take the differing individual capacities into consideration. A learning and teaching atmosphere where students can work without fear makes individual progress possible. Choosing the right methods, employing suitable learning tools, and taking sufficient safety measures in PE classes, these can to a large extent close the great gap in terms of individual capacities within the group. Physical exercises are mandatory parts of the curriculum, serve to evaluate lessons, and offer opportunities to compare students within the group as well as guidance when the group is handed over to another teacher.

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Guiding Ideas The diverse topics match the stages of physical development and are distributed over the whole course of studies at the school. The social aspect is very important, and gets practised above all through cooperation and helping each other. The aspect of fighting / competition is worked on every year. It offers chances to release aggression and pugnaciousness while obeying a precise set of rules, to “compete in a cultivated manner”, and to test hierarchies within the group. Tips for Implementation Topics like balancing and climbing can be done outside, combined with field trips and hikes, for example. Calculated risk can enrich PE classes, if the safety measures are well thought out and visibly enforced. The students' codetermination rights make it easier to take the differ- rent physical conditions and abilities into consideration; codetermination also supports the process of individualising the lessons.

Running / Jumping / Throwing

Core Ideas and Teaching Principles Running, jumping, and throwing are natural ways of movement. These abilities are the basis for everyday movements and track-and-field skills. When planning lessons, one has to take all six reasons for doing sports into account: staying healthy, experiencing something new, finding oneself, achieving something, competing with others, cooperating.

Guiding Ideas  Each year, each of the three areas - running, jumping, throwing - is intensively dealt with at least once. Forms of endurance training are included in all years at school.  The first three years lay the foundation by allowing the students to make experiences with movement that are as diverse and joyful as possible.  In 4th to 6th grade, students work on the acquisition of basic movements that will be developed into track-and-field activities from 7th grade on.  Awareness of sport as part of a holistic culture of moving right can be best achieved through interdisciplinary work.

Tips for Implementation  Holistic learning of how to move includes a strong emphasis on both trying out new things and thorough practice, with as much ambidexterity as possible.  The use of different pieces of throwing equipment, and helping tools concerning tracks can improve the learning process decisively.  Various combinations of the basic activities running, jumping, and throwing make the lessons interesting and diversified.

Beginners' difficulties with shot-putting can be lessened if lighter shots are used.

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Playing Games

Core Ideas and Teaching Principles  The students experience play holistically and develop game-specific skills as well as a sense of fair-play.  Psychology stresses the crucial role of play for any student's intellectual development and development of motor skills.  Playing is the favourite activity of many children because it serves several meaningful purposes for doing sports at the same time, for example “being part of it and of the group” and “being challenged and compete”.  Games most definitely have to be learned and taught in terms of basic concepts, rules, fairness, suspense, victory, loss, joy, disappointment.  The teaching of how to play must have its fixed place in every PE lesson.

Guiding Ideas  From 1st grade onwards, the students are intended to have experiences with hands, feet, and other body parts during play (enhancing ambidexterity).  Encountering and using various objects for play early on is very important.  In the first four years of school, it is especially the “little games” that are to be played, to provide a foundation for the standardised sport games.  From 5th grade on, the basic technical elements for the larger games are practised In particular.  From 7th onwards, the students learn to play autonomously in groups.

Tips for Implementation  Practising ambidexterity consistently is an integral part of holistic play in PE classes.  Only actually doing something leads to progress! Therefore, teachers have to find forms of organisation that allow all students to play at the same time. No spectators!  Playing in small groups (3 - 3; 4 - 4) makes it possible to do more justice to the differ- rent abilities and expectations of the students.  Games, too, need to be introduced in a way that links them clearly to the lesson topic that follows, and to the learning objectives.  The teachers observe and supervise the game. They intervene if uncertainties or conflicts arise during the game.  When the game is over, it must be analysed with the students; possible disagreements have to be discussed.  In order to improve teamwork and fair-play, the students should sometimes get the chance to play without a referee, and in small, autonomous groups.

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General Objectives: Visual Arts The subject of Visual Arts develops and enhances the students‘ personal expression and provides orientation regarding everything that is visual. Ideas, experiences, and observations are translated into images and pictures, but classes also include engaging with works of art and works or objects from our visual environment. Students gain access to this world of images by actively and joyfully creating their own art, and by examining or discussing their own and other people’s works thoroughly. They are intended to learn to orient themselves within the multiplicity of impressions and statements that mark our image-laden environment and to do so autonomously, competently, and actively. Visual Arts fosters self, social and subject-matter competence, thus leading to holistic learning. Activation of visual cognition and the mode of thinking in images Cognition is a fundamental, active process that involves students engaging with their environment and themselves. It constitutes the basis for the students expressing themselves through art. Art requires thought, action, and feelings, and thus enhances personal development. Thinking in notions / concepts gets complemented by thinking in images. This way, Art makes a necessary and independent contribution to holistic education and the fostering of creativity. Development of visual competence and the ability to express oneself in pictures Actively creating art is the means to continuously develop expressive ability, grade by grade. The use of artistic devices or categories such as forms, colours, stimulating content, and basic techniques leads to personal statements. Art comprises a variety of different activities concerning the visual like drawing, printing, painting, collecting, combining, transforming. The students gain their visual and artistic competence from the experiences their own work affords them. Inclusion of fine arts and visual communication Encountering fine arts masterpieces is conducive for the development of interpretative skills. Art class establishes a connection with cultural values, helping students in their search for cultural identity. However, we are also surrounded by visual media and exposed to a huge amount of diverse visual information. Our understanding of the world and our value systems are largely expressed via pictures and images. Developments in society, too, tend to increasingly manifest themselves in pictures. By working actively with visual media, the students get insights into the production, messages, and effects of visual communication.

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Teaching and Learning of Visual Arts Every human being has an innate ability for visual cognition and interpretation, as well as for art that is based on these. Yet, these abilities need to be enhanced and refined. Without incentives, varied use, and continuous practice, they become stunted. The teachers motivate the students to develop their personal forms of perception and expression. Art classes allow them to build up a repertoire of artistic devices and techniques, ways of interpretation, and forms of visual communication, which they can expand gradually. Being goal-oriented, the lessons take their cue from actual experiences and interests of the students, and lead to new knowledge. Analytical conversations to evaluate the learning experience link insights that were gained with prior knowledge and other relevant areas or subjects. Fundamental Objectives Perception, Observation, and Conversion into Action We perceive the world with various senses. Visual perception plays a central role here. Per- ception is a process for structuring purposes, a process of choosing and evaluating. Percep- tions are combined with ideas, feelings, and moods that stem from past experiences. Both unbiased seeing and conscious watching are active processes that help us grasp our environment. Therefore it is important to enhance visual perception, and to make it more sophisticated. Apart from perceiving the world around us, Visual Arts is also about perceiving and expressing the world of inner ideas and images. An open mind, peace and quiet, and a willingness to take one’s time are necessary preconditions. Visual thinking gets stimulated this way. The students  take their own sensory experience as their starting point.  recognise their environment as well as their ideas and feelings.  take their time in order to consciously observe things and examine them systematically, using specific criteria.  clarify, order, and compare their observations, establishing connections.  become aware of the fact that perception is selective and evaluative.  deal with their own habits concerning watching and observing.  acknowledge that their fellow students perceive things differently.  use perceptions as sources for their own artwork.  describe their perceptions using sophisticated terms.

Creating, Shaping, and Transforming At the core of Visual Arts classes is the process of actively creating or shaping something. Perceptions, thoughts, ideas, actual facts, experiences, and feelings are portrayed with the help of pictures or images. Elements of design such as points, lines, planes, colours, shapes, figures, or space, and visual structures and relationships such as contrast, figure-ground, and sequences are employed for this purpose.

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When transforming is the task, given pictures, parts of pictures, or objects are taken as sources for new combinations and messages. The focus is on engaging with elements and principles of visual design and their interrelations. However, art also depends on materials, tools, and methods. Thus, Visual Arts classes expand the students’ repertoire of techniques and teach how to use tools and materials. Each expression in pictures is a unique expression of personality; it derives from personal engagement with challenges from the visual realm. The students • realise that visual design is the interplay of visual intentions, visual elements, principles, materials, tools, and techniques. • know important elements and principles of composition and design, and vary them. • build up a personal repertoire of techniques and ways of depicting and shaping things; use tools and materials appropriately. • can turn prompts and instructions into ideas for artwork. • give their artistic statements an individual character.

Searching, Inventing, Executing, Evaluating Visual Arts is a creative process that includes searching, finding, inventing, and executing. It leads, in several steps, from the idea to the creation of visual art. Both the working process and the resulting artistic product are important parts of the work in class. The abilities to find new connections or contexts and to develop something new can be practically gained in the subject of Visual Arts. There is an interplay between thought and practice, linking spontaneous and playful discovery of new things with prior knowledge. The process of creative problem-solving fosters intuitive and divergent thinking and is meant to lead to a holistic way of feeling, thinking, and acting. Reviewing the working process, the students become aware of their own and other people’s actions and thoughts. They evaluate the results with the help of refined criteria. The students • can formulate their own objectives, or follow given objectives, finding individual ways to achieve them. • work in several steps towards a complex end result. • are able to talk about the working process, gain insights, and can draw conclusions regarding the necessary next steps. • are open for personal ideas, and put them into practice autonomously. • can leave the usual thinking and visual composition patterns behind, and regard the unfamiliar as a challenge. • can draw connections between things that seem to be unrelated. • are willing to deal with other people’s visual artwork. • are confident in evaluating, and use sophisticated criteria for this.

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Communicating, Understanding, and Interpreting In Visual Arts classes, looking at and studying works of art is especially important. To get to know them and other visual products in their environment is an enriching and sensual experience, and constitutes a crucial engagement with one’s cultural heritage. In addition, works of art are always examined in a context that takes the students’ own work into account, too. Apart from regular media, visual media such as photography and video have been playing an increasingly important role in everyday life and in the students' leisure time. In our environment, still and moving images are used for visual communication in many ways. Therefore it is crucial to both learn to distinguish and understand these carriers of information in terms of their characteristics, and to communicate with others via one's own images. The students  deal with works of art and visual design from different cultures and epochs.  engage in discussions about products by fellow students.  analyse and interpret visual messages in terms of their ambiguity.  know various visual media and their characteristic features.  know forms of visual manipulation, are able to identify intended or unintended effects, and form a personal opinion about all this.  use visual media to communicate their messages clearly.

Classroom Implementation Goal-Oriented Teaching

 Choosing topics and motifs as starting points in working together with other students.  Determining objective, artistic subject matter, materials, tools, and proceedings for any intended work.  Addressing and making use of potential links to previous work from Visual Arts classes or other subjects.  Cross-linking the general objectives of different working areas.  Practising long-term planning; having the units build upon each other.

Taking Perception and Observations as the Basis

 Encouraging sensory apperception and experiences regarding objects, materials, and situations, also outside the classroom.  Establish contacts with museums, galleries, and artists.

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Process-Oriented and Student-Oriented Teaching

 Giving the students some leeway in terms of subject matter, composition, and techniques when formulating instructions for tasks they have to cope with.  Encouraging the students to find their own ways as far as artistic composition and visual creativity are concerned.  Providing opportunities for the students to build up a repertoire of elements, principles, and forms of composition and design, and techniques.  Preparing the classroom; making sure stimulating materials and the appropriate equipment are provided.  Treating working processes and products as equally valuable.  Individually supervising the artistic work being done with advice, discussion, and help.  Creating a stimulating atmosphere for work.

Evaluating Students' Work Constructively

 Encouraging the students to keep personally expressing themselves in their very own way, fostering new individual ways of expression.  Making the evaluation and assessment criteria transparent for the students.  Enabling students to work towards objectives that they have either formulated themselves or been given.  Letting the students evaluate processes and products in terms of applicable knowledge as well as personal and social competence.

Visual Arts Classes and Other Subjects

 In interdisciplinary lessons, considering and clarifying the distinguishing features of Visual Arts as a subject, and the share it has in such lessons.  Planning interdisciplinary projects with Visual Arts as a starting point or primary focus.  Establish links to other subjects such as German, Music, Social Studies and Industrial and Textile Arts classes.

Learning Objectives – Areas of Work Visual Arts classes are multifaceted and comprehensive. Dividing them up in individual areas has proven useful in daily practice and is meant to serve as a teacher's help for orientation. Each area of work comprises related artistic activities specific to it. When an activity is assigned to an area, the decision is based primarily on the elements and principles of design and composition; materials, tools, procedures, and techniques are only of secondary concern in this context. The boundaries between the areas cannot be defined precisely; they are flexible.

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Graphic Design This area comprises design and composition with lines and planes or fields. Drawing and printing constitute the main focus here; simple forms of design with letters and fonts are included as well. In the Graphic Design area of work, the elements of composition point, line, and plane are used to  draw outlines,  distinguish whole forms and planes; organise them and differentiate the forms and planes within them,  make texture, contrast (dark-light), and three-dimensionality visible. Lines are also used for doodles and for expressive drawing or drawing that shows similarities to writing, or as an autonomous and decorative element. Of additional concern are basic questions regarding formal image composition:  The proportions of the elements; contrasts in terms of size and shape.  The combination of positive and negative space.  Figure-ground organization.  The picture as a structure (composition, arrangement of forms and planes).  The order of the elements (rhythm). Drawing and sketching are the specific creative activities that are employed in many diverse ways. Thus, the students experience in a playful manner how meaning is created through formal means. Drawing means to turn the three-dimensional world into abstract signs, to look for visual analogies and counterparts, and arrange them on a plane. This way, the students get familiar with the basic forms of emblematic expression, i. e. expression through drawing. Drawing furthers sophisticated seeing and thinking in images. Spontaneous drawing focuses on personal expression, while analytic drawing focuses on observation. Sketching means to draft, with the means that drawing affords, inner images and ideas as well as outside impress- sions and observations, and record their essence in a nutshell. When sketching, one can focus on individual components of what is being depicted (e. g., outlines, proportions, contrast, light and shadow). Sketches are called studies. They often appear unfinished, but are important steps towards the complete and final picture. Material and Tools Suitable for art based on lines and planes are pencils, charcoal, ink (with quill or brush), oil and pastel crayons, coloured crayons, biros, and felt-tip pens, but also paper planes. With printing, linear and two-dimensional elements of composition play an important role. In contrast to drawing, most print methods make it possible to derive several copies from one form, and to do state proofs at any work phase. Suitable for class are printing processes like screen printing, calligraphy, etching, lino printing, woodcut, and other relief printing methods (cork, potato, etc).

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Colour This area of work is all about colour. For painting, colour is the most important element of design. Moreover, colour is used when working with coloured sheets, transparencies, etc., and in printing. In order to engage with colours found in one’s environment and use colour for art, fundamentals are needed: a sophisticated colour sense, conscious cognition of the interplay and contexts of colours, and insights into the effects of colours. In Visual Arts classes, colour can be employed in connection with representational subject matter, or as an autonomous element of design without representing any actual object. There are many possibilities to create art in between these poles, depending on one’s goal. We distinguish:  Local colour: the true colour of an object.  Perceived colour: the colour of an object as it appears to our eye under the influence of a particular colour of light.  Expressive colour: colour used to stress an intended message.  Absolute colour: colour independent of any representational contexts. When painting, colour can be creatively used to affect the following aspects:  Differentiation of a colour in terms of hue, brightness, and intensity.  Interaction of colour, e. g. light-dark contrast, cold-warm contrast, contrast between chromatic and achromatic colours (contrast of saturation).  Relationship between form and colour.  Effect of colour as regards texture. When painting, spontaneity is to be preserved and enhanced, even though an increasingly conscious use of colours is the goal. Learning about systematic colour relationship arrangements (colour wheel, colour sphere) is of secondary importance, and makes most sense in the later grades. Material and Tools Suitable for creative work with colours are watercolours (gouache) in ink fountains or plastic bottles, soft-hair and hog-bristle brushes in several sizes and of various types, crayons, coloured paper (possibly coloured by the students themselves), coloured transparencies, and water-soluble printing ink. As an element of design, colour has its place in all areas of work. Collage / Montage The difference between collage and montage has never been precisely defined. Usually, for collage materials that form planes are used, while montage uses three-dimensional materials. Collage and montage describe a way of visual thinking and design where something new is created out of something found, left behind, or scrappy. As for specific activities, these materials and objects are  collected and / or put in a certain order.  examined in terms of possible associations and meanings.

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 supplemented by something else.  assembled in new ways.  combined. These activities are about developing new ideas for visual art, and changing or reinterpreting the meaning or message of the original parts. When working this way, it is crucial to check materials for multi-purpose usability, break with common rules and conventions, and allow the element of chance to be included in the working process. Students are supposed to invent and try out new rules and criteria. Sculpture Sculpture as an area of work contains all forms of three-dimensional art that are based on adding to or taking away from objects made from various malleable materials, on moulding and shaping them, and on defining and opening up space. The elements and principles of design in the Sculpture area are:  Angles and planes.  Concavities and curvatures.  Surface texture, three-dimensional structure. Composition, proportion, material, and colour also play important roles. Students have to examine the effect of the interaction of individual parts in three-dimensional space and the relationship between form and space. Sculpture is always about comprehending and developing form and space, about displaying mental images, ideas, and impressions received from the outside in three-dimensional form. The focus is on searching for and finding three-dimensional shapes that express and communicate something. Students show a sophisticated appreciation of the meanings and the context of materials and objects; they interpret these in various ways and rearrange them (meaning can be manipula- ted here, as well). An important basis for class is the unsystematical collection and provision of materials. The more diverse these are, the more stimulating class will be. Such a collection is distinct from one that gets assembled with objectives in mind, following pre-set criteria, and is presented in a suitable way (collection of evidence). In contrast to the subject of Industrial Arts, Sculpture does not focus on technical or functional aspects, but on artistic aspects of design and creativity. The immediacy of experiencing three-dimensional forms by touching them, and the primal need for and joy of feeling, kneading, and moulding materials constitute points of contact that can be used in class. Material All materials that make the chosen three-dimensional design possible and are unproblematic from an ecological and economic perspective. The choice of material depends primarily on the method that is to be used.

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Action / Play This area of work ties in with the immediate experiences students make in the sandbox, with building bricks, or other materials. The continuous arranging and rearranging of the materials is the starting point for artistic activities. In a playful manner, material and the own body are used as means of expression here. Therefore, we can distinguish two fields of concentration in this area of work:  Action, based on materials: acting playfully with materials, with new forms and structures being developed and transformed. For this, stimulating materials and suitable rooms and spaces are needed; the latter must allow for the unexpected to happen.  Play, referring to one’s own body: aspects of 'action' that manifest themselves in playful demonstrations, presentations, and shows. Both one’s own body and objects, puppets, etc. can be used.

The Action / Play area includes artistic activities where a spontaneous, active engagement with objects, materials, spaces, and people is happening that aims at visual effects. Most often the process plays a larger role than the result. Action / Play lessons foster acting and reacting within a group. The following issues have to be considered in the Action / Play area:  The engagement happens primarily on a visual level, not on a linguistic one.  Material is used without consideration of its usual purposes and applications.  Normally, the students act and play in groups.  The teachers initiate play and action. The following processes are determined by the group.  It is hardly possible to repeat an action, game, or play exactly the way it happened. Therefore, photographs or video recordings are necessary for any review or discussion. Material and Tools Many kinds of utility items, waste, natural materials, textiles, clothes, paint, etc., provided they are not harmful in any way. General objectives related to the Action / Play area are meant to be interdisciplinary, tying in with the German and Music curricula. Photography, Film, Video, Computer This area of work refers to those elements and principles of design that are specific to images generated with the help of modern media and technical equipment. The engagement here focuses on realising ambiguity and the multiplicity of possible interpretations. With photography, film, video, and computer, we have visual media at our disposal that produce images in technically complex processes, images that can be accessed and reproduced

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anywhere and anytime. We distinguish between still images, for instance from photography, xerox copy, or computer graphics, and moving images, for example from film, video, or computer animation. These media are used both for dispersing everyday information and making artistic statements. Engaging with these media enhances the students' understanding of the forms of visual communication that they come across every day via the mass media. A crucial issue in this context is the relationship between reality and its representation in both the media and the minds of the audience, i. e. how viewers perceive and interpret the media representation. There are the following creative possibilities for dealing actively with visual media:  Choosing, copying, and assembling images.  Creating and composing images, pictures and pictorial documentations about events or actual facts.  Recording moving objects and people in a sequence; editing the recording. Material and Tools Expensive equipment and facilities are not needed. Even the simplest of conditions allow us to tackle questions of design and creativity. Many of the general objectives in this area are suitable for interdisciplinary work. Comments The learning objectives from lower levels / classes can be approached again in upper levels / classes, but not vice versa. This way, important learning objectives can be worked on repeatedly, in a cyclical manner. Topics or content descriptions provide an overview of important subject matter. Mandatory content: Teachers have to select from the many learning objectives. It is not the plan to work on all learning objectives.

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4.2

Principles of Assessment and Evaluation

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Grading – Primary Level

The following are guidelines.

At the beginning of each school year, the teachers have to make their grading policies clear. 1. Composition of Final Grades:

Written Exams per Semester  Number of written tests: equals the hours per week the subject is taught; one test more or less than that is possible.  Short tests can be done as well. The teacher decides how many are written and how they are weighed.

Oral Grades  Poems, reading exercises, verbal ability, presentations, retellings of stories and events, participation in class, etc.  The teacher decides how many different activities and aspects are evaluated, and how they are weighed.

2. Class Average / Distribution / Grade Format:  The class average may be told to the students. In contrast, the distribution of grades is for internal use only.  The teacher informs the parents about the nuances of the grading scale (with numbers rounded off to one decimal place).

3. General Information  The parents acknowledge all test results by putting their signature under the test.  The tests are stored by the teacher until the end of the school year.  In second grade, assignments are evaluated with the help of pictograms. The teachers explain these graphical symbols at the beginning of the school year.  In second and third grade, insufficient grades are communicated through the message “learning objectives not met”.  When a grade is insufficient, the teacher gives individual written feedback.

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4.3

Information and Communication Technologies ICT Curriculum

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Information and Communication Technologies (ICT)

Primary Level (Grades 1 - 6) The purpose of the ICT curriculum is to show, in a table, the ICT competences that are to be acquired in each grade of the primary level. Due to overlapping topic areas and procedures, there are redundancies which are intended. Many topics can be used in all subjects, but some are only suitable for certain specific areas and subjects. According to the primary level timetable, there is a weekly Computer Science lesson in the fourth grade. In the other grades, ICT is taught as an integral part of other subjects.

General Objectives

The cross-linking of knowledge gives education a new dimension. Apart from speaking, reading/writing, and mathematising (calculating), primary school teaches, as a fourth cultural technique, dealing with ICT appropriately. Prior knowledge and developed skills are expanded through media competence, providing necessary orientation in society.

Integrating ICT into lessons makes it easier to support students individually. Using ICT is especially beneficial if new teaching and learning methods are to be applied. The status of ICT as a working tool and means of learning within the subjects should go beyond a role in the learning-by-discovery approach; said status needs to be improved.

By the time they graduate, the students can use ICT efficiently and purposefully in higher education, vocational training, or their leisure time.

They become able to express themselves creatively with ICT, and to engage with ICT in a self-directed manner. They learn to deal with ICT actively and critically.

The spiral principle of teaching (subject matter is revisited in later grades, with complexity increasing) helps the students gain media competence, and assists the teachers in making more and more difficult content accessible.

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Fundamental Objectives

1. Familiarising and Getting Oriented

The students learn to deal with hardware and use software.

The students get to know ICT devices and their function. By function, we mean how to use the device, and what its purpose is: “What can I do with this ICT device?”.

They learn to orient themselves in a world that is very much shaped by information and communication technology.

2. Using ICT

The students can use information technologies in a goal-oriented manner as multi-purpose learning and working tools. They have the necessary background knowledge.

The students learn how to use ICT as a means to solve tasks creatively and create products.

The students get to know ICT as a tool for gathering information and learning or studying.

The use of invention and creativity is an important area of experience when dealing with ICT, an area clearly separated from the use of gaming software. Playing games is not supposed to be more than a small aspect of use. Teachers are meant to stimulate interest in the students' own creative products.

3. Engaging with ICT

The students engage with the importance, the possibilities and limitations, the chances and risks of using ICT.

They reflect upon the importance of ICT and analyse and evaluate potential effects on the sphere of their personal experience, the business world, and culture as a whole, and possible interdependencies.

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Grades 1 & 2

Goal Possible Topics 1. Familiarising and Getting Oriented

Getting to know ICT devices and their Computer, screen, keyboard, mouse, loudspeaker / function. headphones, printer.

2. Using ICT

Experiencing the computer as as an Selected games (including learning games) and instrument for gaming, learning, and learning software. practice. Painting, drawing, and music programs.

Selected, age-appropriate training software.

Starting, navigating the menus, finishing / shutting down.

3. Engaging with ICT

Discussing potential effects of ICT on The students' own ways of using ICT (in terms of time family life and leisure time activities. spent, emotions, health...).

Difference between boys and girls.

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Grades 3 & 4

Competence at the End of Goal Possible Topics 4th Grade 1. Familiarising and Getting Oriented

Getting to know ICT devices Computer, screen, keyboard, mou- Can name and use ICT de- and their function. Being se, loudspeaker / headphones, vices. able to name ICT devices. printer.

2. Using ICT

Experiencing the computer Selected learning programs and Can use a learning program as as an instrument for learning games. - Painting and designed for this specific level gaming, learning, and prac- drawing programs. - Music pro- autonomously. tice. grams.

Text, word processing, simple for- Can create, save, and print out matting tasks. simple documents autonomously. Starting and using programs, saving, printing, ending / shutting down.

Sending text via email. Can write, send, and receive emails.

The principle of links (Internet): Ga- Uses electronic encyclopaedias thering information (age-appro- as a source of information. priate electronic / online encyclopaedias). Has made first experiences with the internet as a source of information.

3. Engaging with ICT

Becoming aware of poten- One's own way of dealing with ICT Can inform others about potential effects of ICT on beha- (intensity in terms of time, emo- tial effects of ICT on learning viour during learning and tions, health). and leisure-time behaviour as leisure time. well as on one's wellbeing. Difference boys-girls.

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Grades 5 & 6 Competence at the End of Objectives Possible Topics 6th Grade 1. Familiarising and Getting Oriented

Getting to know storage Disk, CD-ROM, DVD-ROM, hard Knows different storage media / media and storage loca- disk. storage locations. tions. Getting to know internet Browser, surfing, search engine, Can explain the internet terms terms. link. surfing, search engine, and link.

2. Using ICT

Being able to use the com- Selected learning programs and puter as an instrument for learning games. learning, practise, and communication, and as a Painting and drawing programs as tool. well as music programs.

Text, word processing. Can create a document with Formatting; inserting graphics and text and images. images into documents. Can support content systemati- Simple presentations. cally through design.

Hyperlinks. Can search CD-ROMs and do simple internet searches autonomously.

Gathering information (various en- Chooses suitable tools for

cyclopaedias: book, CD-ROM, gathering information. internet), searching suitable strate-

gies.

Interactive communication (email). Can add texts and images to emails as attachments.

3. Engaging with ICT

Identifying the significance One's own way of dealing with ICT Realise the status of ICT in so- and potential effects of ICT (intensity in terms of time, emo- ciety. on learning and leisure-time tions, health, learning behaviour). behaviour and on society. Advantages and disadvantages of Know advantages and disad- ICT in society (viruses, costs, vantages of ICT in terms of short-livedness, pace, availability of availability (mobile phone, people and data). email).

Genres (kinds) of games. Can distinguish game genres (e. g. strategy, "shoot-'em-up“, adventure, jump'n'run).

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4.4

Thai Culture Curriculum

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Thai Culture

Learning competence from Basisstufe (transitional level; grade 1) to grade 3 The topics are revisited every year, each time more in-depth (the spiral principle of teaching is applied).

Learning area: Living in Thailand

Main Focus Knowledge, skills, attitudes

Learning manners Greeting.

Treating each other with respect.

Clothing / how to dress.

Celebrating and understanding festivals The Queen's Birthday (Thai Mother's Day).  Spark interest in the Queen.  Information on the Queen.  Make presents (handicrafts).

Loy Kratong (Festival of Light).  Spark interest in the festival.  Information on the festival.  Building a kratong.  Sing the song.

The King's Birthday (Thai Father's Day).  Spark interest in the King.  Information on the King.  The King's anthem.

Songkran (Thai New Year).  Spark interest in the festival.  Information on the festival.

Playing games Traditional Thai children's games.

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Learning area: Living in Thailand

Main Focus Knowledge, skills, attitudes

Getting to know Buddhism Getting to know Buddhist holidays (Makha Bucha, Visakha Bucha, ...).

Picture stories.

Reverence / paying homage – Meditation.

Getting to know Buddhist characters/Buddha statues.

Offerings.

Getting to know the Five Precepts.

Learning area: Language Main Focus Knowledge, skills, attitudes

Communicating Simple phrases.

Food.

Numbers.

Means of transport.

The body.

Simple verbs.

Learning area: The script Main Focus Knowledge, skills, attitudes

Getting to know simple characters and Students' own names. character combinations Pictures for practising initial sounds.

Thailand special weeks Every year, there is a project week and a special week on the topic of Thailand. Here, the children have a choice of various topics, and the offerings change every year.

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4.5

English as a Foreign resp. Second Language Curriculum

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Kindergarten

Learning competence at the end of Kindergarten

Learning area: Communicative competences

Main focus Knowledge, skills, attitudes

The students can understand main ideas and Listening points, and instructions given verbally.

The students will be able to... Listen to tapes / CDs and show understanding through gestures, actions and / or language.

Understand and use vocabulary related to the classroom (scissors, cut, glue, chair, circle time, trash can, soap, dry, clean up).

Understand vocabulary related to classroom themes (for example: fish, fin, scales, swim, shark).

The students can express themselves in English Speaking through basic phrases. They can respond to questions and directions.

The students will be able to... Count concrete objects to 10 or higher.

Recognize and identify colours.

Identify basic body parts (head, arm, feet, leg, eye, ear, nose).

Use greeting phrases (good morning, how are you, see you tomorrow, she is sick / tired).

Identify themselves and others as boys / girls.

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Basis Level / Grade 1

Learning competence at the end of Basis Level / Grade 1

Learning area: Communicative competences

Main focus Knowledge, skills, attitudes

The students can comprehend what they hear in Listening conversation and in stories read aloud with increasing accuracy.

The students will be able to... Listen for different purposes (to learn what happened in a story, to receive instructions, to converse with an adult or a peer).

Understand vocabulary and ideas related to classroom themes (for example: fruit, vegetable, seed, what is the difference in fruits and vegetables).

Verify comprehension through a variety of suitable strategies including prediction, estimating and sequencing).

Link new experiences to an already known topic.

The students can express themselves in English Speaking with limited vocabulary. They can correctly respond to questions and ask for clarification if needed.

The students will be able to... Count objects to 20 or higher.

Describe textures with correct vocabulary (soft, hard, rough, smooth, heavy, light).

Discuss holidays and vacations with correct terms including several details.

Identify shapes (circle, square, triangle).

Describe and discuss food.

Recite days of the week.

Identify body parts (neck, shoulder, elbow, ankles, back, throat).

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Grade 2 Learning competence at the end of grade 2

Learning area: Listening Comprehension / Oral and Visual Comprehension

Main focus Knowledge, skills, attitudes

The students draw further conclusions about the Listening topic of listening texts that are created in particular for school, provided the speaker speaks clearly and slowly about topics that the students are familiar with.

The students will be able to... Identify familiar sounds that are characteristic for the English language.

Identify and understand individual words / sentences.

Understand simple instructions.

Understand questions regarding people, places, situations; questions about likes, dislikes, favourite things.

Understand the gist of simple descriptions of people or concrete objects.

Suitable strategies Use prior knowledge to form an expectation about the listening.

Suitable genres / texts Sequences of words, short dramatic scenes, stories with illustrations, children's rhymes and songs, short presentations and short tales.

Possible tasks Identify correct pictures, or put pictures in the right order / sequence.

In familiar communication settings, the students Speaking vary known vocabulary according to own ideas.

The students will be able to... Recite short texts together with the teacher, or repeat them after the teacher.

Make brief statements about themselves.

Use language to react in short everyday-life dialogues.

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Suitable genres / texts Role plays, short poems, raps, children's rhymes, picture cards, photographs, picture books.

Possible tasks Games involving language, song, movement, and / or puppets.

Solving picture puzzles.

Giving correct answers.

The students recognize by sight individual words Reading that they encounter in daily life or in class. When reading, they understand terms that they have heard and discussed before.

They learn that in English, compared to German, different characters are used to represent certain sounds.

The students will be able to... Recognize and decipher words, headlines, and very short texts, provided these were previously discussed in class.

When reading, understand simple, familiar instructions that may be clarified with visual clues / pictures.

Recognize very short text passages that were previously discussed orally in class to gain some access to the content.

Suitable genres / texts Short texts (including informative / instructional texts).

Captions, labyrinth (map), posters, reading games.

Poems, children's rhymes and songs.

Possible tasks Play charades to imitate knowledge of what was read.

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The students are so familiar with English writing, Reading Out Loud that they can read out loud individual words, sentences, and very short, simple texts in an understandable way, provided they have some visual clues. The students can read out loud in a way that is not only understandable but is also phonetically correct.

Reading orally can be used as a preparatory exercise for speaking with a correct intonation.

The students will be able to... Read out known words and short sentences that were practiced before in a manner that comes close to getting the phonemes right.

Possible tasks Read out familiar elements, very simple phrases, and rhymes in an understandable manner.

Read written numbers from 1 to 20.

The students copy familiar words and sentences. Writing The students write down, from memory, a number of words that they have heard, said, and often seen.

The students will be able to... Copy words that are illustrated by symbols and pictures.

Copy short words and sentences.

Fill the blanks of prepared, standardized texts with correct wording.

Suitable genres / texts Use picture dictionaries.

Possible tasks Fill in the blanks on illustrated worksheets.

Entering individual learning results and attempts at free writing in a portfolio.

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Learning area: Verbal / Linguistic Skills and Abilities

Main focus Knowledge, skills, attitudes

The students understand the function of some Structure common structures in communication. Apart from that, they use individual simple structures and sen- Identification tence patterns primarily through reproduction.

The students will be able to... Name and describe people, actual facts, activities, and events (nouns: singular/plural formation, definite and indefinite articles, common adjectives and colour adjectives).

Make positive and negative statements, simple questions, and requests (S-P-O word order, question words, negation).

Report on events happening at the present time (present tense).

Refer to people and objects (personal pronouns) and state quantities (numbers from 1 to 20).

Greet and introduce self / others.

Give commands or directions (stores and places in town).

Use word fields (family, clothes, shapes, body parts, zoo animals, toys, household objects).

Show possession (whose, apostrophes).

Use prepositions (in, on).

Tell time and identify the time of day.

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Grade 3

Learning competence at the end of grade 3

Learning area: Listening Comprehension / Oral and Visual Comprehension

Main focus Knowledge, skills, attitudes

With listening texts, the students understand im- Listening portant words and phrases that they already know and that are essential for the task at hand. They can identify the topic if simple standard language is used to talk about familiar issues.

The students will be able to... Identify different phonemes and intonation patterns, and link them to different meanings.

Gather familiar vocabulary from unknown recordings.

Comprehend the topic of short and simple conversations about concrete, familiar issues.

Understand instructions.

Follow the contributions to class discussion by fellow students.

Understand essential information from short conversations, announcements, and messages about concrete and familiar topics.

Follow short film excerpts which have been edited for use in school and whose plot is primarily transported through images and action.

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Suitable strategies Use prior knowledge for prediction of the content.

Use visual elements and context as aids for comprehension.

Listen for key words and determine the topic from them.

Ask for clarification when something is not understood.

Ask for repetition.

Suitable genres / texts Recordings edited for use in school, word or sentence sequences, rhymes, simplified versions of well-known fairy tales, stories, reports, simple conversations about familiar topics.

Fellow students' presentations, clear instructions (including instructions for games), directions, songs.

Announcements and messages, films with easy plots that have been edited for use in school.

Possible tasks Check if statements are true or false.

Answer multiple-choice questions.

Fill the blanks in or complete tables, pictures / outlines, texts.

Transform information that was heard into action and give short summaries.

In communicative situations that they are familiar Speaking with, the students exchange individual pieces of information and thoughts on their everyday life. If prepared, they can make simple statements about themselves and their environment, and meaningfully recite short texts that are age-appropriate and suit their interests. The students are becoming increasingly fluent in their use of known vocabulary and employ it in context. They begin to independently formulate statements about themselves and their everyday life, accepting possible failed attempts in the process.

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The students will be able to... Reply to questions about family background / hometown, age, interests, likes, and dislikes with simple sentences.

Ask short questions.

Formulate short sentences in context with the help of prompts / bullet points.

In conversations, even with strangers, ask questions about family background / hometown, age, interests, likes, and dislikes, and reply to simple questions about everyday life.

Suitable strategies Form grammatically correct sentences.

Mix given structures with own words using speaking aids.

Suitable genres / texts Class activities, role plays, songs, poems, games.

Photographs, picture books, short interviews.

Possible tasks Show-and-tell (photographs or drawings).

The students understand short, simple reading Reading texts, provided these deal with familiar topics from everyday communication or class.

The students will be able to... Gather the main ideas from simple texts.

Gather details from non-fictional texts.

Use reading skills to understand written instructions and tasks.

Suitable genres / texts Short tales, postcards, letters, maps / diagrams, pictures, poems, menus, timetables, calendars, special holidays.

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Possible tasks Confirm if statements are true or false.

Answer multiple-choice questions.

Fill the blanks in or complete tables, pictures / outlines, completion exercises.

Transform what was heard into action.

For reading out loud, it must be ensured that the Reading Out Loud short, simple texts that are to be read are actually understood.

The students will be able to... Read out loud simple, short texts with clear articulation.

Suitable genres / texts Texts from textbooks, passages from known stories.

In addition: dialogues, simple poems.

Possible tasks Take on active roles in plays / skits.

Using their still limited vocabulary and simple Writing grammatical structures, the students compose simple sentences.

The students will be able to... Write short descriptions of persons, objects, events.

Compose short texts about himself or herself.

Work on the content of poems with simple, repetitive structural patterns.

Suitable genres / texts Comic strips, poems, small scenes, short reports.

Possible tasks Complete drawings / outlines and tables.

Fill the blanks in completion exercises.

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Learning area: Verbal / Linguistic Skills and Abilities

Main focus Knowledge, skills, attitudes

During 3rd grade, the students are acquiring a limi- Structure ted repertoire of important linguistic structures that are necessary to expand their ability to do tasks in Identification a foreign language. Getting a rich linguistic input as a basis, they realize simple regularities in the foreign language and the function of specific structures.

The students will be able to... Name and describe people, things, facts, activities, and events (singular / plural formation, personal pronouns, object pronouns, common adverbs of manner).

Talk about time and place, as well as quantities (prepositions of time and place, simple quantifiers, coun- table and uncountable nouns, basic and ordinal numbers up to 100).

Formulate positive and negative statements as well as questions, request information (S-P-O word order, simple question words, negation, do-support).

Understand and express requests, orders, and simple wishes (negative imperative, present continuous).

Identify (and, having done that, even present) actions, events, and facts as present and, to a limited extent, as past and future (present, future forms).

Understand sequences of actions and actual facts, use word fields (food, quantities, weather, countries, ad- dresses, days of the week, dates, schedules, subjects, months of year, compass directions).

Suitable strategies Perceive words and phrases with various senses.

Master simple linguistic patterns and elements.

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Grade 4

Learning competence at the end of grade 4

Learning area: Listening Comprehension / Oral and Visual Comprehension

Main focus Knowledge, skills, attitudes

With listening texts, the students understand es- Listening sential words and phrases that are central to the task at hand, and can draw conclusions about the topic, provided the speakers use standard language.

The students will be able to... Identify different phonemes and intonation patterns and link them to different meanings.

Recognize familiar vocabulary in unknown listening texts.

Understand the topic of conversations about concrete topics.

Understand detailed instructions.

Follow fellow students' contributions to class discussion.

Suitable strategies Use prior knowledge to form an expectation regarding the listening.

Make use of visual elements and context as aids for understanding.

Isolate terms from listening texts and determine the topic from them.

Ask for clarification if something is not understood.

Suitable genres / texts Listen to materials that have been edited for use in school, word or sentence sequences, rhymes, simplified versions of well-known fairy tales, stories, simple conversations about familiar topics.

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Possible tasks Check if statements are correct or incorrect.

Solve multiple-choice exercises.

Complete tables / outlines / fill-in-the-blank texts.

Transform what was heard into action.

Give short summaries in English.

In concrete and familiar communication situations, Speaking the students exchange individual pieces of information and thoughts about their everyday life. They can make statements about themselves and their environment, and recite age-appropriate texts that suit their interests in an expressive manner. The student use vocabulary in an increasingly fluent manner. They generate statements about themselves and their daily life on their own, correcting possible failed attempts in the process.

The students will be able to... Ask questions.

Formulate sentences in context.

Have conversations to gain or share knowledge.

Suitable strategies Use grids / tables as speaking aids.

Mix given structures with own words.

Suitable genres / texts Class activities, role plays, songs, poems, games.

Photographs, picture books, short interviews.

Possible tasks Conduct simple interviews.

The students learn to read texts that have not been Reading introduced in class before. They grasp the context of the reading material without having to depend on substantial help from the teacher.

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The students will be able to... Gather the main ideas from texts.

Gather details from informative texts.

Read and understand written instructions and tasks.

Follow the plot/line of reasoning in simple texts and recognize connections.

Suitable strategies Use pictures, headlines, and the structure of the text for understanding.

Determine the meaning of words from context.

Suitable genres / texts Short narrative texts / tales, letters, short scenes, maps, posters, brochures, picture books, tables, short informative texts, recipes, craft instructions.

Possible tasks Solve complex multiple-choice questions after independently reading texts.

Complete tables, pictures / outlines.

Transform what was read into action.

For reading out loud, it must be ensured that the Reading Out Loud students understand the texts that are to be read. In this grade, reading out loud can be used as an exercise to prepare students for speaking with correct intonation.

The students have enough reading routine to read out loud simple texts that have familiar vocabulary.

The students will be able to... Read out loud texts with clear articulation.

Suitable genres / texts Excerpts from textbooks, passages from stories.

Dialogues, poems.

Possible tasks Small roles to play, read out loud excerpts from stories.

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Within the range of their vocabulary, the students Writing compose sentences based on grammatical structures. They compose sentences and short texts about familiar everyday-life situations on their own.

The students will be able to... Compose short descriptions of people, objects, events, and past actions.

Suitable genres / texts Comic strips, poems, small scenes, short reports, lists, postcards.

Possible tasks Compose short, simple text passages based on given textual or visual elements.

Learning area: Verbal / Linguistic Skills and Abilities

Main focus Knowledge, skills, attitudes Over the course of grade 4, the students are acqui- Structure ring a repertoire of important linguistic structures that are necessary for expanding their ability to Identification perform tasks in a foreign language. Based on the rich linguistic input they receive, they grasp simple regularities of the foreign language as well as the function of specific structures. The students use the vocabulary they know and Structure certain relatively complex structures correctly. With anything that goes beyond this, they still make ba-

Identification sic errors, which do not impede understanding.

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The students will be able to... Name and describe people, things, facts, actions, and events (singular / plural formation, definite and indefinite articles, personal pronouns, object pronouns, common adjectives, adverbs of place, time, and manner).

Tell the time, identify location and quantities (simple prepositions, simple quantifiers, basic and ordinal numbers up to 100).

Formulate positive and negative statements as well as questions, make enquiries (S-P-O word order, question words, negation).

Understand and express requests, orders, and simple wishes (imperative, simple past of simple regular and irregular verbs, future with going to).

Comprehend and also present actions, events, and truths as present, past, or future (present tense, going- to future, present perfect).

Express sequences of events, actions, and facts, connect statements (because / why).

Use word fields (toys, pets, possessions, television, school, animals, sports, magic, police, museums, cities, famous buildings).

Suitable strategies Perceive words and phrases with various senses.

Master more complex linguistic patterns and elements.

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Grade 5

Learning competence at the end of grade 5

Learning area: Listening Comprehension / Oral and Visual Comprehension

Main focus Knowledge, skills, attitudes Regular Advanced

With listening texts, the Drawing on central Listening students understand words and phrases, the central words and phra- students comprehend ses that are known to the gist of listening them already and that texts that deal with are important for the everyday life communi- task at hand. They cation and familiar con- grasp the topic, if the tent, provided that the speakers use standard speakers use simple language and speak standard language. slowly about familiar content.

The students will be able to... Identify different pho- In addition: nemes and intonation patterns, and link them to dif- Understand essential in- ferent meanings, e. g. in formation from short con- distinguishing a question versations, announce- from a statement. ments, messages and taped short stories regar- Listen to identify familiar ding familiar topics. vocabulary in unknown texts. Follow short film excerpts that have been edited for Understand the topic of use in schools and whose short conversations about plot is mostly transported familiar issues. through images and action. Understand simple instructions.

Follow fellow students' contributions to class discussion.

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Suitable strategies Use prior knowledge for In addition: prediction. Ask for repetition. Use visual elements and context as aids for understanding.

Listen for specific terms and using them to determine the topic.

Signal a failure to understand something.

Suitable genres / texts Listening materials edited In addition: for use in school. Short stories, booklets or Word or sentence se- chapter books. quences. Announcements, films Simplified versions of with a clear plot, edited for well-known fairy tales, use in schools. stories, reports.

Simple conversations about familiar topics.

Student presentations.

Clear instructions.

Manuals (of games).

Directions. - Songs.

Possible tasks Check if statements are true or false.

Solve multiple-choice questions.

Fill the blanks in texts or complete tables / outlines / drawings.

Transform what was heard into action.

Give short summaries in English.

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In concrete and familiar If familiar with the com- Speaking communication situa- munication situation, tions, the students ex- students are using change individual pie- known vocabulary with ces of information and increasing fluency and thoughts about their in proper context. They everyday life. With in- begin to formulate state- tensive preparation, ments about themselves they can make state- and their environment ments about themselves on their own, putting up and their environment, with failed attempts in and expressively recite the process. short, age-appropriate texts that suit their interests.

The students will be able to... Reply to questions about In addition: place of origin, age, interests, likes, and dislikes. In conversations, even with strangers, ask que- Ask short questions. stions about place of origin, age, interests, likes, Use phrases for greeting and dislikes, and answer and saying goodbye. questions about everyday life. Use given notes to formulate coherent senten- Reproduce stories based ces. on given pictures or notes. Say what the time is, what things there are in the classroom, what in their home, when their birthday is.

Talk about pets, sports, hobbies, food and drinks, school, school subjects, extracurricular activities.

Talk about where they live and what interesting sites there are there.

Recite short texts (e. g. poems, songs).

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Suitable strategies Use memorized speech In addition: patterns. Mix given structures with Use tables / grids as own words. speaking aids. When having difficulties Signal if something was understanding something, not understood, if neces- ask for help or ask follow- sary, with gestures. up questions.

Suitable genres / texts Classroom activities, role In addition: plays, songs, poems. Photographs, video se- Games. quences, picture books, booklets, taped stories and short interviews.

Possible tasks Recite prepared dialogues and poems.

Show and tell (photographic pictures or drawings).

Carry out simple interviews.

Sing children's songs or well-known songs.

The students under- The students under- Reading stand reading texts that stand reading texts refer to familiar topics whose topics they are from everyday life or familiar with. They subject matter from grasp the overall con- class. In the process, text of the reading ma- they are learning to deal terial without needing with texts that have not much assistance. been used in class yet.

The students will be able to... Identify the main ideas of In addition: texts. Follow the line of rea- Gather specific details soning / plot of texts, and from informative texts. recognize connections.

Read and understand written instructions and tasks.

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Suitable strategies Use pictures, headlines, In addition: and textual structure for understanding. Find key words.

Mark known vocabulary. Guess vocabulary from context (roughly). Come up with hypotheses regarding the content.

Use the dictionary / vocabulary lists in the textbook.

Suitable genres / texts Short narratives / tales, In addition: letters, short scenes, maps, posters, brochures, Recipes, craft instruc- picture books. tions.

Possible tasks Check if statements are true or false.

Solve multiple-choice questions.

Fill the blanks in texts or complete tables / outlines / drawings.

Transform what was read into action,

Give short summaries in English.

The students have The students do not just Reading Out Loud enough reading routine read the texts out in an to read texts out loud understandable manner, with mostly known but their phonemes are vocabulary in a way that becoming more and is largely understan- more correct, and they dable. are becoming relatively fluent.

The students will be able to... After preparation, read In addition: short texts out loud with clear articulation. Read prepared texts out loud in an expressive and genre-appropriate manner.

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Suitable genres / texts Texts from textbooks. In addition:

Short dialogues. Short stories, short plays, sketches, simple poems. Passages from well- known stories.

Possible tasks Small roles, reading out loud excerpts from well-known stories and age-appropriate poems.

Within their still-limited In spite of their limited Writing vocabulary range, and vocabulary and gram- based on known grammatical structures, the matical structures, the students compose sen- students compose tences or short texts simple sentences that about familiar everyday- have been practiced be- life situations on their fore. own.

The students will be able to... Compose short descrip- In addition: tions of people, objects, events, and past actions. Transform texts through changes. Create simple questionnaires and fill them out Compose simple texts during classroom surveys. about made-up persons. Edit the content of poems Compose short texts with repetitive structural about themselves. patterns.

Suitable strategies Collect ideas about certain topics in mind maps or lists.

Take notes.

Collect important phrases.

Use a bilingual dictionary.

Suitable genres / texts Mind maps, notes, pro- In addition: files, short descriptions, e-mails, postcards. Comic strips, poems, short scenes, short reports, diary entries, new identities.

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Possible tasks Complete tables, drawings, and outlines.

Complete fill-in-the-blank texts.

Make collages.

Compose simple interviews.

Complete alternative versions of texts.

Prepare surveys from given elements of texts.

Compose short passages based on given textual elements or pictures.

Learning area: Verbal / Linguistic Skills and Abilities

Main focus Knowledge, skills, attitudes Regular Advanced

During 5th grade, the students are acquiring a limi- Structure ted repertoire of important linguistic structures which are necessary to expand their ability to per- Identification form tasks in a foreign language. Drawing on a rich linguistic input, they realize regularities in the foreign language, and the function of specific structures.

The students use their The students use their known vocabulary and known vocabulary and structures appropriate- structures correctly. ly; however, basic er- When going beyond rors can still happen. these, they still make basic errors, which, however, do not impede understanding.

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The students will be able to... Name and describe people, things, facts, actions, and events.

Apply or use singular / plural formation, definite and indefinite articles, personal pronouns, object pronouns, possessive pronouns, adjectives, simple present (positive / negative statements), present progressive, going-to-future, s-genitive.

Talk about time, location and quantities (simple prepositions, simple quantifiers, basic and ordinal numbers up to 100).

Formulate positive and negative statements as well as simple questions and enquiries (S-P-O word order, simple question words, negation).

Understand and express requests, orders, and simple wishes (imperative, I would like to).

Express sequences of events, actions or facts, link statements (and, or, but).

Use correctly there is / there are, have got / has got, have to / has to, some and any, this / that, these / those, and adverbs of frequency.

Suitable strategies Perceive words and phrases with various senses.

Remember linguistic patterns and elements (e. g. by creating leaflets or posters).

Consult the textbook appendices about vocabulary and grammar.

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Grade 6

Learning competence at the end of grade 6

Learning area: Listening Comprehension / Oral and Visual Comprehension

Main focus Knowledge, skills, attitudes Regular Advanced

With listening texts, the The students, drawing Listening students understand on central words and central, already known phrases, grasp the topic words and phrases that of listening texts dea- are important for the ling with everyday life task at hand, and they communication and fa- grasp the topic, pro- miliar content. vided the speakers speak clearly and slowly about familiar content.

The students will be able to... Identify different pho- In addition: nemes and intonation patterns and linking them to Understand essential in- different meanings, e. g. formation from increasing- distinguishing a question ly more complex conver- from a statement. sations, announcements, and messages regarding Listen to identify familiar concrete, familiar topics. vocabulary in unknown texts. Follow short film excerpts that have been edited for Take notes about short use in schools. audio texts.

Understand the topic of short conversations about concrete, familiar topics.

Understand instructions.

Follow fellow students' contributions to class discussion.

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Suitable strategies Use prior knowledge to In addition: form expectations regarding the listening. Ask for repetition.

Use visual elements and context as aids for understanding.

Take short notes.

Listen to identify terms in texts and infer the topic from them.

Signal a failure to understand something.

Suitable genres / texts Listening materials that In addition: have been edited for use in schools, rhymes, sim- Announcements, films plified versions of well- with a clear plot, edited for known fairy tales, stories, use in schools. reports, conversations about familiar topics, student presentations, clear instructions, manuals (from games), directions, songs.

Possible tasks Check if statements are true or false.

Solve multiple-choice questions.

Fill-in the blanks or sentence completion.

Tables / outlines /drawings / fill-in-the-blank texts.

Transform what was heard into action.

Give short summaries in English.

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In concrete and familiar If familiar with the com- Speaking communication situa- munication situation, tions, the students ex- students are using change individual pie- known vocabulary with ces of information and increasing fluency and thoughts about their in proper context. They everyday life. With in- formulate statements tensive preparation, about themselves and they can make state- their environment on ments about themselves their own, putting up and their environment, with possible failed and expressively recite attempts in the process. short, age appropriate texts that suit their interests.

The students will be able to... Have longer exchanges In addition: and conduct longer conversations. In conversations, even with strangers, asking Talk about holidays, wea- questions about place of ther, location of objects, origin, age, interests, school life, past actions, likes, and dislikes, habi- likes and dislikes, pocket tual actions and answer- money, spending or ing questions about saving money, having a everyday life. bad day, favorite TV programs, pets and how Reproduce stories with to take care of them, the help of pictures or future plans or events, notes. being new in school and introducing themselves.

Express suggestions and preferences, making tele- phone calls, expressing possible consequences if a certain condition exists (conditional sentences 1 and 2), saying how things are done (adverbs).

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The students will be able to... Describe and compare cities / countries, tell what they have just / have not done yet.

Talk about feeling unwell or illness, asking how others are feeling, how they liked or did not like something, give explanations backing up opinions, asking for the way and giving directions.

Play a board game, order food or beverages.

Compare things and people, describing an event.

Ask questions.

Describe pictures.

Use notes to formulate coherent sentences.

Recite short texts (e. g. poems, songs).

Give a short presentation.

Suitable strategies Use memorized speech In addition: patterns. Mix given structures with Use grids / tables as own words. speaking aids.

Signal the failure to understand something, if necessary, with gestures.

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Suitable genres / texts Classroom activities, role In addition: plays, songs, poems, games. Photographs, video sequences, picture books, short interviews.

Possible tasks Recite prepared dialogues and poems.

Show-and-tell (photographs or drawings).

Carry out simple interviews.

The students under- The students under- Reading stand short, simple stand short, simple reading texts, if they reading texts if they are refer to familiar topics familiar with the topics. or subject matter from They grasp the overall class. In the process, context without having they are learning to to depend on substan- handle texts that have tial assistance. not been dealt with in class yet.

The students will be able to... Gather the main ideas In addition: from texts. Follow the line of Gather specific details reasoning / plot in texts, from informative texts. and realizing connections.

Read and understand written instructions and tasks.

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Suitable strategies Use pictures, headlines, In addition: and textual structure for understanding. Find key words.

Scanning. Guess vocabulary from context. Marking up a text.

Come up with hypotheses regarding the content of the text.

Use the dictionary / vocabulary lists in the textbook.

Suitable genres / texts Short narratives / tales, In addition: letters, short scenes, maps, posters, brochures, Recipes, craft instruct- picture books. tions.

Possible tasks Check if statements are true or false.

Solve multiple-choice questions.

Fill the blanks in texts or complete tables / drawings / outlines.

Transform what was read into action.

Give short summaries in English.

For reading out loud, it must be ensured that the Reading Out Loud texts to be read are understood. In this grade, it can be used as a preparatory exercise for speaking with correct intonation.

The students have The students do not just enough reading routine read the texts out in an to read out loud texts understandable manner, with largely known vo- but their phonemes are cabulary in a manner becoming more and that is for the most part more correct, and they understandable. are getting relatively fluent.

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The students will be able to... After preparation, read In addition: texts out loud with clear articulation. Read out loud prepared texts in an expressive and genre-appropriate manner.

Suitable genres / texts Texts from textbooks, In addition: passages of well-known stories. Dialogues, sketches, age- appropriate poems.

Possible tasks Small roles, reading out loud excerpts from well-known stories and short poems.

Within their vocabulary Within their vocabulary Writing range, and drawing on range, the students known grammatical compose sentences and structures, the students short texts about compose sentences that familiar everyday-life si- have been practiced be- tuations on their own, fore. using known grammatical structures.

The students will be able to... Compose descriptions of In addition: people, objects, events and past actions. Transform texts through changes. Create simple questionnaires and fill them out Compose texts about during classroom surveys. made-up persons. Edit the content of poems Compose texts about with repetitive structural themselves. patterns.

Correct a text.

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Suitable strategies Collecting ideas about No addition specific topics in lists and mindmaps.

Forming topic sentences and structuring a text.

Using linking words and phrases.

Taking notes.

Collecting important phrases.

Using a bilingual dictionary.

Suitable genres / texts Mind maps, notes, pro- In addition: files, short descriptions, e-mails, postcards. Comic strips, poems, short scenes, short reports, diary entries, new identities.

Possible tasks Complete tables, outlines and drawings.

Fill the blanks in fill-in-the-blank texts.

Make collages.

Compose simple interviews.

Compose alternative versions of texts.

Prepare surveys on the basis of given text passages.

Compose short passages on the basis of given textual elements or pictures.

Learning area: Verbal / Linguistic Skills and Abilities

Main focus Knowledge, skills, attitudes Regular Advanced

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During 6th grade, the students are acquiring a limi- Structure ted repertoire of important linguistic structures which are necessary for the expansion of their abi- Identification lity to perform tasks in a foreign language. Drawing on a rich linguistic input, they realize regularities of the foreign language and the function of specific structures.

The students use their The students use their known vocabulary and known vocabulary and structures appropriate- structures correctly. ly; however, basic er- When they go beyond rors may still happen. these, they still make errors, which, however, do not impede understanding.

The students will be able to... Name and describe people, things, facts, actions, and events.

Apply and use singular / plural formation, definite and indefinite articles, personal pronouns, subject / object pronouns, common adjectives, adverbs of manner, comparison of adjective / adverb, make / do, how much / how many, be able to / be allowed to, relative clauses, question tags, contact clauses, indirect speech, present / past progressive, mustn’t / needn’t.

Use place and time words correctly, some / any and their compounds.

Formulate positive and negative statements as well as questions and short answers in the present, past and going-to-future tenses. (S-P-O word order, simple question words, negation, to-do-support).

Understand and express requests, orders, and simple wishes (imperative, I would like to, could you).

Identify and form sentences in the present perfect.

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The students will be able to... Express sequences of events and facts, link statements (and, or, but), form conditional sentences (1 and 2).

Suitable strategies Perceive words and phrases with various senses.

Remember linguistic patterns and elements (e. g. by creating leaflets and posters).

Consult the appendices about vocabulary or grammar in the textbook.

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4.6

Curricula Kindergarten – Grade 6

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4.6.1

Kindergarten

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Self-Competence

“Self-competence is the ability to assume responsibility for one's life and actions, and act accordingly.”

Learning competence at the end of Kindergarten

The children differentiate between va- The children are getting better at comprehending their rious elementary abilities and skills of surroundings and fellow human beings through diverse movement, perception, and expression. sensory perception. Their perceptive and expressive abilities develop interdependently in a stimulating environment. What they perceive gets processed through various ways of expression: Children express themselves through movement; they find artistic forms of expression; they look for more and more accurate terms to describe their experiences.

By playing and experimenting with multiple movements, the children experience their bodies and develop a sophisticated body scheme. They put their experiences into words and thereby expand their terminology regarding body, space, and time.

The children learn to make decisions In the small, managable playing and learning space and to take on responsibility. that is Kindergarten, children gain opportunities to experience themselves as individual persons. This entails that they, getting more and more autonomous and self-reliant, learn to make decisions which consequences they can predict. They learn to form opinions and make judgments, and put them into words.

By engaging with the opportunities offered, the children discover their own strengths and weaknesses. They experience success and failure, and use these experiences to learn forms of social interaction.

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Learning area: Enhancing movement skills

We get a sense of ourselves and our environment through movement; we express ourselves through movement and gain experience in the process.

Children really enjoy movement. They use it creatively as an essential form of personal expression. Through movement, they discover and change their environment. By refining their fine motor skills, they learn to use their hands and tools in a more sophisticated manner. By playing and experimenting with mouth, lips, and tongue, they advance the skills related to their organs of speech. The children feel attracted to learning processes regarding movement; they transport joy, self-confidence and assertiveness. In Kindergarten, the children's joy of movement is nurtured through a wide range of opportunities to train their gross and fine motor skills as well as their graphomotor skills.

Main focus Knowledge, skills, attitudes

Playing and experimenting with multiple Playfully trying out walking, running, bouncing, pulling, movements. carrying, pushing, layawaying (hangeln), climbing, crawling, rolling, and balancing as movements. Developing and refining dexterity, coordination, reaction time, and the feeling Moving and exercising indoors (in rooms, in the gym), for one's physical strength and how to outdoors, in water. use it. Exploring furniture and materials as well as small or Developing gross and fine motor skills large devices using various movements. and graphomotor skills with materials, tools, and devices that are as diverse as Gaining experience with fine motor skills through tools, possible. devices, instruments, and materials.

Advancing and refining one's oral motor Experiencing one's hands as fine-motor tools by skills. painting, moulding, tearing, sewing, tying, folding etc. Honing the graphomotor skills of one's hands by drawing, painting, printing, retracing, and writing.

Coordinating movements, moving several body parts consciously and systematically at the same time.

Experiencing one's physical strength through activities such as carrying or lifting something, hammering, or competing; learning to employ strength correctly and appropriately.

Practicing dexterity, reaction time, or balance through games and objects such as labyrinth balance board, juggling plates, stilts, diabolo, Pedalo (German coordination-training device), balls, building bricks, marble games etc.

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Learning area: Enhancing movement skills

Main focus Knowledge, skills, attitudes

Using lips, tongue, and breath playfully, experimenting with sounds and tongue-twisters.

Moving within spaces with movable furniture, in the open country or gardens with hills, ditches, tunnels, and climbing opportunities.

Learning area: Refining perceptual ability

Our perceptual ability allows us to process, interpret and classify sensations, and recognise connections between them. Children experience themselves and their environment with their whole body and through their senses. Thus, they learn to observe changes, understand interrelations, and identify those sensations that are important for their current situation among the multitude of sensations.

In Kindergarten, a wide range of materials and playing or learning opportunities gives the children an impetus to exercise and refine their perceptual ability.

Main focus Knowledge, skills, attitudes

Using all senses in ways and areas that Trying various foods, drinks, and spices. are as diverse as possible, thereby exercising and sharpening them. Distinguishing taste, smell, and consistency.

Observing one's own body in a more so- Tasting, recognising, distinguishing, and naming sweet, phisticated manner. sour, salty, hot, and bitter.

Observing one's own feelings and Studying, comparing, and describing pictures, objects, moods. and natural materials carefully; noticing and naming details such as shapes, colours etc. Realising and using perception as a means to form notions. Observing the environment with magifying lenses, microscopes, kaleidoscopes (including dragon-eye kaleidoscopes), binoculars, mirrors, and flashlights; marvelling at the emerging phenomena. Putting things or phenomena one has perceived into words, and comparing Creating noises, sounds, tones, and rhythms; listening them. to these; describing them and classifying them with volume, tempo, pitch, and tone colour as criteria.

Locating sounds and tones in space; allowing oneself to be led by the sound source.

Feeling different shapes, sizes, surface textures, temperatures.

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Learning area: Refining perceptual ability

Main focus Knowledge, skills, attitudes

Feeling, studying, naming, and comparing geometrical figures, letters, and numbers.

Noticing ways of touching the body, naming them.

Distinguishing pleasant from unpleasant ways of touching.

Experiencing and identifying feelings like joy, desire, disgust, sadness; distinguishing good from bad feelings; talking about feelings.

Stimulating one's sense of balance through balancing opportunities and on obstacle courses.

Experiencing up - down, front - back, inside - outside, next to, left, and right by exploring and moving within various spaces.

Having outdoor experiences at digging and building sites, standposts, fireplaces, and in gardens (berry, vegetable, herb, and flower gardens).

Having sense experiences during walks, outings, and trips outside Kindergarten.

Learning area: Expanding one's capability of expression

Our capability of expression allows us to show who we are and to describe our social and physical environment as well as our relationship with it and the world. We can process and understand experiences.

Children learn to express their emotions and thoughts more clearly. This happens in various imaginative ways, and with increasing precision. Among the children's important ways of expression are play, movement, painting/art, and both verbal and nonverbal language.

In Kindergarten, the children are encouraged to express their needs, feelings, experiences, and thoughts, and refine their ways of expression.

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Learning area: Expanding one's capability of expression

Main focus Knowledge, skills, attitudes

Using one's body as a means of expres- Experimenting with body and voice, and using these sion in sophisticated and imaginative creatively. ways. Portraying animals, persons, and objects with move- Developing one's verbal skills further. ments, sounds, and music.

Experiencing music, i. e. rhythm, melo- Expanding one's repertoire of nonverbal ways of ex- dies, and sounds, as a means of expres- pression: games involving facial expressions and sion, and using it creatively. gestures, mirror games .

Developing one's capability of expres- Disguising oneself, painting one's face, assuming other sion in the area of art (visual, textile, and identities. industrial design) further. Expressing experiences and feelings; releasing tension through movement, speech, music, or art.

Moving to music, trying out and using the body as an instrument, inventing stories where recurring elements are expressed through sounds, expressing feelings through sounds.

Experiencing ways of expression and putting ideas into practice by joyfully experimenting with materials, painting, drawing, moulding, and textile design.

Re-telling stories, picture books, movies, and plots of plays.

Creatively transforming verses, songs, music games, stories, picture books with vocal or verbal ways of expression, and those involving motor skills, dance, or art.

Staging own experiences or assuming another identity via guignol and plays, including role plays and radio plays.

Trying one's hand at interior and exterior design.

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Learning area: Advancing autonomy and self-confidence

We develop autonomy by engaging with many different tasks.

Children need opportunities for autonomous action, experiments, and research. Through this, they will gain confidence in their own abilities and skills.

Through tasks and opportunities, Kindergarten supports the children in their quest to act more autonomously, gain diverse experiences, solve problems, acquire knowledge, and thus advance their self-confidence.

Main focus Knowledge, skills, attitudes

Taking initiative, trying out and daring to Everyday activities such as dressing and undressing, do new things. preparing breakfast, cleaning, tidying up, washing, cooking, baking, gardening, grocery shopping. Learning self-determination and self- confidence regarding one‘s own body. Taking on small functions and carrying out tasks.

Learning to protect oneself against in- Developing ideas, planning steps, procedures and fringement and assault. material requirements, putting ideas into practice, checking results (in various areas). Developing and voicing own ideas, opinions, and thoughts. Teaching each other abilities and skills, showing each other activities, introducing subject matter to each other Doing everyday activities with increa- in the children’s group. sing autonomy. Exploring new topics. Enjoying one’s own competence. Responding to current affairs and discoveries in a context-sensitive manner.

Experiencing and strengthening one‘s sense of self as a boy or girl.

Identifying with female or male characters from stories and picture books that are confident or develop confidence.

Realising and expressing sentiments like “What do I like?”, “What is good for me?”, “What don’t I like?”

Talking about strengths and weaknesses, about feelings, fears, and hopes.

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Learning area: Expanding one’s decision-making capacity

We are often asked or forced to choose from a variety of options and make decisions.

Children learn to shape their life through their own decisions, and to use freedom of decision more consciously.

Kindergarten supports the children’s refinement of their decision-making capacity. They experience as much freedom as possible for individual decisions; at the same time, however, they receive clear rules and criteria for their decision-making. They learn to accept other people’s decisions.

Main focus Knowledge, skills, attitudes

Learning to realise own needs and make Making choices when faced with diverse playing oppor- decisions accordingly. tunities; choosing materials, playspaces and workspaces. Recognising oneself as an individual with own opinions. Choosing games and partners freely; if possible, determining the size of the group and combinations of Sticking to a decision, and being able to games autonomously. live with and assume responsibility for the consequences. Open-ended stories; “How would you decide?”, empa- thising with other people and their decision-making in Being able to make individual and group the process. decisions in everyday life in Kindergar- ten. Helping to shape everyone’s everyday life, discussing and determining rules together. Taking rules of social interaction into account when making decisions. Getting support in situations where decisions need to be made.

Talking about topics like “making compromises”, “accepting other people’s decisions”.

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Learning area: Dealing with success and failure

By experiencing success and receiving encouragement, we get motivated and self-confident. However, we also experience disappointment and failure. We learn to search for new solutions and to adjust our expectations. Children learn to balance their needs and desires with their social and physical environment, and to handle motivation and demotivation in a more systematic manner.

By being more open-minded as far as alternative solutions are concerned, the children learn to cope with disappointment better. In Kindergarten, they receive support in their attempts to accept and deal with reasonable pressure or strain. Praise and care can make it easier for the children to manage failure.

Main focus Knowledge, skills, attitudes

Enjoying success and the sense of Experiencing success in age-appropriate activities. achievement. Acknowledging other people’s successes, expressing Learning to treat mistakes and errors as and accepting praise. a part of learning. Tackling larger tasks in small steps, striving for partial Learning to defer the need for instant success, making new attempts, never giving up. gratification. Getting to know ways of dealing with success and Learning to overcome disappointment failure through picture books, stories, and scenic play. during work and play. Talking about successes, joy, and positive experiences.

After instances of failure or defeat, analysing the causes, finding new solutions.

Putting up with and processing disappointment.

Recognising one’s own and other people’s needs, and learning to judge the respective importance of the individual needs.

Learning to be gracious in defeat (with sports and games).

Knowing the justifications for rules and laws.

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Learning area: Improving perseverance and focus

To concentrate means to devote one’s complete attention to one task for a certain amount of time. This way, we manage to engage deeply with an activity, a person, an issue, or a thing. Children can lose themselves in a game, an activity, or in thoughts, concentrating. However, various stimuli can disturb their concentration.

In Kindergarten, children get support regarding their ability to stay with a game or activity. They learn to direct and control their attention, and pursue tasks for a longer period of time.

Main focus Knowledge, skills, attitudes

Immersing oneself in an activity for a Continuing to build, play, paint etc. in playspaces for a longer period of time. longer period of time.

Continuing a task, project or game over Staying with artistic or musical activities, or activities several intervals, and keeping one‘s involving motor skills, for a longer period of time. concentration until the end. Trying out concentration-enhancing games such as Being able to appreciate moments of si- Memory, Schau-Genau (both German card games), or lence. Kim’s Game.

Learning to identify distractions and re- Re-telling stories, picture books, and plots of plays in act to disruptions. the right order.

Picking up the thread with longer narratives.

Memorising, reciting, and singing verses and songs.

Getting support for projects or games that last long or require several intervals of time.

Determining together how long each is supposed to stay in one playspace.

Experiencing silence consciously, enduring silence, travelling in one’s mind, doing relaxation exercises.

Finding workspaces and playspaces (nooks) that are protected from noise and distraction.

Talking about disruptions and looking for solutions; agreeing on rules.

Experiencing long phases of play, and structure in terms of recurring, constant time intervals.

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Social Competence

“Social competence is the ability to live and be integrated in society and one's community, to take on responsibility, and act accordingly.”

Learning competence at the end of Kindergarten

Learning area: Expanding one's empathy and consideration

In order to allow for a group to live together in a way that is as satifying as possible for all members, the expectations of the individual members of the group have to be taken into consideration and balanced or coordinated.

Becoming increasingly able to put themselves into another person's shoes (emotionally and rationally), children learn to act in a more tolerant manner and show more consideration towards others.

In Kindergarten, the children are encouraged to understand different ways of acting, feeling, and thinking more and more, and to accept these. Living together in Kindergarten provides the framework for practicing consideration and respect.

Main focus Knowledge, skills, attitudes

Sharing others' joy and suffering. Experiencing and sharing joy during everday life in Kindergarten through stories, verses, and pictures. Listening to other people's opinions, and learning to respect them. Addressing the makeup of the class, and the diversity of its members. Getting better at putting oneself in other people's shoes. Discussing experiences from the children's everyday life. Learning to respect physical and mental limits and limitations. Enquire about how the others are doing, and what their opinion is on certain issues.

With stories, questioning, discussing, and understand- ding the underpinnings and other people's opinions; experiencing forms of leading and following in games (in groups of two or more).

Knowing songs, verses, and rituals of comfort, and sing, recite, or perform them in appropriate situations; comforting each other.

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Learning area: Expanding one's empathy and consideration

Main focus Knowledge, skills, attitudes

Recognising joy, pain, anger, sadness, and fear as emotional reactions in body language and symbolic portrayals.

Experiencing limits and limitations in movement games and rhythmic exercises.

Experiencing, realising, and employing one's own strengths and weaknesses.

Experiencing one's own physical strength, and learning to use it in a controlled manner.

Learning area: Forming relationships, experiencing community, taking on responsibility

As individuals we depend on contacts with other people. Being a part of a community can be an enriching and stimulating experience for us, making us feel safe and belonging to a community.

Children are constantly trying to find their social role within a group. The balance between the individual self and his/her actions on the one hand and the integration into the community on the other has to be negotiated again and again.

In Kindergarten, the children are encouraged to make contacts and form relationships, in pairs as well as in small or larger groups. This way, they experience not only instances of acceptance, but also instances of rejection, thus gaining experience with social roles.

Because of the special situation (as an overseas Kindergarten with high turnover), special efforts are being made to ensure that newly-arriving children’s acclimatisation and integration can be as pleasant and smooth as possible, without putting too much strain on the existing group structure.

Main focus Knowledge, skills, attitudes

Experiencing how it feels to be a part of Planning and carrying out daily Kindergarten tasks to- a group, learning to make decisions together. gether. Preparing and putting on larger events, such as Developing and enjoying a sense of to- festivals or performances (drama), to which the parents getherness. can be invited.

Getting and offering help and protection When dancing, playing movement games, and expe- within the group. riencing rhythm, being an individual and part of a whole at the same time. Accepting and obeying essential rules of living together.

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Learning area: Forming relationships, experiencing community, taking on responsibility

Main focus Knowledge, skills, attitudes

Practicing ice-breaker activities, name games, voice- recognition games, memory games.

Experiencing community through rituals.

Putting up a range of games from playing “next to each other” to playing “with each other” and playing “with and against each other”.

Doing two- and three-dimensional artwork together.

Depicting the role allocation within the class, and putting it into words.

Experiencing friendship.

Using individual skills within the group systematically, helping each other, teaching each other.

Cooperative games, “New Games”.

Learning area: Refining communication skills

In order for people to get messages across and understand each other, verbal and nonverbal communication skills are absolutely essential.

Individual habits and abilitites regarding communication differ greatly between children, depending on their backgrounds and predispositions. In a nurturing and stimulating atmosphere, the children are becoming increasingly successful in expressing themselves more clearly and understanding the conversation partner better.

Kindergarten provides a culture of communication that all share. The opportunities and activities offered allow for various forms of interaction.

Main focus Knowledge, skills, attitudes

Experimenting with verbal and nonver- Re-enacting stories, scenes, verses, songs with roles bal elements of communication. assigned to different people.

Expressing one‘s own wishes, feelings, Free role-playing, pantomime, identifying and con- and opinions. versing with specific characters, both male and female.

Listening to people who are talking. Trying out different roles in movement and dance games.

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Learning area: Refining communication skills

Main focus Knowledge, skills, attitudes

Learning to consider the conversation Telling each other about experiences from everyday partner’s state of knowledge more and life, telling each other invented stories, jokes. more when telling a story. Portraying experiences and feelings through drama, Communicating with speakers of other role play, guignol (clown) and puppeteering. languages. Using language to deal with different opinions. Obeying simple conversation rules. Using a shmooze nook.

Trying out verbal and nonverbal forms of communica- tions when playing.

Knowing and using verses, songs, ways of greeting in other languages.

Playing with the languages of children that speak other languages.

Creating simple conversation rules together, establishing eye contact, listening to others, sending I-messages.

Learning area: Learning to deal with conflicts

Conflicts are a daily part of social life. Individual or groups think, feel, act, or desire differently. Oppos- ing viewpoints clash, leading to more or less serious situations of conflict. Being heterogeneous, a group composed of random members must work together to develop strategies to resolve emerging conflicts.

With increasing maturity, children manage to solve conflicts more constructively.

The children make new experiences in terms of dealing with conflicts, experiences that are compatible with their facilities. They are encouraged and get the necessary assistance to look for constructive solutions together.

Main focus Knowledge, skills, attitudes

Expressing one's own interests and opi- Understanding, re-enacting, and discussing conflicts in nions, listening to and learning to consi- picture books and stories. der other opinions and interests. Comprehending conflict situations and methods of Deferring or pushing claims and needs. resolution through role plays.

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Learning area: Learning to deal with conflicts

Main focus Knowledge, skills, attitudes

Learning to deal with anger and disap- Expressing conflict situations in art, music, movement, pointment. and dance.

Identifying threats and defending one- Experimenting with volume and the power of one's own self against them. voice.

Looking for appropriate solutions to Praising each other and giving each other credit. conflicts. Taking advantage of situations that encourage expressing one's own interests.

Getting to know various possible reactions to threats through role plays and discussions.

Testing how autonomous conflict resolution works.

Giving shy children the space and opportunity to express their interests.

Deferring or pushing claims and needs.

Taking advantage of opportunities to let off steam.

Getting to know rituals of successful conflict resolution such as making peace, apologizing.

Thinking about solutions to conflicts, on one's own or together.

Learning area: Experiencing and developing values and value systems

Living together in a pluralistic society, we need to recognise, develop, and defend values, and to constantly question them.

Children need clear values and a value system to be able to manage within their environment's multitude of viewpoints, ways of life, and attitudes. At the same time, they experience that different people have different values and value systems.

In Kindergarten, the children experience how differerent values and value systems express themselves in everyday-life behaviour, attitudes, and customs. They begin to hold values of their own and engage with those of other people.

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Learning area: Experiencing and developing values and value systems

Main focus Knowledge, skills, attitudes

Knowing and considering values that Getting to know and employing rituals of forgiving. relate to social life in Kindergarten. Respecting the work(s) of others. Encountering different values and value systems. Identifying rules and fairness in sports, games, and in playing together. Learning to express one's own viewpoints. Discussing and determining measures to take when rules get broken. Addressing existential experiences. Getting to know, experiencing, and helping to fashion one's own and other cultures' festivals, customs, rituals and traditions.

Taking care when dealing with fellow human beings, animals, and materials.

Developing a shared culture of interaction and discussion together, so that differences in opinion can be addressed and accepted.

Making the reasons and necessities for banning or prohibiting something transparent.

Addressing critical life events such as moving to another place, divorce, or unemployment through discussion, role play, movement, music, or art.

Addressing experiences such as birth, sickness, and death through discussion, picture books, role play, or art.

Getting child-appropriate answers to questions about sexuality, life and death.

Discussing questions regarding violence, environmental destruction, war, hunger, poverty, discrimi- nation, or racism.

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Learning area: Advancing one's understanding of diversity and differences between people

Our pluralistic society allows us to engage with multiple forms of social interaction and living together. As children from different cultures meet in Kindergarten, they all compare their own reality with the living situations of other children. They experience the diversity of lifestyles and ways people live together - and thus the uniqueness of each individual in the group.

In Kindergarten, the children can form various relationships outside the family but within a small, managable group, thus enriching their own perspective through other viewpoints.

Main focus Knowledge, skills, attitudes

Getting to know the living situations of Encountering people of different ages, ethnicities, different people. cultures, religions and social classes, as well as disabled people. Developing an interest in and understanding for different ways of life and Expressing experiences with other people in various lifestyles. forms: through storytelling, pictures, other expressive art forms, music, dance. Experiencing and discussing similarities and differences between various ways Using role plays and pantomime to re-enact different of life. living situations.

Experiencing the uniqueness of indivi- Getting to know other cultures' ways of expression, like duals. music, dance, images etc..

Staying or becoming open-minded to- Getting to know pictures, stories, and songs as pos- wards others. sible ways to convey information about different living environments. Experiencing and addressing similarities and differences between the sexes. Taking on new and unfamiliar roles in role plays, thinking about and discussing traditional role assignments and the expectations that come with them.

Learning about how to treat others with care and understanding through books, stories, verses, and songs.

Girls and boys play with the same materials, tools, devices, and equipment, and on playgrounds that are either unisex or provide specific equipment for boys and girls, respectively.

Choosing female and male role models.

Addressing the role perception of boys and girls in discussions.

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Subject-Matter Competence

“Subject-matter competence is the ability to judge something by using relevant criteria correctly, and act accordingly.”

Learning competence at the end of Kindergarten

The children develop differentiated ele- The children, through action and experiment, engage mentary abilities and skills for dealing with different materials, tools and procedures. They with the natural and the cultural en- learn to apply and employ the knowledge gained from vironment. processes, characteristics, effects, and states.

The children expand their knowledge about processes in nature and culture, about language, technology, design etc. They gain access to the cultural canon.

The learning content is related to the real life of the children, and important for their current and near-future experience.

The children are supported in their joy The curious, eager-to-learn attitude of the children is of learning and acquire learning strate- supported. They learn to pursue their own and others' gies. questions, and find answers and solutions. They get help if they have learning difficulties. Success in learning makes them develop a positive attitude towards achievement and challenges.

The children get opportunities to learn how to learn, as teachers address their individual learning potential and make them experience new learning techniques and strategies. They get the opportunity to practice and further develop what they have learned, and to realise related problems and connections or contexts.

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Learning area: Experimenting and working creatively with materials

Thorough in-depth experiences with resources and materials are an important precondition for a sensual and emotional relationship with the environment, for an understanding of it, and for the acquisition of many skills.

Children often have only limited opportunities to experiment with materials and participate in production processes in their everyday life.

In Kindergarten, the children experiment with various materials. Thereby, they expand their knowledge of material properties. They apply their experiences in various working tasks.

Main focus Knowledge, skills, attitudes

Experiencing material properties Touching, feeling, looking at, smelling, tasting mate- through games and experiments. rials; perceiving the shape, weight, resistance, temperature, colour, brightness, sound, or smell of various Working on and processing materials in materials. various ways. Shaping techniques: cutting, sawing, carving, sewing, Collecting, getting to know, naming, tying, folding, bending, assembling, molding. classifying, and comparing materials. Colouring techniques: painting, printing, dyeing.

Techniques involving patterns: braiding, weaving.

Graphic techniques: drawing with crayons and felt pens, with chalk.

Painting techniques: painting (including with fingers), decalcomania.

Techniques involving collage: using glue with paper, found objects, newspaper cutouts, pieces of fabric.

Using a wide range of stimulating materials: paper, different forms of cardboard, textiles, untreated and polished wood, pieces of plastic, string, wire, pearls, clay, play dough, stones, cones, roots, shells (including snail shells), conchs, branches, driftwood.

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Learning area: Getting to know tools, devices, and musical instruments, and using them appropriately

Technical and artistic activities are often carried out with sophisticated tools, devices, and instruments. Children are interested in such activities, but can often only participate in them as spectators. Dealing with tools and instruments from the fine arts, music, and sports enables the children to advance their motor skills, to refine their tactile/kinesthetic and acoustic perception, to experience interdepend- dencies, and to acquire the technical basics for creative activities.

In Kindergarten, the children get to know a variety of tools, devices, and instruments. Through experimenting and imitating, they learn how to deal with them appropriately.

Main focus Knowledge, skills, attitudes

Creating effects with tools, devices, and Gaining experiences with ball, rope, hoop; getting to musical instruments, recognising these know games and forms of play. and putting them into words. Using sports and playground equipment like swings, Advancing gross and fine motor skills, benches, climbing frames, still rings, etc. in diverse and graphomotor skills. ways.

Getting to know the rules of using tools, Trying out several ways of depicting things with pain- devices, and instruments, and applying ting and drawing tools. them. Using household and garden tools appropriately.

Handling conventional measurement devices for length, capacity, and time.

Creating sounds with paper, wood, metal, glass, tubes, bottles, and other materials and objects.

Building simple musical instruments and trying them out.

Listening to, looking at, touching, blowing, plucking, bowing, and banging wind and percussion instruments.

Using media such as tape cassette players, computers, video.

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Learning area: Expanding and processing cultural experience

We operate in a cultural environment; it shapes us, and we take part in shaping it.

Children engage with themselves and their environment. They encounter different people and thus experience different ways of life.

In Kindergarten, the children encounter different people, products, and institutions from their close surroundings. Thus, they engage with their own and other people's lifestyles and codes of conduct.

Main focus Knowledge, skills, attitudes

Experiencing and helping to shape Planning and carrying out festivals and customs, one's own and other people's traditions everyday rituals, birthday rituals, consoling rites, rites of and customs. passage.

Getting to know one's surroundings bet- Preparing and having meals together. ter, and improving one's local orientation. Comparing different nourishment habits.

Learning to get oriented and to behave Planning for shopping trips and shopping together. appropriately in traffic. Addressing how to deal with pocket money; getting to Meeting professionals at their work. know the value(s) of money.

Gaining access to artistic ways of ex- Dealing with materials and consumer goods respon- pression. sibly, recycling materials.

Expanding one's media experience. Telling each other about everyday-life experiences and comparing these experiences.

Introducing things brought to Kindergarten (show-and- tell).

Getting to know one's surroundings and the names of their neighbourhoods, streets, squares etc..

Experiencing objects, everyday activities, living situations, and customs of different families.

Visiting the post office, the fire department, the parents' places of work.

Building on the experiences from the visits through further work and play opportunities in Kindergarten, through factual information, nonfiction books and electronic media.

While walking, displaying appropriate behavior in traffic.

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Learning area: Expanding and processing cultural experience

Main focus Knowledge, skills, attitudes

Traffic-safety education through reaction games.

Playing with acoustic and optical signals.

Experimenting with letters and numbers.

Encountering artists‘ ways of expression through visits to museums, studios, circuses, studying paintings, musical experiences, attending concerts and plays.

Getting to know and appreciating ways of life and products from different cultures or epochs.

Processing media experiences through role plays, art, or puppeteering.

Learning area: Observing and addressing natural phenomena and processes in nature

We depend on nature and are bound to its laws, but we also influence nature.

Children have a great interest in discovering and exploring nature. They realise connections, begin to understand them, and classify them. They learn to take responsibility for nature, to a degree that their stage of development allows.

In Kindergarten, the children encounter processes in nature and thereby learn to deal with nature in a way that is marked by respect and care.

Main focus Knowledge, skills, attitudes

Observing and describing seasonal Experiencing earth, air, water, fire, wood, stones, changes in a more precise manner. grass, and sand in various ways.

Observing animals and plants in their Taking hikes near the Kindergarten, alongside bodies habitats, and realising interdependden- of water, and across meadows. cies and connections. Visiting zoos, museums, and gardens. Learning to perceive and understand the needs of animals and plants. Watering and weeding the plants in Kindergarten; pet- ting the animals in Kindergarten. Assuming responsibility for individual animals or plants. Knowing and comparing species of plants, fruit, and vegetables.

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Learning area: Observing and addressing natural phenomena and processes in nature

Main focus Knowledge, skills, attitudes

Experiencing, observing, and describing Identifying similarities and differences of various ani- how creatures develop. mals in terms of appearance and behavior.

Collecting, classifying, labelling, and comparing natural materials.

Observing a specific development process: from so- wing to reaping, from egg to chick, from caterpillar to butterfly, from tadpole to frog.

Observing changes in trees and flowers.

Observing how plants grow under different conditions.

Observing and documenting the weather.

Expanding one's knowledge about animals and plants through books, pictures, and electronic media.

Learning area: Acquiring notions and refining them

Notions serve as instruments of our thought and action. We use them when we perceive and process new information. When children aquire notions, they learn to capture, classify, and employ impressions. For this, they need stimulation, support, and opportunities for action, all of which have to be commensurate with their linguistic and mental development.

In Kindergarten, the children get the encouragement and support they need to conceptualise experiences and refine their notions.

Main focus Knowledge, skills, attitudes

Naming creatures, objects, facts, and Experiencing notions through movement, e. g. gallop- processes from one‘s own environment ing, jumping, running, creeping. correctly; describing them clearly. Using various words to name objects, activities, and When dealing with objects, grasping characteristics; inventing new notions; choosing accu- notions; using them correctly, distingui- rate notions. shing them, assigning them to the proper area. Experiencing and expressing notions to describe quantity, space, and time in various ways: through Capturing information from symbols. movement, music, art.

Riddles that describe or portray specific activities or objects.

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Learning area: Acquiring notions and refining them

Main focus Knowledge, skills, attitudes

Classifying using superordinate notions such as fruit, vegetables, sweets.

Classifying using opposites such as: big - small, a lot - few, thin - thick, long - short; using one, later on two or three characteristics.

Studying pictograms and symbols carefully and knowing their meaning, e. g. signs such as traffic signs.

Inventing one’s own sign language and pictograms.

Getting support in order to use correct notions.

Observing carefully and putting the observations into words, e. g. with carrying out a project, animal behaviour, or the appearance of plants.

Learning area: Experiencing and applying the rules of colloquial speech

We structure our environment via language; language enables us to have social contacts. Commu- nication is only possible if we obey elementary rules of language. Many rules regarding colloquial speech are not available in explicit form.

Children acquire language in a spontaneous and unsystematic fashion. An increasingly sophisticated, correctly formulated repertoire of words and notions and a confident mastery of linguistic rules enables children to advance their understanding of their environment.

In Kindergarten, the children’s joy of language and their openness for language get supported. The children are guided towards a sophisticated way of speaking that suits their individual stage of development. They learn to apply the rules of colloquial (English) speech confidently. It has to be noted in this context that colloquial English is a second language for many children.

Main focus Knowledge, skills, attitudes

Experimenting with sounds and words. Experimenting creatively with sounds one can make with one‘s mouth. Articulating phonemes and phoneme combinations correctly. Using tongue, lips, breath in a playful manner.

Experiencing the rhythm of language Playing with sounds, rhythm, and the tone of language. through verse. Absorbing and varying plays on words.

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Learning area: Experiencing and applying the rules of colloquial speech

Main focus Knowledge, skills, attitudes

Obeying simple rules when communi- Experiencing games encouraging refined, focused cating. listening.

Inventing own verses, coming up with words that rhyme.

Listening to stories, retell, invent, record, re-enact them.

Using language appropriately to perform specific tasks in role plays.

Transforming sounds, words, and stories into pictures and music.

Using various activities as speaking prompts.

Using tongue-twisters and verses to consolidate one‘s articulation of phonemes and sentence structure.

Distinguishing between a chat and a focused discussion about a specific topic.

Using the opportunities that the daily life in Kinder- garten offers for age-appropriate reflection on linguistic rules.

Learning area: Identifying problems and looking for potential solutions

Every day, we have to cope with new situations and tasks, identify problems, and ask questions. Dealing with problems requires flexibility and learning aptitude as well as a large repertoire of learning and problem-solving strategies. Children display a joy of learning and advancing their own problem- solving abilities.

In Kindergarten, children further their learning and problem-solving abilities. There are many diverse opportunities that encourage them to wonder, ask questions, experiment, and search for solutions.

Main focus Knowledge, skills, attitudes

Developing and refining ones's curio- Building with various materials: different structures, sity, joy of discovery, and inquisitive marble runs, etc. mind. Exploring the floatability and dispersibility of different materials.

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Learning area: Identifying problems and looking for potential solutions

Main focus Knowledge, skills, attitudes

Planning, describing, and carrying out Experimenting with driving, rolling, pivoting, and flying own projects. mechanisms.

Learning to recognise connections bet- Experimenting with technical objects such as wheels, ween problems of a similar nature. cogs, scales, levers, water wheels, cranes.

Describing and comparing ways of dis- Trying out and comparing different ways of fastening covery and approaches. things.

Getting to know mathematical regularities such as dividing, forming groups, adding, and subtracting.

Observing and experiencing natural phenomena with magnets, mirrors, or light sources; freezing water, thawing ice, vaporising liquids, mixing colours.

Experimenting with ways of moving and being creative.

Planning tasks and projects independently, from the materials needed to the finished product.

Exploring nature, museums, the zoo.

Pursuing questions with the help of illustrative materials, informative texts, children's encyclopaedias, electronic media.

Learning area: Identifying and demonstrating correlations and regularities

The ability to identify correlations, connections, patterns and regularities and transfer them to new situations enables us to cope with new situations.

Children become more and more aware that their environment is characterised by regularities. In Kindergarten, the children are encouraged to recognise correlation and (mathematical) regularities.

Main focus Knowledge, skills, attitudes

Recognising and applying simple se- Realising and documenting forms of musical flow, quences in design, music, verse, and transforming them into movement, painting music. dance. Reciting lines of verse in different ways, accompanying Experiencing mathematical correlations them rhythmically, portraying/staging them. and recognising regularities.

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Learning area: Identifying and demonstrating correlations and regularities

Main focus Knowledge, skills, attitudes

Finding ways to depict and describe re- Forming rows / sequences. gularities and correlations. Laying patterns, fixing them with glue; creating seria- Perceiving periods of time, and develop- tions. ing a sense of time. Establishing the relation between shapes: distingui- Observing and describing physical and shing between and comparing the overall shape and its chemical laws through action. components; laying and creating puzzles.

Getting to know order through concepts such as sequence, symmetry, grouping, or dispersion.

Matching phonemes and letters.

Identifying, reproducing, distinguishing, and naming basic geometrical figures.

Grasping and describing spatial position.

Experiencing distances physically; comparing, measuring, describing them.

Counting, estimating, matching in various situations; forming sets and number series.

Experiencing daily routine, days of the week, passing of months, the seasons consciously; observing, discussing, documenting them in using symbols.

Addressing time; measuring and experiencing it.

Building with various materials, describing building plans, learning to see regularities in constructions and structures.

Experiencing laws of movement through creating vehicles with different materials.

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Learning area: Advancing memory and the ability to reproduce what was memorised

To cope in one's environment, one needs to store and retrieve information succssfully. Children learn to grasp important events and facts, to store them and remember them. In Kindergarten, the children are supported in acquiring further memorising and mental strategies, and exercising their memory.

Main focus Knowledge, skills, attitudes

Absorbing information and committing it Knowing one's way around Kindergarten, relocating to memory. – Consolidating memory. places, recovering objects, regognising and recovering one's own clothes, artwork, etc. Describing experiences, events, and issues more accurately. Remembering functions of playing equipment and devices. Consolidating memory. Listening and watching intently. Developing memorising and other mental strategies. Carrying out procedures in the right order, e. g. dressing and undressing, preparing breakfast.

Comprehending, processing, and carrying out simple tasks and tasks that require several actions.

Depicting events, stories, picture books, actions happening in games, and films through narration, role play, movement, or art.

Remembering the main ideas and details from stories and picture books, and describing them.

“Picking up the thread” with longer narratives.

Memorising verses and remembering them.

Imitating, practicing, and reciting / doing songs, rhythms, melodies, acoustic patterns, musical games, and round dances.

Copying patterns and pictures.

Describing pictures from memory, including mental images.

Imitating and doing moves and motion sequences.

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Learning area: Advancing memory and the ability to reproduce what was memorised

Main focus Knowledge, skills, attitudes

Applying and explaining rules of a game correctly: Kim's Game, Memory (German card game), “what-is- different” games, “what-is-missing” games.

Applying and explaining rules of the game correctly.

Using mnemonic tricks and invented symbols or pictograms as memory hooks.

Using visual and acoustic aids to memory in Kindergar- ten.

Exchanging ideas about how to memorise well.

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4.6.2

Basis Level / Grade 1

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Linguistic Area

Learning competence at the end of Basis Level

Learning area: Fundamental linguistic experiences

Main focus Knowledge, skills, attitudes

Perceptual ability Using perception as a means to develop notions.

Putting things or phenomena one has perceived into words, and comparing them.

Capability of expression Expanding ones verbal skills.

Communicative ability Experimenting with verbal and nonverbal elements of communication.

Expressing wishes, feelings, and opinions.

Listening to people who are talking.

Considering the conversation partner’s state of knowledge when telling him or her a story.

Communicating with speakers of other languages.

Obeying simple conversation rules.

Acquiring notions and refining them. Naming and describing objects, facts etc.

Grasping notions through dealing with objects.

Distinguishing notions, using and classifying them correctly.

Capturing information from symbols.

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Learning area: Fundamental linguistic experiences

Main focus Knowledge, skills, attitudes

Experiencing and applying the rules of Experimenting and playing with sounds and words. colloquial speech. Articulating phonemes and phoneme combinations correctly.

Experiencing the rhythm of language through verse(s).

Obeying simple rules when communicating.

Learning area: Comprehending, ordering, and thinking through language

Main focus Knowledge, skills, attitudes

Consolidating and expanding one's ba- Understanding words and expressions. sic vocabulary; getting encouraged to ask for meanings. When reading or listening, ealizing which words are not understood.

Asking for the meaning of unknown words.

Processing experiences and feelings Preserving and enhancing the joy of storytelling. through language.

Linguistic structures Capitalisation and use of small letters: Nouns and the beginning of sentences.

Learning area: Oral communication

Main focus Knowledge, skills, attitudes

Listening and talking Introduction of first conversation rules.

Communicating messages orally Narrating in a meaningful order.

Guided observation.

Using standard language when commu- Using standard language spontaneously and without nicating orally. feeling tense.

Taking the situation and recipient into Trying out and discussing forms of linguistic behaviour account when speaking. in everyday-life situations.

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Learning area: Written communication

Main focus Knowledge, skills, attitudes

Communicating messages in writing. Sparking the joy of communicating in writing.

Drafting and composing a final draft. Consolidating and expanding one's basic vocabulary; getting encouraged to ask for meanings.

Spelling and punctuation; grammar Getting constant listening practice to identify pho- norms. nemes.

Learning to spell simple basic vocabulary in a phonetically accurate way.

Spelling the most important words correctly.

Learning area: Ways of communication

Main focus Knowledge, skills, attitudes

Communication to supplement and re- Communicating via gestures and images (symbols). place verbal language.

Learning area: Reading / using media

Main focus Knowledge, skills, attitudes

Reading and comprehension Getting constant reading practice.

Reading on one's own initiative Encountering many different picture books (texts with a simple structure) often.

Reading nook.

Learning area: Language as art

Main focus Knowledge, skills, attitudes

Encountering literary texts, working ac- Enjoying working with rhymes, verses, and plays on tively and creatively with literature. words.

Listening to the teacher telling and reading stories.

Playing with language Tongue-twisters.

Poems.

Using sentence elements to build sentences.

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Learning area: Using language responsibly

Main focus Knowledge, skills, attitudes

Language and one's fellow human be- Observing and processing different situations in the ings classroom.

Conflict situations Observing everyday-life situations and finding the proper words to express one's own opinion about them and defend it using appropriate language.

Learning area: Handwriting

Main focus Knowledge, skills, attitudes

Posture Posture (body, hands, arms).

Holding the writing utensil properly.

Minding one's posture (body, hand) when writing.

Practicing basic writing movements Basic movements. rhythmically in all directions.

Developing fine motor skills and gra- Doing diverse manual activities (painting, cutting, fol- phomotor skills. ding, pasting, moulding, etc.).

Coordinating one's movements and motion sequences.

Fluency / automatisation exercises.

Finger and movement games.

Studying and using Swiss Antiqua Swiss Antiqua (Steinschrift) as first script to be learned.

Practising basic movements.

Writing letters using the correct motion sequences.

Studying form: comparing letters with similar and identi- cal form elements.

Using various writing utensils.

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Logical-Mathematical Area

Learning competence at the end of Basis Level

Learning area: Basic experiences with Mathematics

Main focus Knowledge, skills, attitudes

Sparking interest Developing and refining one's curiosity, joy of discovery, open-mindedness.

Strategies Planning and describing own projects, putting them into practice.

Finding ways to depict regularities and correlations.

Consolidating memorising and mental strategies.

Regularities and patterns Learning to recognise connections between problems of a similar nature.

Describing and comparing ways of discovery and approaches.

Experiencing mathematical correlations and recognising regularities and patterns.

Orientation Getting to know one's envrironment better, and orient- ing oneself in it.

Retentiveness Absorbing and storing information.

Consolidating memory content.

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Learning area: Numbers and number operations

Main focus Knowledge, skills, attitudes

Knowing number ranges and having a Developing a concept of numbers; being able to work systematic concept of numbers. within the number range from 0 to 20.

Grasping amount (the number of members, cardinality) as a property of a set.

Counting forward and backwards.

Determining predecessor and successor.

Adding up numbers up to 20.

Understanding the properties of numbers in a set and filling out decimal place value charts.

Being able to express and illustrate Reading numbers and depicting or entering them in numbers and basic operations in words, various ways (in words, with drawings, by laying pictures, and symbols. objects).

Depicting the basic additive operations

Carrying out basic operations with Carrying out additive operations, mastering them in the whole numbers. number range from 0 to 20 (Kleines Einspluseins).

Carrying out multiplication operations, task / activity- based or using images: doubling, dividing in half.

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Human Beings and Their Environment

Learning competence at the end of Basis Level

Learning area: Basic competences

Main focus Knowledge, skills, attitudes

Observing Observing animals and plants in their habitats and recognising correlations.

Collecting, getting to know, naming, classifying and comparing materials.

Experiencing, observing and describing the development of living beings.

Perceiving Observing one's own body in a more sophisticated manner.

Observing and describing seasonal changes in a more sophisticated manner.

Recognising and understanding the needs of animals and plants.

Perceiving and desribing physical and chemical regularites while acting.

Recognising periods of time and developing a feeling of time.

Experimenting Playing and experimenting with the properties of materials.

Experimenting and working creatively with materials.

Taking on responsibility Taking on responsibility for specific animals and plants.

Planning, describing and carrying out own projects.

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Learning area: Basic competences

Main focus Knowledge, skills, attitudes

Recognising connections Recognising connections between related problems.

Describing and comparing ways of discovering and solving problems.

Developing interests Developing and refining one's curiosity, joy of discovery, and open-mindedness.

Learning area: The various sub-topics of the field

Main focus Knowledge, skills, attitudes

Work Experiencing family and school as a first sphere of work together.

Building / dwelling Getting to know one's personal needs in terms of living / dwelling / working, and designing or arranging rooms accordingly.

Nutrition Realising one's own eating and shopping habits.

Health and sickness Observing one's own body; knowing its needs, reactions, and functions.

Plants / animals / habitats and living Realising that one is a part of nature; striving to deal spaces with nature responsibly.

Realising that plants, animals, and humans form various symbiotic relationships and occupy different habitats (forests).

Space Identifying various living spaces that can be accessed directly, experiencing them and developing a personal sense of space through engaging with them consciously.

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Learning area: The various sub-topics of the field

Main focus Knowledge, skills, attitudes

School / family / fellow human beings Experiencing and accepting oneself and the classmates in all their diversity.

Experiencing the culture of the host country and the differences to the home country.

Treating cultural differences as an enriching experience.

Inorganic nature Identifying the four (classic) elements and materials in our environment; realising that matter can change.

Time Grasping spaces and units of time, becoming aware of different rhythms and engaging with different ways of measuring time.

Customs and Traditions Getting to know and appreciate customs and traditions of one's home and host country.

Preparing and celebrating festivals together.

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Existential Area

Learning competence at the end of Basis Level

Learning area: Self-competence

Main focus Knowledge, skills, attitudes

Existential experiences Experiencing and developing values and a value system.

Acting autonomously, gaining self-confi- Taking initiative, trying out and daring to do new things. dence. Learning self-determination and self-confidence regarding one‘s own body.

Learning to protect oneself against infringement and assault.

Developing and voicing own ideas, opinions, and thoughts.

Doing various everyday activities autonomously.

Enjoying one’s own competence.

Decision-making capacity Learning to realise one's own needs and make decisions accordingly.

Recognising oneself as an individual with own opinions.

Sticking to a decision, and being able to live with and assume responsibility for the consequences.

Making individual and group decisions in Basis Level.

Taking the rules of social interaction into account.

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Learning area: Self-competence

Main focus Knowledge, skills, attitudes

Dealing with success and failure. Enjoying success and the sense of achievement.

Learning to treat mistakes and errors as a part of learning.

Deferring the need for instant gratification.

Learning to overcome disappointment during work and play.

Perseverance and focus Continuing a task or game over a longer period of time.

Immersing oneself in an activity for a longer period of time.

Learning to identify distractions and react to disrupt- tions.

Learning area: Social competence

Main focus Knowledge, skills, attitudes

Empathy and consideration Sharing others' joy and suffering.

Getting better at putting oneself in other people's shoes.

Learning to respect physical and mental limits and limitations.

Social life and the community Being part of a group, making decisions.

Developing and enjoying a sense of community.

Getting and offering help and protection within the group.

Accepting and obeying essential rules of living together.

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Learning area: Social competence

Main focus Knowledge, skills, attitudes

Conflict management Expressing one's own opinion, considering others.

Deferring or pushing claims and needs.

Learning to deal with anger and disappointment.

Identifying threats and defending oneself against them.

Looking for appropriate solutions to conflicts.

Values and value systems Knowing and considering values that relate to social life.

Encountering different values and value systems.

Learning to express one's own viewpoints.

Advancing one's understanding of di- Getting to know the living situations of different people. versity and the differences between people. Developing an understanding for different ways of life and lifestyles.

Experiencing and discussing various ways of life.

Experiencing the uniqueness of individuals.

Staying or becoming open-minded towards others.

Experiencing similarities and differences between the sexes.

Cultural experiences Experiencing and helping to shape traditions and customs.

Meeting professionals at their work.

Gaining access to artistic ways of expression.

Expanding one's media experience.

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Learning area: Ethics and religions

Main focus Knowledge, skills, attitudes

Responsibility Acting responsibly towards oneself, others, and society.

Individual ideas and wishes Identifying wishes, hopes, and lifetime dreams; putting them into words and reflecting on them.

Existential questions Asking about the origin and meaning/value of life, and searching for answers.

Discussing religious and ideological to- Knowing, putting on / carrying out, and experiencing pics. ceremonies, festivals, customs, and stories from the liturgical cycles of religions.

Being aware of and expressing feelings. "I am who I am". Alerting oneself to important personal experiences and events, and exchang- "Feelings". ing them with others. "You and me".

Observing and comparing different Forms of social life. forms of community, ways of life, and lifestyles; discovering the diversity of Family types and forms. roles and role patterns. Children's worlds.

Old people.

Disabled people.

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Physical-Kinesthetic Area

Learning competence at the end of Basis Level

Learning area: Basics and prerequisites

Main focus Knowledge, skills, attitudes

Endurance Being able to immerse oneself in an acitivity over a longer period of time.

Tension – Relaxation Being able to appreciate moments of silence.

Learning area: Moving / performing / dancing

Main focus Knowledge, skills, attitudes

Observing and moving Observing one's own body in a more sophisticated manner.

Realising and using perception as a means to form concepts and terms.

Putting observations into words; comparing them.

Using all senses in ways that are as diverse as possible, thereby exercising and refining them.

Learning to respect physical and mental limits and limitations.

Listening and watching consciously and reacting to observations.

Developing and refining dexterity, coordination, reaction time, and the feeling for one's physical strength and how to use it.

Moving rhythmically Experiencing and using music, i.e. rhythms, melodies, and sounds, as a means of expression.

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Learning area: Moving / performing / dancing

Main focus Knowledge, skills, attitudes

Performing Using the body imaginatively and with sophistication as a means of expression.

Communicating via body language.

Dancing Playing and experimenting with multiple movements.

Expressing contrasting moods through one's own body language.

Learning area: Balancing / climbing / turning

Main focus Knowledge, skills, attitudes

Balancing Seeking, finding, and using balance.

Pushing up Strengthening one's arm and trunk muscles.

Turning Doing forward roll.

Hanging, swaying, and swinging Experiencing how it feels to hover.

Fighting Learning to defend oneself.

Learning area: Running / jumping / throwing

Main focus Knowledge, skills, attitudes

Running Gaining running experience through play.

Jumping Gaining jumping experience through play.

Throwing Gaining throwing experience through play.

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Learning area: Playing

Main focus Knowledge, skills, attitudes

Getting to know objects for play and Experiencing material properties through play and ex- games. perimenting.

Getting to know and applying rules and operations.

Working on and processing materials in various ways.

Creating effects with tools, devices, musical instruments; observing these and putting them into words.

Advancing fine and gross motor skills as well as graphomotor skills.

Improving dexterity and nurturing the joy of playing.

Ball games using hands. Improving one's ball-handling skills (with different balls).

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Musical Area

Lerarning competence at the end of Basis Level

Learning area: Singing

Main focus Knowledge, skills, attitudes

Singing songs for one voice by ear. Songs from the children's everyday life and experience (home and school).

Experiencing how posture, breathing, Breathing coaching. and voice work together. Voice coaching.

Perceiving tones consciously and repro- Listening coaching. ducing them using one's voice. Voice coaching.

Getting used to a shared pitch.

Singing (with) pentatonic scales syste- do re mi - so la. matically. Intervals within pentatonic scales.

Linking language and music. Poems.

Music games.

Learning area: Listening to music

Main focus Knowledge, skills, attitudes

Developing acoustic perception and the Noise, sounds, and tones. concept of tones / tonal sensitivity. Oppositions:  high-pitched / low-pitched  loud / low  long / short  fast / slow  bright / dark (acoustic colour, timbre)  etc.

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Learning area: Listening to music

Main focus Knowledge, skills, attitudes

Getting to know musical instruments. Recorder.

Mallet instruments.

Rhythm instruments.

Instruments of a musical story, of a piece of music.

Learning to hear / perceive musical ele- Observing sequences in music, verses, dances, and ments and structures consciously. using them.

Music as a sensory experience, as an adventure.

Formal elements and structures: repetition, echo.

Volume, pace.

Learning area: Making music

Main focus Knowledge, skills, attitudes

Experiencing that you can create differ- Objects. rent sounds and tones with different materials. Rhythm instruments.

Melodic instruments.

Body instruments.

Improvising with sounds and tones. Accompanying movement with sounds.

Sound patterns.

Framing texts.

Accompanying songs. Persuccion (Orff) instruments: chime bars, mallet instruments; maybe other instruments, body instruments.

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Learning area: Moving

Main focus Knowledge, skills, attitudes

Experiencing the possibilities the body Elementary movements in relation to space, time, dy- offers for expression and movement. namics.

Reaction, coordination, dexterity, concentration, and strength.

Body percussion with body instruments.

Transforming basic elements of music Pitch, tone colour, texture, density, duration, loudness/ into movements. dynamics, metre, beat, rhythm.

Portraying closed musical forms via Movement games, dancing songs, children's dances. movement.

Learning area: Fundamentals of music

Main focus Knowledge, skills, attitudes

Experiencing, identifying, and creating Oppositions: musical contrasts.  loud / low  low-pitched / high-pitched  long / short  stressed / unstressed  bright / dark  slow / fast  etc.

Working within pentatonics. Descending minor third (“Rufterz”): so – mi.

Expanding the descending minor third upwards.

Pentatonics.

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Artistic Area

Learning competence at the end of Basis Level

Learning area: Graphics

Main focus Knowledge, skills, attitudes

Capability of artistic expression. Using diverse materials.

Encountering and actively engaging with art, nature, the environment, and human beings.

Finding individual ways of expression.

Working with graphic symbols. Differentiating symbols and establishing characteristics: overall form, form of elements, patterns, attributes, posture, gestures.

Matching and classifying symbols.

Understanding symbols as messages and interpreting them.

Learning area: Colour

Main focus Knowledge, skills, attitudes

Colour families, colour scales Differentiating a colour by mixing it with other colours.

Movement and rhythm: leaving traces Using arm or body movements to leave traces on the paper.

Learning area: Collage / montage

Main focus Knowledge, skills, attitudes

Patterning, colour, fabric (i. e. material Giving surfaces of paper sheets and other flat materials structure), consistency. a new meaning; combining images.

Amending, re-interpreting and trans- Establishing a new visual context for a given individual forming images. picture or real objects through painting and/or drawing.

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Learning area: Sculpture

Main focus Knowledge, skills, attitudes

Structure and arrangement in space of Sculpting three-dimensional figures or objects in a three-dimensional figures. sophisticated manner, depicting their characteristic features.

Spatial and structural relationships. Arranging several three-dimensional figures / sculptures in space to depict a situation.

Learning area: Action / Play

Main focus Knowledge, skills, attitudes

Gaining experience with materials. Developing fine and gross motor skills as well as graphomotor skills with materials, devices, and tools that are as diverse as possible.

Facial expression and gestures. Discovering and using one's body as a means of expression.

Learning area: Industrial Arts

Main focus Knowledge, skills, attitudes

Art, creativity, and design. Developing one's personal imagination.

Developing a sense of form and one's own ideas for shapes.

Employing elements of design and colour.

Materials, techniques, and procedures. Experiencing natural elements and materials, their properties and effects.

Looking for possible applications.

Getting to know tools and their proper use.

Getting to know and using specific techniques.

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4.6.3

Grade 2

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German

Learning competence at the end of 2nd grade

Learning area: Comprehending, ordering, and thinking through language

Main focus Knowledge, skills, attitudes

Understanding words and phrases. Realising which words are not understood during reading or listening tasks, and asking for their meaning.

Processing experiences, emotions, and Being able to put into words what one has encountered sensations through language, both oral- and is emotionally affected by (orally and in writing). ly and in writing.

Linguistic structures Being made aware of linguistic structures and the parts of speech (verb, noun, adjective) for the first time.

Being introduced to singular and plural.

Learning area: Oral communication

Main focus Knowledge, skills, attitudes

Listening and talking. Being able to listen consciously to one’s conversation partner.

Communicating something orally. Communicating observations in an ordered manner.

Being able to narrate events in chronological order.

Tailoring one’s speech to the situation Testing appropriate language behaviour with situations and the recipient. from the students’ realm of experience.

Learning area: Written communication

Main focus Knowledge, skills, attitudes

Communicating messages in writing. Being able to spontaneously write something down and communicate it to others.

Draft and final version. Being able to revise and edit drafts.

Spelling and punctuation; grammar Being able to apply a first set of spelling and punctua- norms. tion rules.

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Learning area: Ways of communication

Main focus Knowledge, skills, attitudes

Communication to supplement and re- Being able to communicate via signs and gestures. place verbal language.

Learning area: Reading / using media

Main focus Knowledge, skills, attitudes

Reading and comprehending. Acquiring a good reading technique and being able to comprehend simple texts.

Defining linguistic characteristics of cer- Having first encounters with the language of tain genres. advertisements and comics.

Reading on one’s own initiative. Enjoying reading on one’s own.

Learning area: Language as art

Main focus Knowledge, skills, attitudes

Being able to experiment with language. Encountering literary texts, working actively and creatively with literature.

Playing with language. Getting a feeling for the ways to construct sentences and experiencing the joy of linguistic creativity through language games and plays on words.

Learning area: Using language responsibly

Main focus Knowledge, skills, attitudes

Language and fellow human beings. Recognising that one can use language to make others happy, but also to hurt them.

Conflict situations. Being able to dentify and discuss conflicts, and to find solutions to them.

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Mathematics

Learning competence at the end of 2nd grade

Learning area: Numbers and number operations

Main focus Knowledge, skills, attitudes

Number ranges and concept of num- Developing a systematic concept of numbers; being bers. able to work within number ranges from 0 to 100.

Grasping amount (the number of members, cardinality) as a property of a set.

Counting forward and backwards.

Determining predecessor and successor.

Adding up and multiplying numbers up to 100.

Understanding the properties of numbers in a set and filling out decimal place value charts.

Natural numbers Knowing the characteristics and relations of natural numbers; being able to apply them.

Distinguishing odd and even numbers.

Creating sequences.

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Learning area: Numbers and number operations

Main focus Knowledge, skills, attitudes

Illstration of numbers Being able to express and illustrate numbers and basic operations in words, pictures, and symbols.

Reading numbers and depicting or entering them in various ways:  in words  with drawings  by laying objects  in place-value charts

Depicting the basic operations in various levels of abstraction.

Knowing the meaning of place value and the structure of place-value charts.

Basic operations Being able to carry out basic operations with whole numbers.

Carrying out additive operations, mastering them in the number range from 0 to 20 (Einspluseins).

Carrying out multiplication operations, task/activity- based or using images: Doubling, dividing (including dividing in half), multiplying.

Learning area: Values and word problems

Main focus Knowledge, skills, attitudes

Problem solving Being able to structure problems, identify the mathematical background, and use equations as well as graphics in order to solve the problems.

Inventing stories to go with calculations or pictures.

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Learning area: Relationships, correlation, and classification

Main focus Knowledge, skills, attitudes

Relationships Identifying and naming relationships: comparing objects and ordering terms.

Symbols Knowing symbols and using them (≠ = < >).

Creating sets and comparing them.

Learning area: Geometric Relations

Main focus Knowledge, skills, attitudes

Drawing lines Being able to identify, describe, and draw lines.

Using a ruler Acquiring drawing skills; being able to use drawing instruments.

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Social Science (Sachkunde)

Learning competence at the end of 2nd grade

Learning area: Daily Life

Main focus Knowledge, skills, attitudes

Work Experiencing family and school together as a first sphere of work.

Building / dwelling Getting to know one's personal needs in terms of living / dwelling / working, and designing or arranging rooms accordingly.

Nutrition Realising one’s own eating and shopping habits.

Health and sickness Experiencing one’s own body; knowing its needs, reactions, and functions.

Clothing Knowing the protective function of clothes; using clothes according to their practicability and functiona- lity.

Learning area: Living spaces

Main focus Knowledge, skills, attitudes

Nature Realising that one is a part of nature; striving to deal with nature responsibly.

Plants / animals / habitats Realising that plants, animals, and humans form various symbiotic relationships and occupy different habitats (settlements, forests, fields, bodies of water).

Space Identifying various living spaces that can be accessed directly, experiencing them and developing a personal sense of space through engaging with them consciously.

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Learning area: Social relations

Main focus Knowledge, skills, attitudes

School / family / fellow human beings Experiencing and accepting oneself and the classmates in all their diversity.

Learning area: Inorganic nature

Main focus Knowledge, skills, attitudes

Elements Identifying the four (classic) elements and materials in our environment; realising that matter can change.

Traffic Realising and observing one’s role as an outside traffic participant; moving more safely in traffic; coping with transportation services and means of transport.

Time Grasping spaces and units of time, becoming aware of different rhythms and engaging with different ways of measuring time.

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Handwriting

Learning competence at the end of 2nd grade

Learning area: Fine motor skills / handwriting

Main focus Knowledge, skills, attitudes

Developing a writing-friendly posture Balance training as a necessary basis for a good sitting and holding the pen in a way that is be- posture. neficial for writing. Becoming aware of the proper sitting posture, practising it.

Holding the pen: activities that enhance fine-motor skills and finger coordination.

Practicing basic writing movements Drawing / reverse, drawing curves on vertical and hori- rhythmically in all directions. zontal planes.

Vertical, horizontal, and curved lines; circles, half- circles, loops.

Developing and nurturing age-appro- Tactile perception as a necessary basis for learning to priate fine motor skills and graphomotor write. skills.

Writing in Swiss Antiqua. Practicing the processes of drawing specific letters on different surfaces.

Automatising these specific processes.

Becoming aware that individual words are separate units.

Carrying out the basic movements of Introducing and learning the German cursive for use in cursive handwriting. schools.

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Physical Education

Learning competence at the end of 2nd grade

Learning area: Moving / performing / dancing

Main focus Knowledge, skills, attitudes

Observing and moving Expressing feelings through posture; observing one’s body.

Moving rhythmically Becoming aware of the rhythms in daily life.

Performing The flea market as a stage.

Dancing Being able to do a simple folk-dance.

Learning area: Balancing / climbing / turning

Main focus Knowledge, skills, attitudes

Balancing Trying to find, finding and using balance on movable apparatus.

Pushing / supporting Strenghtening arm and trunk muscles; keeping balance while doing headstand.

Climbing Gaining confidence.

Turning Doing backward roll.

Fighting Learning to defend oneself.

Learning area: Running / jumping / throwing

Main focus Knowledge, skills, attitudes

Running Experience running in all its diversity.

Jumping Gaining ambilateral jumping experience through play.

Throwing Gaining ambilateral throwing experience through play.

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Learning area: Play and games

Main focus Knowledge, skills, attitudes

Ball games using hands Improving ambilateral feel for the ball.

Ball games using feet; hockey Improving feel for the ball in both feet.

Team sports Improving one’s reading of the game.

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Music

Learning competence at the end of 2nd grade

Learning area: Singing

Main focus Knowledge, skills, attitudes

Singing songs for one voice by ear. Singing songs from the children's everyday life and experience (home and school).

Experiencing how posture, breathing, Breathing coaching. and voice work together. Voice coaching.

Perceiving tones consciously and repro- Listening coaching. ducing them using one's voice. Voice coaching.

Getting used to a shared pitch.

Singing within pentatonic scales syste- do re mi - so la. matically. Intervals within pentatonic scales.

Combining language and music. Poems.

Music games.

Learning area: Listening to music

Main focus Knowledge, skills, attitudes

Developing acoustic perception and the Noise, sounds, and tones concept of tones / tonal sensitivity. Oppositions:  high-pitched / low-pitched  loud / low  long / short  fast / slow  bright / dark (acoustic colour, timbre)  etc.

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Learning area: Listening to music

Main focus Knowledge, skills, attitudes

Getting to know musical instruments. Recorder.

Mallet instruments.

Rhythm instruments.

Instruments of a musical story, of a piece of music.

Learning to hear / perceive musical ele- Music as a sensory experience, as an adventure. ments and structures consciously. Formal elements and structures: repetition, echo.

Volume, pace.

Notation.

Listening exercises within pentatonic scales.

Basic time unit (beat).

Even and off time signatures.

Learning area: Making music

Main focus Knowledge, skills, attitudes

Experiencing that you can create differ- Objects. rent sounds and tones with different materials. Rhythm instruments.

Melodic instruments.

Body instruments.

Improvising with sounds and tones. Accompanying movement with sounds.

Sound patterns.

Creating small pieces of music.

Framing texts.

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Learning area: Making music

Main focus Knowledge, skills, attitudes

Accompanying songs. Orff (percussion) instruments: chime bars, mallet instruments; maybe other instruments, body instruments.

Discovering and experiencing connec- Various relationships within pentatonic scales. tions and relationships.

Learning area: Moving

Main focus Knowledge, skills, attitudes

Experiencing the possibilities the body Elementary movements in relation to space, time, dy- offers for expression and movement- namics.

Reaction, coordination, dexterity, concentration, and strength.

Body percussion with body instruments.

Transforming basic elements of music Pitch, tone colour, texture, density, duration, loudness / into movements. dynamics, metre, beat, rhythm.

Portraying closed musical forms via One-part and two-part song forms. movement. Movement games, dancing songs, children's dances.

Learning area: Fundamentals of music

Main focus Knowledge, skills, attitudes

Experiencing and getting to know basic From irregular impulses to steady pulse / metre. applications of the basic time unit (beat). Halving and grouping the basic beat; feeling it (dropp- ing a beat, pause).

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Learning area: Fundamentals of music

Main focus Knowledge, skills, attitudes

Working within pentatonics. Descending minor third (“Rufterz”): so – mi.

Expanding the descending minor third upwards.

Pentatonics.

Getting to know forms of notation. Sketches from memory.

From drawing and listening experiences to graphic notation.

Conventional notation.

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Ethics and Religions

Learning competence at the end of 2nd grade

Learning area: Human beings want to know where they come from, where they are going, and why things are as they are

Main focus Knowledge, skills, attitudes

Being aware of and expressing feelings. Feelings: Joy, anger, fear, sadness. Alerting oneself to important personal experiences and events, and exchang- Path of life. ing them with others Uniqueness – individual personality.

Self-image and perception by others.

Strengths and weaknesses.

Learning area: Human beings give their lives shape and meaning

Main focus Knowledge, skills, attitudes

Knowing, putting on / carrying out, and Traditional regional festivals: carnival / mardi gras, experiencing ceremonies, festivals, cus- Thanksgiving / harvest festival, Advent and Christmas, toms, and stories from the liturgical cy- Easter, etc. cles of religions. Legends: Saint Nicholas, Saint Martin, etc.

Learning area: Human beings look for ways to live together in peace

Main focus Knowledge, skills, attitudes

Old people.

Disabled people.

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Learning area: Human beings pursue happiness and hope for a great future

Main focus Knowledge, skills, attitudes

Identifying wishes, hopes, and lifetime Wishes, dreams, hopes. dreams; putting them into words and reflecting on them. Lifetime dreams, living spaces.

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Visual Arts

Learning competence at the end of 2nd grade

Learning area: Graphics

Main focus Knowledge, skills, attitudes

Overall form, form of elements, patterns, Differentiating graphic symbols and establishing attributes, posture, gestures. characteristics.

Matching, grouping. Matching and classifying graphic symbols.

Visual communication, pictograms. Understanding symbols as messages and interpreting them.

Learning area: Colour

Main focus Knowledge, skills, attitudes

Colour families, colour scales. Differentiating a colour by mixing it with other colours.

Movement and rhythm: leaving traces; Using arm or body movements to leave traces on the absolute colour. paper / surface.

Learning area: Collage/Montage

Main focus Knowledge, skills, attitudes

Patterning, colour, fabric (i. e. material Giving surfaces of paper sheets and other flat materials structure), consistency. a new meaning; combining images.

Amending, re-interpreting and trans- Establishing a new visual context for a given individual forming images. picture or real objects through painting and/or drawing.

Learning area: Sculpture

Main focus Knowledge, skills, attitudes

Structure and arrangement in space of Sculpting three-dimensional figures or objects in a so- three-dimensional figures. phisticated manner, depicting their characteristic features.

Spatial and structural relationships. Arranging several three-dimensional figures / sculptures in space to depict a situation.

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Learning area: Action / play

Main focus Knowledge, skills, attitudes

Facial expressions, gestures. Discovering and using one's body as a means of expression.

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Industrial Arts (Technisches Gestalten)

Learning competence at the end of 2nd grade

Learning area: Building

Main focus Knowledge, skills, attitudes

Building towers, building with Miscan- Experiencing fundamental laws of building. thus sinensis (Chinese silver grass).

Learning area: Dwelling

Main focus Knowledge, skills, attitudes

From thread to string; mobile Transforming rooms and spaces with simple means.

Learning area: Moving/steering

Main focus Knowledge, skills, attitudes

Experiencing floating ball, crafts and Gaining experience with simple actuators and drive vessels, simple kit planes that glide, systems. wind and air.

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4.6.4

Grade 3

3.1.2. Lehrplan_Primar_englisch_2011 194

German

Learning competence at the end of 3rd grade

Learning area: Comprehending, ordering, and thinking through language

Main focus Knowledge, skills, attitudes

Alphabetising; explaining and inferring Understanding words and expressions / phrases. vocabulary after each passage of a longer reading text; being introduced to the Realising which words and expressions in reading or use of dictionaries. listening texts have not been fully understood or not been understood at all.

Guessing meaning from context – in asking related questions – and in using dictionaries.

Observing precisely; describing sequen- Processing experiences, feelings, and sensations ces of events; narrating. through language.

Putting them into words as accurately as possible (orally and in writing).

Linguistic structures Rrecognising linguistic regularities.

Experiencing how much linguistic structures correspond to mental structures.

Words can be transformed: verbs, nouns, adjectives.

Distinguishing finite verb forms in terms of completed vs. ongoing.

Singular and plural, the three grammatical genders.

Sentences can include subordinate clauses.

Every verb has an infinitive.

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Learning area: Oral communication

Main focus Knowledge, skills, attitudes

Addressing concrete situations in every- Listening and talking. day life at school Striving to understand other people's statements, supporting or contradicting them.

Helping each other when there are vocabulary or com- munications problems.

Participating actively in discussions.

Discussing shared experiences; ex- Communicating something orally. changing opinions. Expressing and defending feelings and opinions clearly.

Role plays, short presentations, commu- Using standard language orally. nicating observations. Communicating events, observations, experiences, and facts in standard language.

Addressing everyday situations, in Tailoring one's speech to the situation and the reci- school, on the playground, in the Moo- pient(s). baan / city. Experiencing that there are rules governing speech that make communication easier.

Realising that the same content can be expressed in very different ways and that the recipient may react in very different ways as well.

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Learning area: Written communication

Main focus Knowledge, skills, attitudes

Description, made-up stories, experien- Communicating something in writing: taking advantage ces, notes, letters. of chances to write.

Writing something down, describing, summarising, supplementing / completing something, freely or using models.

Revising texts together; consulting dic- Drafting and final drafts: getting to know editing and tionaries; using clear structure / outline. revising techniques.

Capitalisation at the beginning of sen- Spelling and punctuation: grammatical norms. tences and of nouns; working on spelling problems. Spelling frequently used words correctly.

Correcting spelling, punctuation and grammatical errors on one's own.

Learning area: Communicative ability

Main focus Knowledge, skills, attitudes

Linguistic strategies Understanding what is being communicated explicitly, but also if there are implicit messages as well.

Simple advertising texts.

Everyday-life diction, style, idiom.

Communication by supplementing and Experiencing that drawings or sketches can replace or replacing verbal language. clarify a verbal message.

Recognising tone and gestures as means of communication and using them actively.

Checking inflection and tone during readings; pictograms; advertisements; role plays; pantomime.

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Learning area: Reading / using media

Main focus Knowledge, skills, attitudes

Reading and comprehending Step-by-step reading for comprehension (guided).

Enhancing one's reading skills.

Silent reading.

Paying attention to pronunciation and tone when reading out loud.

Realising that a text can be interpreted in several ways.

Comic strips, advertisements, jokes. Linguistic characteristics of certain genres.

Identifying the characteristic features of simple genres.

School library, children's magazines, Reading on one's own initiative. children's books. Realising how reading can be an enjoyable and enriching experience.

Gaining experience with radio and TV Dealing critically with one's TV and radio experiences: TV ads; discussing children's programmes on TV.

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Learning area: Language as art

Main focus Knowledge, skills, attitudes

Play / drama (e. g. staging fairy tales); Having poetry recited by students and the teacher. guignol. Encountering literary texts, working actively and create- vely with literature.

Gaining motivation to recite and perform from encounters with poems and other literary texts.

Experiencing the joy of using gestures, facial expressions, and verbal language creatively through performance and play.

Playing with language Developing individual creativity in terms of playing with language through encounters with plays on words, language games etc.: Limericks, jokes, spoonerisms, riddles, stories.

Learning area: Using language responsibly

Main focus Knowledge, skills, attitudes

Language and fellow human beings Finding words and a tone that are appropriate for the situation and take the conversation partner into account.

Experiencing how one can help others with language, make them happy and comfort them.

Addressing how students use language to interact with each other: role plays, class discussion.

Conflict situations Recognising and resolving misunderstandings.

Solving conflicts responsibly through language.

Working with student conflicts.

Limits of conflict resolution

Disputations / debates.

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Mathematics

Learning competence at the end of 3rd grade

Learning area: Numbers and number operations

Main focus Knowledge, skills, attitudes

Number ranges and concept of numbers Knowing the number ranges and having a systematic concept of numbers.

Developing a concept of numbers; being able to work within number ranges (from 0 to 1000).

Using numbers in different aspects: cardinal and ordinal numbers.

Counting forward and backwards.

Determining predecessor and successor.

Adding up and multiplying numbers up to 1000.

Simple sequences of numbers Continuing simple sequences of numbers.

Knowing the characteristics and relations of natural numbers; being able to apply them.

Numbers and basic operations Being able to express and illustrate numbers and basic operations in words, pictures, and symbols.

Reading numbers and depicting or entering them in various ways:  in words  with drawings  in place-value charts  on the number ray

Knowing the meaning of place value and the structure of place-value charts.

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Learning area: Numbers and number operations

Main focus Knowledge, skills, attitudes

Basic operations with whole numbers Being able to carry out basic operations with whole numbers.

Adding / subtracting mental arithmetic: 0 to 100.

Building up and mastering multiplication tables (up to 10 x 10).

Carrying out and explaining the four basic operations using mental arithmetic with writing down steps of calculation and extensions.

Division by one-digit divisors.

Carrying out operations on paper:  Long addition  Long subtraction  Long multiplication (with three summands/subtrahends at most).

Mathematical rules and laws Being able to apply the mathematical rules and laws.

Using simplifying strategies (e. g. 303 + 297 becomes 300 + 300); applying mathematical laws.

Estimatation and checking of results Being able to round correctly, estimate, check results.

Units of measure and values Knowing the commonly used units of measure and the relationships between the corresponding values; having a concept of the individual units and what they represent.

Knowing units of length and (from 3rd grade on) using them:  mm, cm, dm (knowledge is enough) m, km Knowing currencies and monetary units/values; working with them:  Cent, Euro, Swiss Franc, Thai Baht Knowing and using units of time: Determining, day, week, month, year, specific point in time  s, min, h, d Knowing and using units of weight and of capacity:  g, kg as well as dl, l

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Learning area: Values and word problems

Main focus Knowledge, skills, attitudes

Comparing and measuring values. Converting values into the next lower or next higher unit.

Comparing values with the help of chosen units; measuring them.

Knowing and using measuring instruments and measuring methods.

Carrying out basic operations with va- Adding and subtracting values that are depicted using a lues. combination of two units of measurement (e. g. 2m 50cm).

Multiplying values with whole numbers.

Caculating intervals / periods of time.

Fractions of values Knowing the most common fractions of monetary units and units of time, capacity, and weight.

Visual aids Being able to read and interpret visual aids, as well as to illustrate numbers and values through drawings or sketches.

Gathering facts from pictures, tables, and charts.

Illustrating numbers and values through drawings and sketches.

Structuring of problems Being able to structure problems, identify the mathematical background, and use graphic representations to arrive at the solution.

Identifying and demonstrating the mathematical context and relationships in situations (concrete or depicted through visual aids) and texts (grasping meaning).

Gathering and presenting / illustrating relevant data from texts and pictures.

Coming up with one's own word problems.

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Learning area: Values and word problems

Main focus Knowledge, skills, attitudes

Illustrating problem solving The students are developing techniques in order to describe and evaluate their work.

Presenting, illustrating, and explaining approaches clearly.

Interpreting solutions in terms of the problem, and reviewing them critically.

Analysing and correcting errors and mistakes.

Interdisciplinary problems Being able to us math to work on interdisciplinary problems and situations.

Identifying connections, correlations, and interdepend- dencies in everyday situations.

Learning area: Relationships, correlation, and classification

Main focus Knowledge, skills, attitudes

Relationships Recognising relationships, using them in concrete situations.

Identifying and naming relationships / connections:  comparing objects  classifying elements

Knowing and using time and distance relationships.

Illustrating relationships Being able to illustrate relationships.

Knowing symbols and using them (≠ = < >).

Learning area: Geometric Relations

Main focus Knowledge, skills, attitudes

Two-dimensional and three-dimensional Being able to work within two-dimensional and three- spaces dimensional spaces.

Denoting the position of objects.

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Learning area: Geometric Relations

Main focus Knowledge, skills, attitudes

Volumes Being able to recognise, describe, name, analyse, draw, and create solid geometric figures.

Experiencing volume.  Experiencing the shapes of solid figures  Creating, analysing (cube, cuboid); naming, recognising (cylinder, sphere, pyramid)

Recognising solid figures when seeing them from different perspectives and in different situations.

Cutting out and folding nets for the construction of solid figures (cuboid, cube).

Classifying geometric shapes. Recognising shapes and being able to describe, name, analyse, and draw them, and to cut them them out.

Drawing lines and line segments. Being able to identify, describe, and draw lines.

Drawings and representations Gaining basic experience with drawings and represent- tations.

Creating and drawing mirror images.

Recognising symmetries.

Using a ruler. Using a ruler properly.

Acquiring drawing skills and being able to use drawing instruments.

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Social Science (Sachkunde)

Learning competence at the end of 3rd grade

Learning area: Nutrition

Main focus Knowledge, skills, attitudes

Healthy eating Knowing and applying the rules for healthy eating.  How food moves through the body.  Digestive organs.  Nutrients and minerals, metabolism.  Problems and dysfunctions.  Trip through the body; following the journey of food.  Talking about obvious problems (stomach ache, diarrhoea).  Comparing the nutritional value of different foods.

Learning area: Health and Sickness

Main focus Knowledge, skills, attitudes

Weaknesses, illnesses, and disabilities Dealing with weaknesses, illnesses, and disabilities.  Weaknesses: personal weaknesses, weaknesses of children in class or in the family (include- ing extended family).  Slight disability: dealing with it and helping others to deal with it; hiding it and/or making it public; practicing how to cope and manage; showing what can be done in terms of help  Telling each other about personal weaknesses and how they are accepted / not accepted.

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Learning area: Family/fellow human beings

Main focus Knowledge, skills, attitudes

Forms of family and community Knowing and accepting one's own and other concepts and forms of family and community.  How couples and groups live together (cohabit- tation, flat share, etc.).  Extended and nuclear families, foster families, children's homes  Single parents.  How people live together in other cultures and used to live together in other eras / times.  Portraying family in role plays, drawings, and texts.  Researching one's own family history.

Learning area: Inorganic nature

Main focus Knowledge, skills, attitudes

Phenomena and their properties Observing various phenomena and inspecting their properties.  Properties of electricity, air, temperature (heat).  Getting to know the states of aggregation of water and their properties (gas, liquid, solid).  Being able to carry out simple experiments on one's own.  Describing and documenting results / procedures of simple experiments.

Learning area: Traffic

Main focus Knowledge, skills, attitudes

Means of transport Knowing the advantages and disadvantages of differ- rent means of transport; using the means of transport that is appropriate for the intended trip correctly.  Means of transport: bicycles, buses, cars, trains, boats, planes.  Comparing energy and time expenditure as well as costs of different means of transport.  Carrying out, analysing, and interpreting a traffic count.  Addressing the history and development of specific means of transport.

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Learning area: Time

Main focus Knowledge, skills, attitudes

Prehistory The children gain experience and knowledge regarding earlier phases (Prehistory) that influenced us.  From the beginnings of the Earth to the Palaeo- lithic; focus on hunters and gatherers.

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Physical Education

Learning competence at the end of 3rd grade

Learning area: Moving / performing / dancing

Main focus Knowledge, skills, attitudes

Jumping and swinging Jumping and swinging rhythmically.  Skipping-rope rhythms.  Running an eight-shaped course (Achterlauf): jumping over / crawling through an obstacle in the center.

Moving and movement sequence Moving one’s body rhythmically and dancing a movement sequence.  From mixing breaks to hip hop.  Hip hop.

Learning area: Balancing / climbing / turning

Main focus Knowledge, skills, attitudes

Arm and trunk muscles Strengthening one’s arm and trunk muscles and assisting / supporting each other.  On the high bar.  Jumping over obstacles and pushing off.  Supporting each other.  Combinations of jumping and pushing-off.  Give a hand.  Breast-high bar.  Jumping into a position pushing oneself up, with the feet off the ground.  Upswing / downswing using the knees.  Combinations of the above.

Turns Being able to orient oneself during different turns.  Basic movement pattern for turns.  All around.  Asymmetric bars (school version).

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Learning area: Balancing / climbing / turning

Main focus Knowledge, skills, attitudes

Upside-down exercises Having upside-down exercises.  Swinging / swaying playfully.  The world upside-down.  Swinging / swaying acrobatics.  Variations of upside-down position with the legs pointing straight up.

Defending Learning to defend oneself.  Avoiding fall, or falling properly.  Sumo wrestling.  Fighting while sitting.

Learning area: Running/jumping/throwing

Main focus Knowledge, skills, attitudes

Starts Sprint-starting from various positions; responding to various signals.  Sprint: starting, running fast.  Running for a long time, for a longer time, endurance running.  Orientation games.  Tag and chase games.

Jumping and skipping experiences Gaining diverse jumping and skipping experiences.  Challenging jumping tasks.  Jumping on the head of one's partner's shadow.  Jumping up / high.  Navigating a course of hoops spread out ran- domly on the floor: jumping from one hoop to the next.

Target-throwing Becoming more confident and accurate as far as target-throwing is concerned.  Challenging throwing tasks (as a part of play).  Ring toss, ball toss; recreating the fun-fair experience.  Throwing for points.  Keeping the proper distance.  Lineball (Swiss ball game).  Target-throwing from a distance.

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Learning area: Play and games

Main focus Knowledge, skills, attitudes

Accuracy Improving accuracy.  Ballet with balls.  Hitting targets.  Memory (relay race).

Ball and stick Developing advanced ball and stick handling skills.  Hockey games.  Controlling the ball/stick.  Stealing the ball.

Team-playing skills Improving one's playing and team-playing skills.  Rounders, kickball, (Brennball), and similar games.  Over the pitch.  Dodgeball games (Völkerball, Jägerball, Paral- lell-Jägerball, etc.).

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Music

Learning competentence at the end of 3rd and 4th grade

Learning area: Singing

Main focus Knowledge, skills, attitudes

Singing songs for one voice as well as Songs from the children's realm of experience and from canons (singing in rounds). daily life at school.

The focus is on the joy of singing; singing several times daily.

Integrating songs in other subjects as well.

Including students that take music lessons outside school and their skills (accompanying songs on the recorder, ...).

Learning area: Listening to music

Main focus Knowledge, skills, attitudes

Getting to know musical instruments. Piano, guitar, violin, flute, clarinet, trumpet, accordion.

Learning to hear / perceive musical ele- Listening to, identifying, and applying melody, rhythm, ments and structures consciously. language: drawing, moving, dancing, acting (drama inspired by music), joining in (making music too), etc.

Music from different periods and of different styles.

Popular music (hits, evergreens, etc.).

(Musical) biography of a composer.

Learning area: Making music

Main focus Knowledge, skills, attitudes

Accompanying songs. Accompanying songs on Orff (percussion) instruments.

Prelude, interlude, and postlude.

If desired, additional instruments.

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Learning area: Moving

Main focus Knowledge, skills, attitudes

Actively experiencing the possibilities Elementary movements in relation to space: the body offers for expression and - Walking, running, skipping/hopping, jumping, movement. swinging (including to music, sounds, texts, pictures) - in all directions (forward, backwards, sideways) - including changes of direction and 180-degree turns - within variously shaped spaces (e. g. square, triangle)

Learning area: Fundamentals of music

Main focus Knowledge, skills, attitudes

Getting to know and using rhythmic Further division of notes: tagetege, ta-tege, tagete, ta- division, accentuation, and classifica- a-te. tion.

Combining movements and language.

Crotchet or eighth note as offbeat.

Working within the major scale. Do re mi fa so la ti do.

Interval so mi combined with hand signal guides one downwards.

Interval so la do combined with hand signal guides one upwards.

Practising short excerpts (sequences) regularly.

Using syllable charts.

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Ethics and Religions

Learning competence at the end of 3rd and 4th grade

Learning area: Human beings want to know where they come from, where they are going, and why things are as they are

Main focus Knowledge, skills, attitudes

Voicing questions regarding fundamen- Luck/happiness and misfortune. tal human experiences; searching for answers by engaging with people and Chance and predestination. traditions. Pleasure and pain; joy and suffering.

Death and dying; life after death.

God, goddesses, and gods.

Learning area: Human beings give their lives shape and meaning

Main focus Knowledge, skills, attitudes

Discovering religious phenomena and Rituals: celebrating, mourning, praying, fasting. getting to know religious / cultural traditions from one's own environment. Places of congregation: churches, mosques, synago- gues, temples.

Holy places.

Abbeys and monasteries.

Major transitions in life: birth, marriage, death.

Names: their origins and stories.

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Learning area: Human beings look for ways to live together in peace

Main focus Knowledge, skills, attitudes

Addressing and discussing social reali- Groups, peer pressure. ties, including the underlying norms and one's own value system. Working out, Prejudices. applying, and re-evaluating rules for living together. Achievement and failure.

Truth and lies.

Trust.

Wealth and poverty.

Being oneself vs. adapting and conforming.

Fair/just vs. unfair / unjust.

Obedience vs. disobedience.

Rules, classroom rules.

Rituals and celebrations in schools.

Participation: class council, student council, and children's parliament.

Learning area: Human beings shape the world

Main focus Knowledge, skills, attitudes

Learning about the Creation with all sen- Nature – the Creation – world views. ses and developing action plans to preserve it together. Creation myths from various religions.

Protecting nature, animals, the environment.

Learning area: Human beings pursue happiness and hope for a great future

Main focus Knowledge, skills, attitudes

Realising changes, developing visions Changes in the religious, cultural, social, and natural for the future, and searching for ways environment. and opportunities to implement them. Perspectives and visions for the future.

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Visual Arts (Bildnerisches Gestalten)

Learning competence at the end of 3rd and 4th grade

Learning area: Graphics

Main focus Knowledge, skills, attitudes

Combining individual elements (shapes) Example: of an object or a figure into a coherent whole.

Depicting objects and figures in their Example: spatial context.

Depicting a sequence of events in a pic- Example: ture sequence.

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Learning area: Colour

Main focus Knowledge, skills, attitudes

Changing the brightness of colours; ma- Example: king colours interact with each other and creating an interplay of colours.

Creating a conscious interplay between Example: background colours and the colours of the painted figure or object.

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Learning area: Collage/Montage

Main focus Knowledge, skills, attitudes

Creating rubbing images by using diffe- Example: rent textured surfaces; reinterpreting the resulting shapes and structures, and combining them into a picture.

Combining everyday objects and turning Example: them into people, animals, or fantasy creatures.

Collecting and exhibiting objects related Example: to a specific topic or issue.

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Learning area: Sculpture

Main focus Knowledge, skills, attitudes

Sculpting three-dimensional figures or Example: objects in a realistic manner.

Arranging several three-dimensional fi- Example: gures / sculptures in space to depict a complex scene.

Learning area: Aktion/play

Main focus Knowledge, skills, attitudes

Getting inspired to action through using Example: everyday objects in unusual ways.

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Industrial Arts (Technisches Gestalten)

Learning competence at the end of 3rd and 4th grade

Learning area: Function – Building

Main focus Knowledge, skills, attitudes

Experiencing and applying fundamental Construction techniques: laying / layering and bracing. laws of building. Support structures/supporting elements: column, beam, arch, tripod, and rope/catenary.

Stabilising components: trusses, struts, and ties.

Defining and filling spaces (e. g. braiding, stringing, covering).

Building huts: with fabric, poles, and strings.

Learning area: Function - Dwelling

Main focus Knowledge, skills, attitudes

Creating a home. Spatial arrangement: rooms, areas, paths, and squares.

Room elements: opening, boundaries, lighting, inci- dence of light, etc..

Room equipment: furniture, decoration, accessories, and toys.

Functions of elements, rooms, and areas, and the conditions that come with them.

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Learning area: Function - Clothing

Main focus Knowledge, skills, attitudes

Getting to know and using clothes and Situations: everyday life, job, leisure, sports, festivals/ accessories in their functional and ex- traditions, and theater. pressive contexts. Functions: ornament.

Protection: against cold, heat, water, and weather in general .

Expression: colour, shape, and material.

Demands: needs, preferences, fitness for purpose, agreeableness.

Learning area: Function – Moving / steering

Main focus Knowledge, skills, attitudes

Getting to know and using actuators and Movement: sliding, gliding, rolling, and driving. simple motion-transmission systems. Transmission of power or motion: axle, wheel, cable pull, belt, slide, lever, compensator.

Bearing, guidance, steering.

Energy sources.

Actuators and driving systems: gravity, recoil, rubber- band engine, wind, water, heat, and light.

Gaining basic experience with flying and Balance. swimming objects. Stability.

Buoyancy (water).

Lift (air).

Design (shape forming).

Aerodynamic and hydrodynamic drag.

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Gaining basic experience with flying and Experiencing uplift and buoyant force with one's body. swimming objects. Observing the weather; meteorological equipment (weather vane, wind sock, wind engine).

Developing objects capable of flying or swimming.

Learning area: Function – Art, creativity, and design

Main focus Knowledge, skills, attitudes

Developing one's personal imagination. Perceiving objects and processes: observing, comparing, and ordering.

External and internal perception.

Experiencing something with all senses: touching, seeing, hearing, smelling, and tasting (building a “sense box” focusing on a specific topic).

Fantasy and imagination.

Developing a sense of form and one's Form and function. own ideas for shapes. When creating objects, observing and working out the

interplay between form and function (jumping jack: crank mechanism; spoon: chocolate creme; hat: protection against rain; box: content)

Forms/shapes, and their relations.

Learning area: Function – Art, creativity, and design

Main focus Knowledge, skills, attitudes

Structuring two and three dimensional Form and structure: dot, line, shape, figure, space, and spaces and coverings with the help of texture. elements of design and colour. Experimenting with changes to the material (roughen- ing wooden surfaces, grinding; tucking / folding, gathering, embroidering fabric).

Colour.

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Learning area: Function – Materials, techniques, and procedures

Main focus Knowledge, skills, attitudes

Getting to know natural elements and Earth, water, air, fire. materials; comparing their properties and effects; experiencing their applica- Wool, cotton, flax, blended fabric, silk, synthetics. tions. Filling materials .

Paper (e. g. papier mâché), cardboard.

Wood (e. g. slats, wood mouldings).

Wood as raw material (e. g. plywood, fibre boards).

(Modelling) clay, wax, sand, natural and artificial stone.

Knowing tools and machines, and un- Tools and machines are not listed individually here. derstanding how they work. Which ones are selected depends on the chosen procedure.

Reproducing tools in order to illustrate how they work.

Past and present tools.

Taking the basic rules of handling into account.

Getting to know and using specific tech- Techniques that create structures: spinning, twisting, niques. crochet, knitting, etc..

Single crochet stitch.

Beat-up, plain stitch, knotted stitch, binding off; if desired: purl.

Weaving, braiding, felting.

Weaving bands / ribbons, pictures.

Hand papermaking (paper pulp).

Colouring techniques: printing, dyeing, painting.

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4.6.5

Grade 4

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German

Learning competence at the end of 4th grade

Learning area: Comprehending, ordering, and thinking through language Main focus Knowledge, skills, attitudes

Understanding words and phrases Realizing that words, phrases, and larger contexts do not have the same meanings for all people.  Step-by-step reading of texts.  Spontaneous and systematic vocabulary work.  Using dictionaries on one's own.

Processing experiences and feelings Putting experiences into words as accurately as pos- through language sible (orally and in writing).  Describing experiences.  Observing objects, people, and events precisely.  Describing sequences of events.

Linguistic structures Recognizing simple linguistic regularities.

Experiencing how much linguistic structures correspond to mental structures.

Introduction to  present tense  past tense  present perfect  past perfect.

Grammatical tense versus real time.

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Learning area: Oral communication Main focus Knowledge, skills, attitudes

Group discussion Listening and talking.

Striving to understand what others are saying; supporting them or disagreeing with them.

Helping each other if there are problems concerning expression or understanding.

Participating actively in the discussion.

Communicating something orally Expressing and defending impressions, sentiments, and opinions clearly.

Exchanging opinions. Conversations about shared experiences.

Using standard language orally Communicating events, observations, experiences, and facts in standard language.

Short presentations.

Describing observations.

Role plays.

Conversations with various partners Tailoring one's speech to the situation and the reci- (people of different ages and profess- pient(s). sions) Experiencing that there are rules governing speech that make communication easier.

Realizing that the same content can be expressed in very different ways and that the recipient may react in very different ways as well.

Parts of speech Verb, noun, adjective, pronoun.

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Learning area: Written communication Main focus Knowledge, skills, attitudes

Communicating something in writing Taking advantage of chances to write.

Writing something down, describing, summarizing, supplementing / completing something freely or using models.  Narration: personal experience  Experiment with descriptions / procedures  Various manuals / instructions  Personal letter

Drafting and final drafts Getting to know editing and revising techniques.  Revising texts together.  Presenting results clearly and in a well-structured manner.  Using dictionaries autonomously.

Spelling and punctuation: grammatical Spelling frequently used words correctly. norms Correcting spelling, punctuation and grammatical errors on one's own.  Capitalisation at the beginning of sentences and of nouns.  Individual spelling training.

Learning area: Communicative ability Main focus Knowledge, skills, attitudes

Linguistic strategies Understanding what is being communicated explicitly, but also if there are implicit messages as well.  Simple phrases and idioms.  Advertising texts.

Communication to supplement and re- Experiencing that drawings or sketches can replace or place verbal language clarify a verbal message.

Recognizing tone and gestures as means of communication and using them actively.  Intonation  Shadow play; games using media  Performing / acting: scenes from plays / poems

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Learning area: Reading / using media Main focus Knowledge, skills, attitudes

Reading and comprehending Paying attention to pronunciation and tone when reading out loud.

Realizing that a text can be understood / interpreted in several ways. • Reading out loud expressively. • Silent reading. • Step-by-step reading for comprehension (together).

Linguistic characteristics of certain gen- Identifying the characteristic features of simple genres. res  Jokes  Informative texts  Manuals (games), craft instructions  Text from dictionaries

Reading on one's own initiative Realizing how reading can be an enjoyable and enriching experience.  Children's books.  School library.  Children's magazines.  Literature about hobbies.

Gaining experience with radio and TV Dealing critically with one's TV and radio experiences.  Engaging with youth programs on TV and the radio.

Learning area: Language as art Main focus Knowledge, skills, attitudes

Encountering literary texts Working actively and creatively with literature: gaining motivation to recite and perform from encounters with poems and other literary texts.

Experiencing the joy of using gestures, facial expressions, and verbal language creatively through performance and play.  Drama / acting.  Having poetry recited by students and the teacher.  Heroic tales.

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Learning area: Language as art Main focus Knowledge, skills, attitudes

Playing with language Developing individual creativity in terms of playing with language through encounters with plays on words, language games etc.  Limericks.  Jokes.  Spoonerisms.  Riddles.  Stories, tall tales.

Learning area: Using language responsibly Main focus Knowledge, skills, attitudes

Language and fellow human beings Finding words and tones that are appropriate for the situation and take the conversation partner into account.

Experiencing how one can help others with language, make them happy and comfort them. - Role plays. - Class discussion. - How students use language to interact with each other.

Conflict situations Recognizing and resolving misunderstandings; solving conflicts responsibly through language.  Analysis of student conflicts.  Disputation/debates.  The limits of conflict resolution.

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Mathematics

Learning competence at the end of 4th grade

Learning area: Numbers and number operations Main focus Knowledge, skills, attitudes

Number ranges and notions of numbers Knowing the number ranges and having a systematic concept of numbers.

Developing a notion of numbers; being able to work within number ranges (0 to 1’000’000).

Using numbers in different aspects: cardinal and ordinal numbers.

Counting forward and backwards.

Determining predecessor and successor.

Adding up and multiplying numbers up to 1’000’000.

Natural numbers Knowing the characteristics and relations of natural numbers; being able to apply them.

Continuing simple sequences of numbers.

Numbers and basic operations Being able to express and illustrate numbers and basic operations in words, pictures, and symbols.

Reading numbers and depicting or entering them in various ways:  in words  with drawings  in place-value charts  on the number ray  on graph paper

Knowing the meaning of place value and the structure of place-value charts.

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Learning area: Numbers and number operations Main focus Knowledge, skills, attitudes

Natural numbers and number operations Being able to carry out basic operations with whole numbers.

Adding / subtracting by mental arithmetic: 0 to 1’000.

Building up and mastering multiplication tables (up to 10 x 10).

Carrying out and explaining the four basic operations using mental arithmetic with writing down steps of calculation and extensions.

Carrying out operations on paper:  Long addition with up to 3 summands  Long subtraction with up to 2 subtrahends  Long multiplication, second factor one-digit or two- digit  Long division, divisor one-digit or divisible by ten (with or without remainders)

Mathematical rules and laws Being able to apply mathematical rules and laws.

Using simplifying strategies (e. g. 397 + 266 becomes 400 + 266 - 3); applying mathematical laws.

Estimating and checking results Being able to round correctly, to estimate and check results.

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Learning area: Values and verbalization / visualisation Main focus Knowledge, skills, attitudes

Units of measure Knowing the commonly used units of measure and the relationships between the corresponding values.

Having a concept of the individual units and what they represent.

Knowing units of length and (from 3rd grade on) using them:  km, m, cm, mm

Knowing currencies and monetary units / values; working with them:  Fr., Rp. (CHF) / Euro, Cent (EUR), Baht, Satang (THB)

Knowing and using units of weight:  t, kg, g

Knowing and using units of capacity:  l, dl, ml

Values Being able to compare and measure values.

Converting values into the next lower or next higher unit.

Comparing values with the help of chosen units; measuring them.

Knowing and using measuring instruments and measuring methods.

Basic operations with values Being able to carry out the basic operations with values.

Adding and subtracting values that are depicted using a combination of two units of measurement (e. g. 2m 50cm).

Multiplying values with whole numbers. (from 5th grade on: dividing).

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Learning area: Values and verbalization / visualisation Main focus Knowledge, skills, attitudes

Illustration of numbers and values Being able to read and interpret visual aids, as well as to illustrate numbers and values through drawings or sketches.

Problem structuring and solving Being able to structure problems, identify the mathematical background, and use equations and graphic representations to arrive at the solution.

Identifying and demonstrating the mathematical context and relationships in situations (concrete or depicted through visual aids) and texts (grasping meaning).

Gathering and presenting relevant data from texts and pictures.

Interdisciplinary problems Being able to use math to work on interdisciplinary problems and open situations.

Identifying connections, correlations, and interdepend- dencies in everyday situations.

Learning area: Relationships, correlation, and classification Main focus Knowledge, skills, attitudes

Recognition of relationships Recognizing relationships, using them in concrete situations.

Identifying and naming relationships / connections:  comparing objects  classifying elements

Knowing and using time, length, and weight relationships.

Illustration of relationships Being able to illustrate relationships.

Knowing symbols (≠ = < >) and using them.

Creating sets and comparing them.

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Learning area: Geometric relations Main focus Knowledge, skills, attitudes

Denoting the position of objects Being able to work within two-dimensional and three- dimensional spaces.

Properties of solid figures Knowing the properties of the shapes of various solid figures (cylinder, pyramid, cone).

Experiencing volume Being able to recognise, describe, name, analyse, draw, and create solid geometric figures.

Examining different net varieties Examining cube and cuboid nets.

Mirror images and symmetries Creating and drawing mirror images.

Recognizing symmetries

Gaining basic experience concerning reproductions, illustrations, and mapping.

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Social Science (Sachkunde)

Learning competence at the end of 4th grade

Learning area: Work Main focus Knowledge, skills, attitudes

Professions and fields of work Examining how professions and occupations were created; getting to know selected fields of work.  Self-sufficiency/division of labour.  Creation of first professions in early history.  Making simple tools and objects of utility.  Grinding grain between stones; baking twist bread.

Learning area: Building / dwelling Main focus Knowledge, skills, attitudes

Types of housing and construction Getting to know different housing types, forms of housing estates, and types of construction; dealing with their advantages and disadvantages.  Housing types: single-family detached house, multi- family house, high rise; flat (family/flat-sharing community).  Renting, ownership, housing cooperative.  Showing one's dwelling place to the other children.  Other places to live (in the apartment block, in the privately owned home, in the city, in the country).

Learning area: Leisure Main focus Knowledge, skills, attitudes

Free and compulsory time Distinguishing free time from time spent on compulsory or necessary activities; fulfilling one's own needs and using free time in a purposeful way.  Dealing with wishes and preferences.  School time vs. free time, fixed arrangements vs. free disposal, time to work vs. time to rest.  Documenting one's leisure activities and comparing them to those of others.  Writing down and presenting one's daily routine.

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Learning area: Habitats and living spaces Main focus Knowledge, skills, attitudes

Plants, animals and humans Realizing that plants, animals, and humans form various symbiotic relationships and occupy different habitats and living spaces (forests).  Forest and edge of the forest as living spaces.  Bodies of standing water, bodies of flowing water.  Meadows, fields, and hedges.  Villages, towns, and cities.  Carrying out long-term observations.  Creating / maintaining biotopes.  Creating and attending to a school garden.  Tracking animals (finding and following trails).

Learning area: Space Main focus Knowledge, skills, attitudes

Orientation Gaining better orientation through concrete experiences and the use of sketches, maps, and layouts.  Outdoor orientation.  (Geographic) directions, distinctive orientation points, position of the sun, compass.  Describing a route and then walking the de- scribed path.  Playing hide-and-seek and spotting games with orientation aids.  Observing and sketching the surroundings from an elevated standpoint.

Getting to know a country Germany.

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Learning area: Space Main focus Knowledge, skills, attitudes

Municipalities and communities Gaining basic topographical knowledge and an understanding of space through insights into the polymorphy (in terms of both physical and social geography) of municipalities and communities.  Neighbourhood and Commune (district / ward and municipality in the Swiss system).  Meeting points, playgrounds, public buildings, housing types, green spaces, naming, historical development, growth, streets of houses.  The schoolhouse and its surroundings; modeling the district in the sandbox.

Learning area: Time Main focus Knowledge, skills, attitudes

Prehistory Having experiences and gaining knowledge regarding earlier eras that shaped us (prehistory). - From the ice age hunters to the first farmers. - Focus on the Neolithic/ beginnings of sedentary farming. - Examining local history finds.

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Physical Education

Learning competence at the end of 4th grade

Learning area: Moving / performing / dancing Main focus Knowledge, skills, attitudes

Healthy school – Active school Movement as a guiding principle for the classroom and for life.

Moving rhythmically Skipping-rope rhythms.

Artistic performances.

Dancing Rock’n’roll.

Learning area: Balancing / climbing / turning Main focus Knowledge, skills, attitudes

Balancing Balancing on gym benches (turnaround test).

Moving on gym benches (shaky ramp: one end fixed to gym rings).

Climbing Understanding the art of climbing.

Cooperating Leading / following / carrying.

Helping and supporting / spotting.

Combining things Circus acrobatics (capers).

Competitions.

Competing Together and against others.

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Learning area: Running / jumping / throwing Main focus Knowledge, skills, attitudes

Running 60m (start from standing position).

Endurance run.

Jumping Stride jump.

Throwing Standing throw (with ball).

Assessment 60m.

2 km.

Throwing (80 g).

Long jump.

Learning area: Play and games Main focus Knowledge, skills, attitudes

Ball games that involve the use of feet, Ball games that involve the use of feet. hockey games Hockey games.

Team sports Rounders, kickball, (Brennball), and similar games.

Dodgeball games (Völkerball, Jägerball, etc.).

Games where the goal is to get the ball behind a line in the opponent’s half of the field.

Learning area: Swimming Main focus Knowledge, skills, attitudes

Backstroke Learning the basic form of backstroke holistically.

Front crawl Consolidating the basic form of front crawl with coordination exercises.

Swimming and ball games Playing in pairs and groups using balls.

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Information and Communication Technology (ICT)

Learning competence at the end of 4th grade

Learning area: Numbers and number operations Main focus Knowledge, skills, attitudes

Familiarising and getting oriented Getting to know ICT devices and their function. Being able to name ICT devices.

Using ICT Experiencing the computer as an instrument for gaming, learning, and practice.

Engaging with ICT Becoming aware of potential effects of ICT on behaviour during learning and leisure time.

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Music

Learning competentence at the end of 3rd and 4th grade

Learning area: Singing

Main focus Knowledge, skills, attitudes

Singing songs for one voice as well as Songs from the children's realm of experience and from canons (singing in rounds). daily life at school.

The focus is on the joy of singing; singing several times daily.

Integrating songs in other subjects as well.

Including students that take music lessons outside school and their skills (e. g. accompanying songs on the recorder).

Learning area: Listening to music

Main focus Knowledge, skills, attitudes

Getting to know musical instruments. Piano, guitar, violin, flute, clarinet, trumpet, accordion

Learning to hear / perceive musical Listening to, identifying, and applying melody, rhythm, elements and structures consciously. language: drawing, moving, dancing, acting (drama inspired by music), joining in (making music too), etc.

Music from different periods and of different styles.

Popular music (hits, evergreens, etc.).

(Musical) biography of a composer.

Learning area: Making music

Main focus Knowledge, skills, attitudes

Accompanying songs. Accompanying songs on percussion (Orff) instruments.

Prelude, interlude, and postlude.

If desired, additional instruments.

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Learning area: Moving

Main focus Knowledge, skills, attitudes

Actively experiencing the possibilities Elementary movements in relation to space: the body offers for expression and - Walking, running, skipping/hopping, jumping, movement. swinging (including to music, sounds, texts, pictures) - in all directions (forward, backwards, sideways) - including changes of direction and 180-degree turns - within variously shaped spaces (e. g. square, triangle)

Learning area: Fundamentals of music

Main focus Knowledge, skills, attitudes

Getting to know and using rhythmic Further division of notes: tagetege, ta-tege, tagete, ta- division, accentuation, and classifica- a-te. tion.

Combining movements and language.

Crotchet or eighth note as offbeat.

Working within the major scale. Do re mi fa so la ti do.

Interval so mi combined with hand signal guides one downwards.

Interval so la do combined with hand signal guides one upwards.

Practicing short excerpts (sequences) regularly.

Using syllable charts.

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Ethics and Religions

Learning competence at the end of 3rd and 4th grade

Learning area: Human beings want to know where they come from, where they are going, and why things are as they are

Main focus Knowledge, skills, attitudes

Voicing questions regarding fundamen- Luck / happiness and misfortune. tal human experiences; searching for answers by engaging with people and Chance and predestination. traditions. Pleasure and pain; joy and suffering.

Death and dying; life after death.

God, goddesses, and gods.

Learning area: Human beings give their lives shape and meaning

Main focus Knowledge, skills, attitudes

Holy places.

Abbeys and monasteries.

Major transitions in life: birth, marriage, death.

Names: their origins and stories.

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Learning area: Human beings look for ways to live together in peace

Main focus Knowledge, skills, attitudes

Truth and lies.

Trust.

Wealth and poverty.

Being oneself vs. adapting and conforming.

Fair / just vs. unfair / unjust.

Obedience vs. disobedience.

Rules, classroom rules.

Rituals and celebrations in schools.

Participation: class council, student council, and children's parliament.

Learning area: Human beings shape the world

Main focus Knowledge, skills, attitudes

Learning about the Creation with all sen- Nature – the Creation – world views. ses and developing action plans to preserve it together. Creation myths from various religions.

Protecting nature, animals, the environment.

Learning area: Human beings pursue happiness and hope for a great future

Main focus Knowledge, skills, attitudes

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Visual Arts (Bildnerisches Gestalten)

Learning competence at the end of 3rd and 4th grade

Learning area: Graphics

Main focus Knowledge, skills, attitudes

Combining individual elements (shapes) Example: of an object or a figure into a coherent whole.

Depicting objects and figures in their Example: spatial context.

Depicting a sequence of events in a pic- Example: ture sequence.

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Learning area: Colour

Main focus Knowledge, skills, attitudes

Changing the brightness of colours; ma- Example: king colours interact with each other and creating an interplay of colours.

Creating a conscious interplay between Example: background colours and the colours of the painted figure or object.

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Learning area: Collage / Montage

Main focus Knowledge, skills, attitudes

Creating rubbing images by using differ- Example: rent textured surfaces; reinterpreting the resulting shapes and structures, and combining them into a picture.

Combining everyday objects and turning Example: them into people, animals, or fantasy creatures.

Collecting and exhibiting objects related Example: to a specific topic or issue.

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Learning area: Sculpture

Main focus Knowledge, skills, attitudes

Sculpting three-dimensional figures or Example: objects in a realistic manner.

Arranging several three-dimensional fi- Example: gures / sculptures in space to depict a complex scene.

Learning area: Aktion / Play

Main focus Knowledge, skills, attitudes

Getting inspired to action through using Example: everyday objects in unusual ways.

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Industrial Arts (Technisches Gestalten)

Learning competence at the end of 3rd and 4th grade

Learning area: Function – Building

Main focus Knowledge, skills, attitudes

Experiencing and applying fundamental Construction techniques: laying / layering and bracing. laws of building. Support structures / supporting elements: column, beam, arch, tripod, and rope / catenary.

Stabilizing components: trusses, struts, and ties.

Defining and filling spaces (e. g. braiding, stringing, covering).

Building huts: with fabric, poles, and strings.

Learning area: Function - Dwelling

Main focus Knowledge, skills, attitudes

Creating a home. Spatial arrangement: rooms, areas, paths, and squares.

Room elements: opening, boundaries, lighting, inci- dence of light, etc.

Room equipment: furniture, decoration, accessories, and toys.

Functions of elements, rooms, and areas, and the conditions that come with them.

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Learning area: Function - Clothing

Main focus Knowledge, skills, attitudes

Getting to know and using clothes and Situations: everyday life, job, leisure, sports, festivals / accessories in their functional and ex- traditions, and theater. pressive contexts. Functions: ornament.

Protection: against cold, heat, water, and weather in general.

Expression: colour, shape, and material.

Demands: needs, preferences, fitness for purpose, agreeableness.

Learning area: Function – Moving / steering

Main focus Knowledge, skills, attitudes

Bearing, guidance, steering.

Energy sources.

Actuators and driving systems: gravity, recoil, rubber- band engine, wind, water, heat, and light.

Balance.

Stability.

Buoyancy (water).

Lift (air).

Design (shape forming).

Aerodynamic and hydrodynamic drag.

Experiencing uplift and buoyant force with one's body.

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Learning area: Function – Moving / steering

Main focus Knowledge, skills, attitudes

Gaining basic experience with flying and Observing the weather; meteorological equipment swimming objects. (weather vane, wind sock, wind engine).

Developing objects capable of flying or swimming.

Learning area: Function – Art, creativity, and design

Main focus Knowledge, skills, attitudes

Developing one's personal imagination. Perceiving objects and processes: observing, comparing, and ordering.

External and internal perception.

Experiencing something with all senses: touching, seeing, hearing, smelling, and tasting (building a “sense box” focusing on a specific topic).

Fantasy and imagination.

Developing a sense of form and one's Form and function. own ideas for shapes. When creating objects, observing and working out the interplay between form and function (jumping jack: crank mechanism; spoon: chocolate cream; hat: protection against rain; box: content)

Forms / shapes, and their relations.

Colour.

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Learning area: Function – Materials, techniques, and procedures

Main focus Knowledge, skills, attitudes

Paper (e. g. papier mâché), cardboard.

Wood (e. g. slats, wood mouldings).

Wood as raw material (e. g. plywood, fibre boards).

(Modelling) clay, wax, sand, natural and artificial stone.

Knowing tools and machines, and un- Tools and machines are not listed individually here. derstanding how they work. Which ones are selected depends on the chosen procedure.

Reproducing tools in order to illustrate how they work.

Past and present tools.

Taking the basic rules of handling into account.

Getting to know and using specific tech- Techniques that create structures: spinning, twisting, niques. crochet, knitting, etc.

Single crochet stitch.

Beat-up, plain stitch, knotted stitch, binding off; if desired: purl.

Weaving, braiding, felting.

Weaving bands / ribbons, pictures.

Hand papermaking (paper pulp).

Colouring techniques: printing, dyeing, painting.

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4.6.6

Grade 5

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German

Learning competence at the end of 5th grade

Learning area: Language use – speaking and writing

In 5th grade, the students get an overview of the various ways and forms of speaking and writing that they encountered in primary school so far. They recognize and name the type and function of selected speech acts, most of them previously known. They further develop their abilities to absorb and understand, compose and apply relatively simple, linear texts of a primarily narrative or descriptive kind. By engaging with themselves, their new environment, and their new communication partners, they advance their self-competence and their social competence.

Main focus Knowledge, skills, attitudes

Composition and presentation: Narrative Narrating own experiences and inventing stories, while paying attention to basic narrative elements such as introduction, ending, proper chronology, proper tenses, being vivid and specific.

Re-telling short narrative texts.

Role-playing (situations where something interesting happens; real experiences).

Composition and presentation: Informa- Reporting on experiences and events, on different oc- tive casions and with different recipients.

Describing objects in simple ways (partly to be done in combination with narration).

Speaking with or without notes (bullet points).

Composition and presentation: Problem- Expressing and justifying a point of view. oriented Leading discussions about issues, forming opinions.

Dealing with every-day-life situations effectively through language, e. g. apologizing, having an argu- ment and coming to an agreement, voicing a com- plaint, talking on the phone, asking for advice, introducing oneself, congratulating someone, writing thank- you notes, encouraging someone, giving advice, re- questing something, threatening, ordering, promoting, inviting someone.

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Learning area: Language use – speaking and writing Main focus Knowledge, skills, attitudes

Composition and presentation: Creative Creative writing based on prompts and language games, e. g. writing from word fragments, or from emo- tive or favourite words; acrostic, automatic writing.

Speaking and writing based on visual and rhythmic prompts, e. g. pictures, comic strips, speech rhythms, songs.

Applying specific learning and working Narrating and retelling. techniques. Observing, memorizing, imitating.

Analyzing, outlining, formulating, giving support.

Subdividing and structuring texts, coming up with headlines.

Gathering and providing information for oneself and others by talking to people and using reference works.

Coming up with rules for conversations, and obeying them.

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Learning area: Dealing with texts

In grade 4 and grade 5, the students further develop the reading skills they gained in primary school in terms of comprehension and interpretation, with the help of prose, poetry, and drama. They apply abilities and skills that they acquired while watching films, puppet theatre, plays etc. in all areas of competence, thereby enhancing these abilities and skills.

Main focus Knowledge, skills, attitudes

Dealing with literary texts. Reading and reading out loud.

Retelling, acting out with or without the text present as a basis.

Fashioning and transforming own stories and literary texts / passages.

Recognizing elements of fantasy in literary texts.

Comprehending and evaluating the behaviour of characters in narrative and dramatic texts.

Reciting poems with or without the text present as a basis.

Distinguishing between the author and the speaker in poems.

Reflecting and commenting on the content of poems (in terms of thoughts and feelings).

Reading dialogues and scenes of plays out loud with assigned roles.

Developing skills regarding watching and listening, especially in terms of dealing with dramatic texts.

Performing assigned roles and situations in pantomime.

Acting (short scenes).

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Learning area: Dealing with texts Main focus Knowledge, skills, attitudes

Dealing with pragmatic texts. Reading pragmatic texts closely.

Fashioning and transforming pragmatic texts / passages.

Dividing texts into parts and coming up with titles for the parts.

Applying specific learning and working Reading and reading out loud creatively and expres- techniques. sively.

Understanding and using tables of contents and other indexes.

Observing, ordering, structuring.

Getting to know and using school libraries.

Notes on dealing with texts

Developing reading skills (complex skills that include comprehension, interpretation, and, as far as reading out loud is concerned, expression) is one of the main tasks to be accomplished in school, from the very first to the final year. Therefore, sufficient class time needs to be devoted to reading practice and teaching reading. In grade 5 and all following grades, reading out loud various genres of texts has to be a regular part of classes. Teachers must encourage the students to read longer texts within an appropriate time span. For this, they have to include children’s books and youth books in lessons, so that the students’ interest in literature is sparked or increased.

Simple plays that are performed at school parties, parent-teacher conferences, projects etc. serve to further the students’ language and speech development.

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Learning area: Reflecting upon language

In 5th grade, the students acquire a solid linguistic knowledge which enables them to solve communicative tasks (in typical and age-appropriate contexts and situations).

As another goal, the students are meant to reflect on and assess the linguistic performance and acts of their communication partners when speaking or writing.

Main focus Knowledge, skills, attitudes

Reflecting on and applying linguistic Applying a solid linguistic (including grammatical and knowledge, norms, and conventions. lexical) knowledge regarding the parts of speech verb, noun, and adjective.

Identifying the function of individual forms and categories; linguistic variation through different linguistic devices, for example replacing nouns by various pronouns when composing texts.

Applying various syntactic forms in simple sentences, and compound and complex sentences with two clauses when speaking or writing.

Reflecting on the function of individual linguistic devices in texts when solving communicative tasks, e. g. on the usage of different tenses when one narrates or reports, on making texts more compact and dense through simple syntactical structures.

Grasping the rules of composition and organisation that govern the various modes of writing; applying this knowledge when composing own texts.

Expanding one’s vocabulary and increasing one’s ability for variation when formulating through knowledge about models regarding word formation, especially compounding and derivation.

Spelling words in sentences and texts according to the norms; especially through consolidation/teaching and application of knowledge about long and short vowels, homophones and near-homophones, capitalization, separate and compound spelling, and conversion (parts of speech, especially conversion of verbs and adjectives into nouns).

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Learning area: Reflecting upon language Main focus Knowledge, skills, attitudes

Reflecting on the behaviour of commu- Identifying and assessing the conditions of communi- nication partners. cative situations in daily life; speaking and writing appropriately and in accordance with the conventions.

Reflecting on tendencies in language Identifying and reflecting on language change with the development. help of individual aspects, for example the origin of names.

Applying specific learning and working Practicing autonomous self-checking of compositions techniques. with various tools, especially the table of rules.

Memorizing, comparing, matching, applying.

Checking, giving reasons, summarizing.

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Mathematics In 5th grade, the students become confident with mental arithmetic and using (written) calculation methods with natural numbers and values. Assignments from their sphere of experience are especially important here. Challenges which are as diverse as possible lead to a solid sense of quantity. At the same time, the students develop a critical attitude towards the results they calculated (this is ensured primarily by teaching them suitable ways of checking results). Through arithmetic with natural numbers they are meant to successively acquire an improved numeracy; additionally, the ground for fundamentals of the algebra of sets is prepared. Through constructive and mathematical description of geometric objects, the students consolidate and expand their experience regarding the basic terms of geometry. Dealing with fields and solid figures trains their spatial sense and helps them develop their imagination. A crucial component of teaching in grade 5 concerns the confident use of drawing instruments and the ability to present approaches clearly. In various situations, the students express mathematical insights in a language that is appropriate for their age, while increasingly incorporating the correct technical terms. Work in pairs or groups, this is the best way to enhance communicative ability, the capacity for teamwork, and the willingness to cooperate.

Learning competence at the end of 5th grade

Learning area: Arithmetic of natural numbers

Students are intended to distinguish between numerals and numbers, and natural numbers are supposed to be written as sums of multiples of powers of ten as well.

Main focus Knowledge, skills, attitudes

Numerals, numbers, natural numbers Writing and reading natural numbers up to 1 trillion (1012) in the decimal system; entering them in place- value charts.

Rounding natural numbers to a given place.

Entering natural numbers on the number ray and ordering them from the smallest to the largest.

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Learning area: Arithmetic of natural numbers Main focus Knowledge, skills, attitudes

Adding, subtracting, and multiplying na- Using written calculation methods as well as mental- tural numbers. arithmetic exercises.

Limiting factors to three digits.

Working with 0 and 1.

If there is more than one summand or subtrahend, limiting them to three at most.

Division Division by natural numbers other than 0.

Introducing long division with two-digit divisors.

Approximating products and quotients through rough estimates.

Checking results (subtraction, division) with the help of inverse operations (addition, multiplication).

Knowing and applying order of operations rules (multiplication and division before addition and subtraction) and the rules for removing parentheses.

Summands or factors Ordering summands or factors smartly.

Turning one number into several ones, thus simplifying the arithmetic.

Knowing and using simplifying strategies (e. g. 397 + 266 becomes 400 + 266 - 3) when working with natural numbers.

Square numbers Knowing the square numbers up to 202 by heart.

Knowing how to write numbers as powers and how to calculate exponents.

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Learning area: Arithmetic of natural numbers Main focus Knowledge, skills, attitudes

Terms Describing given notions with the help of the terms ‘sum’, ‘difference’, ‘product’, and ‘quotient’.

Knowing and using the terms ‘element’, ‘set’, ‘null set’, and the corresponding symbols.

Knowing the terms ‘variable’ and ‘(mathematical) statement’.

Equations and inequations Dealing with equations and inequations that do not have a solution within the range of natural numbers.

Solving equations and inequations by thinking about the content or systematic trial; checking results by replacing the original variable with the result one came up with; specifying the solution set.

Variables Replacing all variables in a term by given numbers and calculating the value.

Word problems Solving word problems that combine several arithmetic operations.

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Learning area: Values and quantities

This part is primarily about the consolidation and expansion of the sense of quantity and understand- ding of values gained in primary school. Decimal fractions do not come into it at this point. Main focus Knowledge, skills, attitudes

Currencies, units of time, length, mass, Knowing and using units of currency, time, length, capacity area, and volume.

Specifying a value through index and unit.

Indicating the same number with the help of different units.

Working with values referring to the same physical quantity (e. g. weight):  ordering values (from smallest to largest or vice versa)  adding or subtracting values  multiplying values with natural numbers  dividing values by natural numbers other than 0  dividing values by values referring to the same physical quantity

Rectangles and squares Finding the perimeter of rectangles and squares, which includes using the proper formula.

Finding the area of rectangles and squares, which includes using the proper formula.

Finding the area of figures that are composed of rectangles.

Cuboids and cubes Finding the surface area of cuboids and cubes.

Finding the volume of cuboids and cubes, which includes using the proper formula.

Finding the volume of solid figures that are composed of cuboids.

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Learning area: Values and quantities Main focus Knowledge, skills, attitudes

Length, mass, area, volume Estimating the length, mass, area, and volume of suitable given (solid) figures.

Solving word problems related to the physical quantities that were dealt with (e. g. mass).

Learning area: Basic geometric terms and relationships Main focus Knowledge, skills, attitudes

Lines and points; Cartesian coordinate Distinguishing between the terms “(straight) line”, “axis” system (“half-line”), and “line segment”.

Describing the positional relationship of straight lines, using the terms “parallel to”, “perpendicular to”, and their symbols.

Matching pairs of numbers with points in the Cartesian coordinate system (first quadrant only), and vice versa.

Describing positional relationships of points and lines, and of points and line segments.

Drawing instruments Using suitable drawing instruments (e. g. set square).

Drawing a perpendicular at a point on a line.

Drawing a line parallel to a given line through a given external point.

Knowing the terms ‘distance between a point and a line’ and ‘distance between two parallel lines’, and measuring such distances in drawings.

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Learning area: Basic geometric terms and relationships Main focus Knowledge, skills, attitudes

Angle, apex, arm Knowing and using the terms ‘angle’, ‘apex’, and ‘arm’, knowing how to express a concrete angle.

Knowing and using the terms ‘acute angle’, ‘right angle’, ‘obtuse angle’, ‘straight angle’, ‘reflex angle’, and ‘round angle’.

Estimating and measuring angular dimensions in using angle metres or set square.

Drawing angles with given dimensions.

Circle, radius, diameter Knowing and using the terms ‘circle’, ‘radius’, and ‘diameter’.

Learning area: Axially symmetrical figures Main focus Knowledge, skills, attitudes

Axially symmetrical figures Creating axially symmetrical figures by folding, cutting, drawing.

Identifying the symmetry axis / axes in a given figure by folding or drawing.

Creating the mirror image of a given figure.

Creating an axially symmetrical figure through line reflection (using the mirror line).

Knowing and using the terms ‘axial symmetry’, ‘symmetry axis’, ‘line reflection’, and ‘mirror line’.

Describing triangles and quadrangles (square, rectangle, parallelogram, trapezium, kite, rhombus), checking for symmetry, sketching, drawing them on plain or squared paper.

Terms Knowing and using the terms square, rectangle, ‘parallelogram’, ‘trapezium’, ‘kite’, ‘rhombus’, and ‘dia- gonal’ (noun).

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Learning area: Axially symmetrical figures Main focus Knowledge, skills, attitudes

Geometrical forms Identifying cubes, cuboids, cylinders, cones, and four- sided pyramids in various positions.

Cuboids and cubes Knowing and using the terms ‘cuboid’ and ‘cube’.

Building models of cuboids and cubes.

Identifying properties of cuboids and cubes (symmetry, among others), and using this to draw various nets.

Depicting cuboids and cubes axonometrically, i. e. attempting to depict three-dimensional figures on a plane, or at identifying them in drawings, thereby enhancing one’s spatial sense.

Note: The term ‘axonometric projection’ (Schrägbild) is not introduced before 7th grade.

Identifying cuboids from axonometric drawings and nets.

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Biology

Biology as a subject starts in 5th grade, at a time when biological issues are very relevant to the students. In this sense, the purpose of Biology class is to further develop and stimulate the students’ interest in nature, by selecting suitable topics. The focus is on experiencing and identifying simple phenomena in (living) nature, for which field trips play an important role. The students gain insights into the diversity and characteristics of selected groups of organisms. Considering the need for health and environmental education, biology class has to be very practical and focused on real life. Taking the living conditions and experiences of the students into account, biology class is partly based on various topics from Social Science (Sachkunde) classes.

Learning competence at the end of 5th grade

Learning area: Introduction into biology Main focus Knowledge, skills, attitudes

Life, life forms and habitats Observing, describing, and comparing different life forms in their habitats.

Exploring characteristics of life with the help of examples.

Distinguishing between living and non-living (animate / inanimate) nature; characteristics of life.

Life forms typical of a / the country, study trips in the surrounding area.

Selected life forms in their habitats (animals, plants, fungi, bacteria).

Learning area: Vertebrates in their habitats Main focus Knowledge, skills, attitudes

Vertebrates Observing, describing, and comparing vertebrates.

Realising the diversity of life forms, expanding one’s knowledge of species.

Assigning individual representatives to groups of organisms, identifying biological relationships.

Inferring causal relationships (e. g. structure and function of several organs).

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Learning area: Adaptedness to environment Main focus Knowledge, skills, attitudes

Ecological awareness Illustrating the adaptability of life forms to their environment with the help of examples related to their body as well as to their habits and behavior; realizing the necessity to protect species and their habitats.

Considering typical habits and ways of behaviour with the help of examples related to diet and reproduction.

Learning area: Habitat water Main focus Knowledge, skills, attitudes

Fish Adaptability to the environment ‘water’: connection between gestalt, skeleton, and locomotion; body covering; respiration; reproduction and growth; connection between body temperature and lifestyle.

Protecting fish and their habitats; keeping fish in a species-appropriate environment (e. g. aquarium, garden pond).

Aquarium keeping (local species): fish farming and ornamental fish of the region; learning how export endan- gers ornamental fish.

(Fish market), regional importance of fishing.

Fish as important food (fishing, fish farming).

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Learning area: Amphibians Main focus Knowledge, skills, attitudes

Amphibians Adaptability to their environment(s): Connection between gestalt (salamanders; frogs and toads), skeleton, and locomotion; body covering, respiration; diet; reproduction and growth; connection between body temperature and lifestyle.

Comparative observation of salamanders, frogs, and toads; considering typical habits with the help of examples related to reproduction.

Observing a typical regional amphibian, keeping it in a terrarium for a short time.

How do the locals regard the amphibians, what kind of threats exist?

Protecting amphibians and their habitats.

Learning area: Reptiles Main focus Knowledge, skills, attitudes

Snakes, lizards, turtles / tortoises, cro- Adaptability to their environment(s): Connection bet- codiles ween gestalt (snakes, lizards, turtles / tortoises, croco- diles), skeleton, and locomotion; respiration; diet; reproduction and growth; connection between body temperature and lifestyle.

Observing characteristics of suitable regional reptiles, e. g. geckos, snakes, ocean turtles.

Prehistoric reptiles.

Threats and protection The threat to the ocean turtles and local protective measures.

Protecting reptiles and their habitats.

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Learning area: Seed plants and their diversity Main focus Knowledge, skills, attitudes

Observing, describing, and comparing Using a magnifying glass for observation. seed plants. Carrying out examinations (plants and parts of plants).

Planning, carrying out, and evaluating simple experiments (e. g. seed germination, proving that seeds con- tain starch and fat).

Development of seed plants Observing suitable examples: Typical characteristics of several representative seed plants.

Structure of seed plants Different types of roots, stems, and leaves; functions of these parts; structure of a perfect (bisexual) flower (sepals, petals, stamens, carpel); functions of these parts; information on imperfect (unisexual) flowers.

Absorption of water through roots, transport of water through stem.

Reproduction of seed plants Sexual reproduction (pollination, fertilisation, fructifica- tion, types of fruits, dissemination of seeds and fruits); asexual reproduction (e. g. stolons, bulbs).

Dissecting flowers and buds, examining seeds and fruits with the help of a magnifying glass.

Development of seed plants Structure of a seed and function of the parts; germination (including necessary conditions); seed plant nutria- tion (absorption of water, mineral salts, and carbon dio- xide and the influence of light; production of sugar / starch and oxygen).

Suitable local examples, e. g. rafflesia.

The process of photosynthesis is not to be addressed.

Proving the existence of fat and starch in seeds experi- mentally.

Germination and growth experiments; examining the necessity of light for the growth of seed plants.

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Learning area: Selected plant families and crop plants Main focus Knowledge, skills, attitudes

Angiosperms Three local plant families (angiosperms): selected characteristics of typical members of the respective plant families.

E. g. rosaceae, brassicaceae (mustards), faboideae, asteraceae (sunflower family).

Plants common to the region.

Pinaceae (pine family) Pinaceae (pine family) as representatives of the gym- nosperms: characteristics (ligneous stem, linear needle-like leaves, cone-shaped spadices, exposed ovule); importance and use.

Expanding ones knowledge of species, carrying out study trips.

Cycads or gingko species Establishing the connection to local plants, e. g. cycads or gingko species.

Protection Exploring possibilities and the importance of protecting species and their habitats.

Crop plants Some crop plants, both local and from other parts of the globe (e. g. types of corn, potatoes, coffee, citrus fruits, cotton).

E. g. rice farming or other important examples from the region.

Learning area: Studying the human body – structure and function in comparison Main focus Knowledge, skills, attitudes

My body Observing and doing experiments with one’s own body.

Identifying health risks.

Simple experiment reports.

Evaluating results from simple experiments and their significance.

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Learning area: Studying the human body – structure and function in comparison

Aufgabenschwerpunkte Wissen, Fertigkeiten, Haltungen

Posture and movement Ways the body can move.

Structure and function of the locomotor / musculoskele- tal system.

How the elements work together: skeleton, joints, muscles, tendons, ligaments; postural deformities.

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History

Learning competence at the end of 5th grade

Learning area: Introduction to History

With their own realm of experience as a starting point, students discover and analyze historical aspects of their families, the town they live in or the region they hail from originally. They gain insights, commensurate with their age, into the work of archaeologists and historians, into concepts of history’s dimension and into how history operates within the categories of time and space. Main focus Knowledge, skills, attitudes

What is history? Establishing connections to monuments and street names in town / in the region, to buildings and churches (perhaps from the colonial or pre-colonial period), to legends, photographic pictures, fashion, chronicles.

History and time Ages (student life, life), historical period.

Learning area: (Selected) Early river valley civilisations Main focus Knowledge, skills, attitudes

Three early river valley civilisations (to Examining the origin and development of early (great) be selected between Egypt or Mesopo- civilisations in vivid detail, and realizing their influences tamia and Ancient Israel). on European history and culture.

Egypt The Nile as the basis for life and main artery.

Social hierarchies, structures, and interactions.

The Pharaoh as king and god.

Priests, administrative officials, peasants, and slaves.

Structure of communal labour, the community, and the state.

Immortality / lasting influence: pyramids, mummifica- tion, hieroglyphs, papyrus, scientific achievements.

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Learning area: (Selected) Early river valley civilisations Main focus Knowledge, skills, attitudes

Mesopotamia Occupation of the Tigris-Euphrates basin.

Emergence of city states and the empire of Hammu- rabi.

Temple economy, priesthood, administrative officials, Code of Hammurabi (stele).

Ancient Israel Land and people of the Old Testament; Abraham, Moses, David, state formation and the end of Ancient Israel.

Learning area: The World of the Ancient Greeks Main focus Knowledge, skills, attitudes

Origin and development Examining the origin and development as well as the political system and the cultural life of Ancient Greece in vivid detail, and realizing their influences on Euro- pean history and culture.

Special features (in terms of geography Cohesion through common language, religion, and and living conditions) culture.

The Greek gods (overview) Olympic games to honour Zeus.

Oracle of Delphi.

Athens Agriculture, craft, trade, naval power.

The heyday of Attic democracy.

Women in Attic democracy.

Important achievements in science and the arts.

Conflicts Selected clashes between Greek city states and the Persian empire.

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Learning area: The Beginnings of the Roman Empire Main focus Knowledge, skills, attitudes

Founding myth of Rome The students gain knowledge about the foundation of Rome, the expansion during the Roman Republic, and Rome’s striving for power. The origin and administra- tion of the Empire, with its attempt to solve national crises, are made especially clear.

From city state to world empire The Punic Wars.

Conquests in Caesar’s time.

Relationships between Rome and its provinces.

Citizenship Social structure and the role of Roman citizenship.

Slaves Life, work, and rebellion of slaves.

Learning area: Rome in the age of emperors Main focus Knowledge, skills, attitudes

Emperors The students gain memorable ideas about life in Rome.

Augustus / Octavian and the Principate.

Imperial cult, Pax Romana.

Achievements The students gain memorable ideas the achievements of the Romans.

(Selected) achievements in agriculture, craft, trade, transportation, technology, the arts, culture, architect- ture.

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Geography

Learning competence at the end of 5th grade

Learning area: Earth – our habitat Main focus Knowledge, skills, attitudes

Our planet in the solar system Understanding the origin of seasons and times of day.

Orientation on the earth with the help of aerial views and maps: Degree of longitude and latitude, poles, points of the compass.

To be able to orientate / locate oneself using a map indicating legends, contour lines and in measuring distances with a ruler.

Weather Being able to name the weather categories wind, temperature, cloudiness, and precipitation, and match them with concrete weather phenomena.

Being able to identify and explain interactions and relations between the weather factors.

Realizing how weather influences various aspects of our lives.

Learning area: Learning portfolio Switzerland / Germany (selections) Main focus Knowledge, skills, attitudes

Overview of Switzerland / Austria / Regions in context. Germany Identifying the connection between relief and flow direction of rivers.

Being able to draw and compare climate charts if guidance is provided.

Learning portfolio Germany: Northern Being able to create profiles; tides (origin, effects, dyke Germany’s coast construction).

Being able to read thematic maps (e. g. leisure maps of North Sea islands) and city maps.

Identifying the function of a port (i. e. its economic importance).

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Learning area: Learning portfolio Switzerland / Germany (selections) Main focus Knowledge, skills, attitudes

Geographic structure and organisation Identifying location (Germany: e. g. low mountain ranges / Switzerland: e. g. Central Plateau, Jura moun- tains).

Identifying economic significance (with the help of examples); analyzing tables, graphs, and charts.

The Alps: Foothills and High Alps Understanding models (that illustrate fold and erosion).

Analyzing and comparing tables, graphs, charts, thematic maps, and subsistence strategies.

Being able to trace transportation routes.

Learning area: Thailand / Bangkok in comparison Main focus Knowledge, skills, attitudes

Nation and metropolis Evaluating satellite/aerial images.

Pointing out location, understanding history and realizing the current importance within the economic region, carrying out study trips.

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Physical Education

Each school year is divided into four parts of the same length, during which theoretical and practical competences in track and field, swimming, one to two games, and artistic gymnastics / gymnastics and dance are taught, respectively. The area “health and fitness” is an integrated component of all four parts, and is being developed continuously.

Learning competence at the end of 5th / 6th grade

Learning area: Track and field Main focus Knowledge, skills, attitudes

Running Diverse games and exercises that primarily help develop running speed in combination with challenges in terms of coordination; starts (standing start / crouch start / “falling” start); rhythmic running, endurance running, timed 50-meter sprints.

Jumping Games, competitions, exercises in order to gain experience in terms of jumping; high-and-long jump, scissors technique and Fosbury flop, approach (walking, running), competitive long jump (takeoff point / board) and high jump (scissors technique or Fosbury flop).

Throwing Games and competitions in order to gain diverse experience in terms of throwing; long-distance and combined target and long-distance throwing (ball, 80g) with or without walk or run-up (throwing arm brought back); competitive ball-throwing.

Lernbereich: Artistic gymnastics Main focus Knowledge, skills, attitudes

Balance beam Squat mount (with one leg to side); various stretched jumps (dismounts), half and full turns, horizontal scale (knees), deep piked sit.

Floor Forward and backward roll, cat spring, head-and-hand balance with roll, cartwheel, arched front support to handstand, half and full turns, crouch position to head balance.

Buck, plinth, pommel horse (0.80 m) Squat vault / straddle vault.

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Lernbereich: Artistic gymnastics Main focus Knowledge, skills, attitudes

Parallel bars Swinging forward and backward in cross support, straddle swing turn to change direction, rear vault to outer cross stand.

Uneven bars, high bar Rearward swing from side support frontways to dis- mount, free knee circle, shoot, elementary short circle swing, half-mill circle.

Learning area: Gymnastics and dance Main focus Knowledge, skills, attitudes

Gymnastics without apparatus Ways of walking, running, jumping; face vault/jump in arch position with half or full turn (windup position); scissoring (straight / tuck); counter-swing and synchro- nized swings, standing on flat foot (one or two legs), half turn to toe stand or crouch position, seats, lying positions, rolls, kneeling positions with various trunk, arm, leg positions and movements.

Gymnastics with apparatus Vertical and horizontal swings, rotations (incl. around body, hands), flicks while running and jumping (skip jump / windup position), throwing while standing, rolling, vertical bounces with skip jump, twirling

Dance Playful experimentation, experiencing and realizing the opportunities for expression and possibilities of movement the body offers, with or without apparatus, objects, and materials.

Moving in space and time, to rhythms and sounds; free or well-defined movement tasks leave room for varied forms of creativity.

Exercise combinations: at least 16 bars with or without apparatus and/or free-style dance with prompts for improvisation.

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Learning area: Games Main focus Knowledge, skills, attitudes

Basketball Basketball under simplified conditions: fewer players, lower baskets, smaller balls, various little basketball- related games, two players trying to score versus one defender, chest pass (two-handed).

Dribbling (left / right), running (stop / start), shot (from standing position), defense (positioning between opponent and basket).

Football Football under simplified conditions (3 vs. 3, 4 vs. 4, 5 vs. 5), little football-related games using several goals, fewer players, simpler rules, shooting on goal (1 vs. 1), passing (inside of the foot), stopping the ball, shot on goal (instep drive), attack with more forwards than defenders.

Handball Handball under simplified conditions (3 vs. 3, 4 vs. 4); fewer players; smaller pitch; simplified rules; different ball materials; little handball-related games; goal- throwing games; pass / catch with and without movement; bouncing (left and right); basic throw (Schlag- wurf); stops; defense (disrupting the opponent’s passing game); man-to-man defense and positioning.

Volleyball Volleyball under simplified conditions (2 vs. 2, 3 vs. 3); modified pitch size, net height and rules; little volleyball-related games; passing (overhand / underhand) in various directions; underhand serve; passing and positioning.

Table tennis Table tennis under simplified conditions; offensive and / or defensive game with little spin (slow-paced); gaining experience in terms of movement and gameplay; how to hold the racket (grips); slice (backhand); speed drive; simple serves (indirect and direct); various returns and winning strokes under simplified conditions.

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Learning area: Games Main focus Knowledge, skills, attitudes

Badminton Badminton under simplified conditions (singles); gaining experience in terms of movement and gameplay; getting used to ball, racket, and pitch; backhand and forehand grip; running from central position at the net and the baseline; overhand serve; getting the opponent away from the central base position; forehand, backhand, underhand strokes; clear (forehand); half-court shots.

(Field/indoor) hockey Field / indoor hockey under simplified conditions; teams of even size or one team having more players than the other; fewer players; smaller pitch; simplified rules; little hockey-related games; Ball propellants (Treibball) or drive-ball games with or without “foxes;” Zone Hockey (Zonenhockey) (four groups of five players each trying to get the ball in the end zone); shot- on-goal games; forehand pass and stop; forehand and backhand; forehand striking position and propelling.

Learning area: Swimming Main focus Knowledge, skills, attitudes

Play/experience Various little games with or without apparatus (balls, fins, floatation devices), tagging games, relay compete- tions (with or without apparatus), water gymnastics, snorkeling.

Swimming techniques Improving known swimming techniques such as breaststroke, backstroke, crawl stroke; learning another technique (dolphin butterfly stroke).

Techniques: start and turn Grab start and track start, backstroke start, front crawl open turn, breaststroke turn with diving phase.

Timed swimming 50m front crawl and breaststroke, 25m backstroke, 400m endurance swimming.

Underwater diving Forward diving up to 10m, diving for objects, diving under obstacles.

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Learning area: Swimming Main focus Knowledge, skills, attitudes

Figure and synchronised swimming Basic elements (“dead-man’s float”, floating, treading water, paddling techniques), doing simple figures.

Elements of lifesaving Transporting objects / people (with and without Rautek grip), defense position and grips, rescue.

Learning area: Health and fitness Main focus Knowledge, skills, attitudes

Play/experience Running games involving various tasks to overcome obstacles and deal with one’s own body weight (climbing, brachiating, creeping, balancing, jumping); aerobics, step aerobics, aquarobics, trying out movements even with slight resistance (as in water), with stretch band, circuit training variations, partner exercises, structurally and practically correct sitting, carrying, lifting, walking, standing; progressive relaxation, yoga, meditation and relaxation techniques.

Aerobic endurance Endurance-focused little games: chain tag, shuttle and circular relays, outdoor and orientation games, aerobics, endurance running (12 - 30 mins.), endurance swimming (15 - 20 mins.), step aerobics.

Strength endurance Various relays and games involving climbing, brachiating, supporting, jumping, pulling; partner exercises; rope-skipping, tug-of-war; correct sitting, carrying, lifting, standing, walking; functional circuit training with or without added obstacles/resistance.

Recovery and regeneration Functional stretching exercises before and after physical activity, and as separate fitness training in order to restore muscular balance; gentle (“dynamic”) stretching over a longer period of time; repeated stretching; “active” stretching by tension of the anta- gonists; progressive muscle relaxation; breathing for relaxation; psychoregulative techniques to cope with stress (autogenic training, yoga).

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Music

Learning competence at the end of 5th / 6th grade

Learning area: Musical instruments

Main focus Knowledge, skills, attitudes

Symphonic orchestra Distinguishing the instruments of the symphonic orchestra and other instruments in terms of look, sound, and sound generation.

Sound and look of individual Making music, and demonstrating how various instru- instruments in the symphonic orchestra ments sound and work; making use of local opportunities such as music school, student concerts, orchestra practice.

Overview: classification of groups and Bow, pluck, wind, percussion, and keyboard instru- families of instruments in terms of how ments. they are played

Various forms of instrumentation Orchestra and instrumental chamber music.

The tonal diversity of the organ Field trip and demonstration.

Electroacoustic instruments Using the keyboard.

Learning area: From roundelay to rondo

Main focus Knowledge, skills, attitudes

Rondo Identifying the rondo’s structure and its diversity in terms of musical arrangement and composition.

Experiencing musical contrast through improvisation exercises.

Rondo (vocal compositions) Structure of the roundelay:  Finding the refrain (A)  Inserting other songs

Terms:  Rondo  Couplet/episode

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Learning area: From roundelay to rondo

Main focus Knowledge, skills, attitudes

Instrumental rondo (involving tone Playful invention of little rhythmic and melodical struc- colour) tures, alternating between group and solo.

Rondos by the great masters in their Focusing on observing repetition and contrast. formal structure and their expressive character Identifying the character of the parts. Recognizing the transitions.

Developing a formal scheme.

Learning area: Songs and dances of European countries

Main focus Knowledge, skills, attitudes

Dance Getting to know various German and European dances.

Understanding and identifying melodic and rhythmic features.

Creative application: practicing and performing dances.

Experiencing the ways of movement and possibilities for expression that the body offers.

Simple dancing songs and forms of Singing and performing creatively. dance

Dances from different countries: Overall  Polka character and national characteristics  Mazurka  Polonaise

 Trepak  Waltz  Czardas  Sirtaki  Tarantella etc.

National and regional dancing traditions Performing simple dances.

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Learning area: Musical variation - introduction

Main focus Knowledge, skills, attitudes

Variation Playful transformation of simple musical material.

Becoming aware of diverse possibilities for variation.

Using technical terms in their correct context.

Musical change and transformation Singing and making music. based on the creative principles of repetition and contrast

Changing known parameters  Volume  Articulation  Accompaniment/backing  Tempo  Kinds of beat  Rhythm  Tonality  Melody line  Tone colour (Klangfarbe)

Changing the character of songs and  Piano / forte simple pieces of music in terms of  Legato / staccato sound  different tempi  duple / triple metre  major / minor key etc.

Simple piano, chamber music, or Singing of the themes as the basis for identifying the orchestra variation changes on one’s own (notation is used as well).

Learning area: Folk song – art song

Main focus Knowledge, skills, attitudes

Songs Expanding one’s musical knowledge and experience through the comparison of the folk song and the art song.

Observations about the relationship between music and lyrics.

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Learning area: Folk song – art song

Main focus Knowledge, skills, attitudes

The German folk song (Volkslied) and its Comparing historical traditions and origins: Folk songs characteristics (Volkslieder) and fairy tales.

Diversity of issues the folk songs deal with.

Strophic art songs: solo singer with Function of the fixed piano accompaniment. piano accompaniment Comparing the effect in terms of musical expression of folk songs and art songs that have the same lyrics.

Learning area: Opera, operetta, musical theatre, and ballet (Musiktheater)

Main focus Knowledge, skills, attitudes

Opera and musical theatre Discoveries related to opera and musical theatre.

Developing a tolerance towards, interest in, and understanding of musical theatre and opera.

Learning and using technical terms.

Using theatre / arts to expand one’s imagination.

Excerpts from operas or musical Listening to selected, age-appropriate examples, pri- comedies / operettas marily from the musical comedies genre.

Information on the plot, the whole work, the scene.

Technical term: Scene

Relationship between music and plot.

Opera, musical comedy/operetta, Clarifying terms with the help of examples. solo, duet, chorus, dance, march

Scenic interpretation Making use of the joy of acting, invention, and putting on disguises.

Role-playing short scenes (dialogues).

Alternative: shadow play with shadow play figures, or play with available hand puppets.

Taking advantage of local opportunities in terms of theatre.

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Ethics and Religions

Learning competence at the end of 5th / 6th grade Learning area: Human beings give their lives shape and meaning Main focus Knowledge, skills, attitudes

Foundations of religions Knowing the basic foundations of religions.  Judaism, Christianity, Islam.  Holy laws.  Founders: Abraham, Moses, Jesus, Moham- med.

Learning area: Human beings look for ways to live together in peace Main focus Knowledge, skills, attitudes

Values Dealing and engaging with values and their different interpretations in earlier times and today.  Change in values: the values and value systems of different generations.  Children’s rights.

Peaceful coexistence Inquiring about foundations for a peaceful coexistence. Describing and analysing conflicts, practising forms of conflict resolution.  Forms and mechanisms of non- and violence.  Truthfulness.  Equality and equal opportunities / rights.  Conflict resolution: rules of discussion, agree- ments, contracts.  Respect, consideration, responsibility.

Learning area: Human beings shape the world Main focus Knowledge, skills, attitudes

Just and injust practices Identifying and naming just and unjust practices and developing perspectives for a better, fairer world.  Peace.  Solidarity.  Global imbalance / inequality.  Children’s rights.  Oppression and exploitation.

Great women and extraordinary men Being familiar with biographies of "successful lives” and comparing them with own ideas.

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Visual Arts (Bildnerisches Gestalten)

Learning competence at the end of 5th grade

Learning area: Painting/colour Main focus Knowledge, skills, attitudes

Painting/colour Consolidating and expanding one’s knowledge of various ways of colour application, of colour contrast, and colour context.

Observing and using colour in a sophisticated way.

Using technical terms properly.

Learning area: Graphics Main focus Knowledge, skills, attitudes

Graphics Becoming familiar with simple graphic techniques and elements (dot, line, shape) and their various applications.

Understanding and using technical terms.

Learning area: Sculpture Main focus Knowledge, skills, attitudes

Sculpture Gaining experience in using selected malleable materials and simple sculpting techniques appropriately.

Learning area: Media/visual communication Main focus Knowledge, skills, attitudes

Media / visual communication Becoming familiar with visual devices of the media (e. g. comics, advertising).

Becoming familiar with photographic work and procedures (from the perspective of media studies).

Taking first steps in terms of thinking critically about how the media really are and work.

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Industrial Arts (Werken)

Learning competence at the end of 5th / 6th grade

Learning area: Function (building) Main focus Knowledge, skills, attitudes

Examining, combining, and using Construction methods: stabilising elements  Framing, staging, bracing, etc. Shapes:  Tubes, U-, L-, double-T shapes. Processed sheets:  Folded, corrugated. Stabilizing elements:  Brace, bar, truss, stay, support.

Learning area: Function (dwelling)

Main focus Knowledge, skills, attitudes

Examining and creating elements of Spatial arrangement: dwelling and living spaces  Rooms, areas, paths, squares. Interior decorating:  Furniture, lighting, interior textiles, decoration, accessories, toys. Function, conditions, and effects:  Of elements, rooms, areas, surroundings, social situation.

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Learning area: Function (clothing)

Main focus Knowledge, skills, attitudes

Understanding and using clothing / Situations: accessories in their functional and  Daily, life, job, leisure, sport. expressive context  Festivals, parties, local customs, theatre. Functions:  Ornament. Protection:  Cold, heat, water, climate in general. Effect, expression:  Shape, colour, material.  Character and cut. Demands:  Needs, preferences, suitability for purpose, agreeableness. Context, symbolism:  Identifying with a group.  Belonging to a culture/religion.

Knowing and carrying out the design Idea. and production process of a piece of clothing/accessory Form.

Design.

Procedure / method.

Work steps.

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Learning area: Function (moving / steering)

Main focus Knowledge, skills, attitudes

Combining and using actuators and Movement: transmission of motion  Rolling, driving, swimming, flying, gliding. Transmission of motion / power:  Disc, wheel, belt, crankshaft, camshaft, bar, lever, simple hinges, guide bars, bearings, breaks, simple connectors, steering mechanisms. Energy sources, actuators:  Gravity, air, wind, water, sun, light, muscle strength, spring, recoil, steam pressure, liquid pressure, air pressure, rubber motor, electric motor. Controlling processes:  Directly, indirectly.

Knowing the principles of the electric Electric circuit: circuit and its dangers  Conductive and nonconductive materials, insulation, contacts, battery poles, short circuit, connection diagram. Simple switches:  Push-button circuit breakers, trigger switches, flip switches, rotary switches.

Learning area: Art, creativity, and design

Main focus Knowledge, skills, attitudes

Developing one’s own imagination Perceiving objects and processes consciously: observing, comparing, classifying / ordering.

Developing new, individual forms and Relationship between form, material, and process. shapes, using the interplay of function, material, and process Form and formal context.

Elements of construction.

Recognising and naming elements of Form and structure. design and colours, using them when designing and fashioning objects Colour.

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Learning area: Materials and processes

Main focus Knowledge, skills, attitudes

Knowing and testing materials, using Wool, cotton, flax, blended fabric, silk, synthetics, them properly leather, fur, untreated fabric, paper, cardboard, wood, derived timber products.

(Modeling) clay, natural and artificial stone, glass, gypsum, metal (e. g. wire, mesh, tin), plastic (e. g. acrylic glass, polystyrene).

Knowing the origin of raw materials Following the production processes of basic materials and semi-finished products, and carrying them out oneself in parts.

Fibres (animal, plant, synthetic).

Leather, derived timber products, gypsum.

Preparation / production, treatment / processing, finishing.

Knowing tools and machines, using and Knowing and using methods and processes. maintaining them properly

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4.6.7

Grade 6

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German

Learning competence at the end of 6th grade Learning area: Language use – speaking and writing

Main focus Knowledge, skills, attitudes

Composition and presentation: Narrative Structured narration (oral and written), in using new narrative / creative devices (e. g., dialogues). Re-telling texts with the help of narrative / creative devices from the original.

Composition and presentation: Various forms of reports, describing objects and pro- Informative cesses; composing special texts such as riddles, manuals etc.

Composition and presentation: Problem- Expressing and justifying a point of view in various oriented communicative situations, including first written attempts (e. g. in the student newspaper).

Using language to successfully deal with every-day-life tasks (filling out forms, composing letters).

Composition and presentation: Role-playing (based on real or invented scenarios). Creative Developing and fashioning invented stories.

Transforming stories to suit one’s own point of view.

Applying specific learning and working Gathering and disseminating information. techniques Finding new sources of information.

Collecting keywords.

Outlining.

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Learning area: Dealing with texts

Main focus Knowledge, skills, attitudes

Dealing with literary texts Reading, comprehending, reading out, and re-telling literary texts (narrator, characters, motifs, and meta- phors).

Narrating from a different point of view.

Memorizing and reciting poems, analyzing them (rhythm, sound, imagery, comparison with other poems).

Dealing with pragmatic texts Close reading, comprehending, structuring / dividing up into sections, and transforming.

Paying attention to rhetorical and other devices that serve to emphasize purpose and effect.

Learning area: Reflecting upon language

Main focus Knowledge, skills, attitudes

Reflecting on and applying linguistic Expanding one’s linguistic knowledge and making knowledge, norms, and conventions one’s speech and writing more varied.

Using the active and passive voice.

Applying different techniques (using synonyms, attributes, pronouns, nominalisation).

Realizing syntactic rules when writing and using punctuation.

Consolidation of spelling of words in sentences and texts (separate and compound spelling, nominalisation).

Reflecting on tendencies in language Reflecting on the fact that the mother tongue constan- development tly changes and develops (e. g. use of foreign words, words of foreign origin / loanwords).

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Mathematics (6th grade - translation missing)

Lernkompetenz am Ende der Jahrgangsstufe 6

Lernbereich: Teilbarkeit natürlicher Zahlen

Aufgabenschwerpunkte Wissen, Fertigkeiten, Haltungen

Teiler Die Begriffe "Teiler einer Zahl", "Primzahl", "Prim- faktorzerlegung" und die entsprechende Symbolik kennen und anwenden.

Die Teiler einer Zahl bestimmen.

Den Begriff "kleinstes gemeinsames Vielfaches" (kgV) und "größter gemeinsamer Teiler" (ggT) kennen und das kgV bzw. den ggT vorgegebener Zahlen ermitteln.

Teilbarkeitsregeln Die Regeln für die Teilbarkeit eines Produktes, einer Summe und einer Differenz kennen und anwenden.

Die Teilbarkeitsregeln für die 2; 5; 10; 3; 9; 6 und 4 kennen und anwenden.

Lernbereich: Rechnen mit gebrochenen Zahlen

Aufgabenschwerpunkte Wissen, Fertigkeiten, Haltungen

Begriffe und Darstellungsweisen Den Begriff "gemeiner Bruch" und die Darstellung durch Zähler, Bruchstrich und Nenner kennen und anwenden.

Bruchteile zeichnerisch darstellen und an geometri- schen Figuren erkennen.

Die Begriffe "echter Bruch", "unechter Bruch", "gleichnamige" und "ungleichnamige Brüche" kennen und anwenden.

Gebrochene Zahlen (gemeine Brüche) auf dem Zahlenstrahl darstellen und der Größe nach ordnen.

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Lernbereich: Rechnen mit gebrochenen Zahlen

Aufgabenschwerpunkte Wissen, Fertigkeiten, Haltungen

Brüche umformen Brüche erweitern und kürzen.

Anwenden der Teilbarkeitsregeln beim Kürzen.

Den Begriff "Hauptnenner" kennen und den Haupt- nenner vorgegebener Brüche bestimmen.

Das Reziproke eines Bruches kennen und anwenden.

Rechnen mit gemeinen Brüchen Gebrochene Zahlen in der Darstellung als gemeine Brüche addieren, subtrahieren, multiplizieren und dividieren.

Sach- und Anwendungsaufgaben lösen, in denen auch mehrere Rechenoperationen verknüpft sind.

Lernbereich: Dezimalbrüche

Aufgabenschwerpunkte Wissen, Fertigkeiten, Haltungen

Begriffe und Darstellungsweisen Den Begriff "Dezimalbruch" und dessen Schreib- weise kennen und auf Beispiele aus dem Erfah- rungsbereich der Schüler anwenden.

Dezimalbrüche auf dem Zahlenstrahl darstellen.

Vergleichen, rechnen, runden und Gebrochene Zahlen in Dezimalbruchdarstellung schätzen vergleichen, der Größe nach ordnen und auf eine vorgegebene Stelle runden.

Gebrochene Zahlen in Dezimalbruchdarstellung addieren, subtrahieren, multiplizieren und dividieren.

Näherungswerte für Produkte und Quotienten durch Überschlagsrechnung bestimmen.

Sach- und Anwendungsaufgaben lösen, in denen auch mehrere Rechenoperationen miteinander ver- knüpft sind.

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Lernbereich: Dezimalbrüche

Aufgabenschwerpunkte Wissen, Fertigkeiten, Haltungen

Umwandeln von Brüchen Gemeine Brüche in Dezimalbrüche umwandeln und umgekehrt.

Den Begriff "periodischer Dezimalbruch" kennen.

Gleichungen und Sachaufgaben Gleichungen durch inhaltliche Überlegungen oder durch systematisches Probieren lösen, die Probe durchführen und die Lösungsmenge angeben.

Für die Variablen in einem Term vorgegebene Zah- len einsetzen und den Wert berechnen.

Sach- und Anwendungsaufgaben lösen, die auch verschiedene Darstellungsarten gebrochener Zah- len verknüpfen.

Lernbereich: Symmetrien und Abbildungen

Aufgabenschwerpunkte Wissen, Fertigkeiten, Haltungen

Achsen- und Punktsymmetrie Den Begriff "Punktspiegelung" kennen und ent- scheiden, ob eine vorgegebene Figur achsen- bzw. punktsymmetrisch ist, sowie die Entscheidung be- gründen.

Eigenschaften von achsen- und punktsymmetri- schen Figuren exemplarisch bewusst machen.

Verschiebungen, Spiegelungen und Verschiebungen, Spiegelungen und Drehungen von Derhungen Figuren ausführen und in vorgegebenen Darstellun- gen erkennen.

Eigenschaften von Spiegelungen, Verschiebungen und Drehungen exemplarisch bewusst machen.

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Lernbereich: Symmetrien und Abbildungen

Aufgabenschwerpunkte Wissen, Fertigkeiten, Haltungen

Winkel und Dreiecksgeometrie Sätze über Winkel an zwei sich schneidenden Ge- raden und an geschnittenen Parallelen kennen.

Die Begriffe "spitzwinkliges Dreieck", "rechtwink- liges Dreieck", "stumpfwinkliges Dreieck", "gleich- seitiges Dreieck" und "gleichschenkliges Dreieck" kennen und anwenden.

Den Innenwinkelsatz für Dreiecke kennen und anwenden.

Eigenschaften symmetrischer Dreiecke kennen, be- gründen und anwenden.

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French

Learning competence at the end of 6th grade Learning area: Listening Comprehension / Aural and Visual Comprehension

Main focus Knowledge, skills, attitudes

The students use key words and phrases to identi- Listening fy the topic of listening texts dealing with familiar content from every-day-life communicative situations, if the speakers employ simple standard language, slow delivery, and clear pronunciation.

In particular, the students can for Identify different phonemes and intonation patterns, example... and link them to different meanings e. g. in distinguishing a question from a statement.

Recognize familiar vocabulary in unknown texts.

Understand the topic of short, simple conversations about specific, known issues.

Understand simple instructions.

Follow discussion contributions by fellow students.

Understand key information from short conversations, announcements, and messages about specific, known issues.

Follow short film excerpts that have been edited for use in schools, and whose plot is primarily transported through images and action.

Suitable strategies Use prior knowledge to predict content.

Use visual elements and context to improve understanding.

Recognize terms in listening texts and use them to infer the topic.

Signal a lack of understanding.

Asking for repetition.

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Suitable genres / texts Listening texts edited for school use, word or sentence sequences, rhymes, simplified known fairy tales, stories, reports, simple conversations about familiar topics, presentations by fellow students, clear instruct- tions (including for games), directions, songs, announcements and messages, films with easy plots that have been edited for use in school.

Possible tasks Check if statements are true or false.

Answer multiple-choice questions.

Fill the blanks in texts or complete tables, pictures / outlines.

Transform something that was heard into action.

Give short summaries in German.

The students are using known vocabulary in an in- Speaking creasingly fluent and coherent manner, provided they are familiar with the communicative situation. They begin to independently formulate statements about themselves and their everyday life, putting up with possible failed attempts in the process.

In particular, the students can for Answer questions regarding family background / home- example... town, age, interests, likes and dislikes, using short standard phrases.

Ask short, simple questions.

Use simple phrases to greet people and say goodbye.

Use notes / prompts to formulate short, coherent sentences; recite short texts (e. g. poems, songs).

In conversations, even with strangers, ask questions regarding family background / hometown, age, interests, likes and dislikes, and reply to questions about everyday life.

Reproduce short, simple stories with the help of pictures or key words.

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Suitable strategies Use memorized speech patterns.

Use grids / patterns as speaking aids.

Signal if something was not understood, if necessary, with gestures.

Mix given structures with own words.

If having problems in understanding, ask for help, with gestures if necessary, or ask short, simple follow-up questions.

Suitable genres / texts Class activities, role play, songs, poems, games, photographs, video recordings, picture books.

Possible tasks Perform prepared mini-dialogues and poems.

Show-and-tell (photographs or drawings).

Carry out simple interviews.

Sing simple children’s songs or well-known chansons.

The students understand short, simple reading Reading texts, provided they are familiar with the topics. They grasp the context of the reading without requiring a lot of assistance.

In particular, the students can for Identify the main ideas in simple texts. example... Identify details in simple informative texts.

Read and understand simple written instructions and tasks.

Follow the plot in simple texts and recognize thematic connections.

Suitable strategies Use pictures, headlines, and textual structure for understanding.

Marking known vocabulary.

Come up with guesses regarding the content.

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Suitable strategies Use the dictionary in the textbook.

Find key words.

Guess vocabulary roughly from context.

Suitable genres / texts Short tales / stories, letters, short scenes, plans, posters, brochures, picture books, recipes, craft instructions.

Possible tasks Check if statements are true or false.

Solve multiple-choice questions.

Fill in texts and complete tables, pictures / outlines.

Transform what was heard into action.

Give short summaries in German.

For reading out loud, it is necessary that the short Reading Out Loud and simple texts that are to be read are understood. At this stage, it can be used as an exercise to prepare students for speaking with a correct intonation.

The students read out simple texts not just clearly but also increasingly fluently and correctly in terms of the phonemes.

In particular, the students can for Prepare and then read out simple, short texts with example... clear articulation.

Read out prepared texts expressively and in a manner that does justice to the genre.

Suitable genres / texts Texts from the textbook, passages from well-known stories, dialogues, sketches, simple poems.

Possible tasks Small roles, reading out excerpts from well-known stories and short poems.

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The students compose, in spite of their limited Writing vocabulary and grammatical structures, simple sentences or short texts about familiar everyday- life situations in their own words.

In particular, the students can for Compose short descriptions of people, objects, events, example... and past actions.

Devise simple questionnaires and fill them out in class surveys.

Compose short texts about oneself.

Transform short texts by making changes.

Compose short texts about made-up persons.

Edit the content of poems with repetitive structural patterns.

Suitable strategies Collect ideas about topics.

Make lists and do mind maps.

Collect important phrases.

Use a bilingual dictionary.

Suitable genres / texts Mind maps, notes, profiles, short descriptions, emails, postcards, comic strips, poems, short scenes, short reports, diary entries, new identity.

Possible tasks Fill in or complete tables, pictures / outlines.

Fill in the blanks in texts.

Do collages.

Compose simple interviews.

Compose alternative texts.

Use given textual passages to prepare surveys.

Compose short, simple passages based on given textual or visual elements.

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Learning area: Verbal / Linguistic Skills and Abilities

Main focus Knowledge, skills, attitudes

The students are acquiring a limited repertoire of Structure important linguistic structures that are necessary Identification to expand their ability to do tasks in a foreign language. Getting a rich linguistic input as a basis, they realize simple regularities in the foreign language and the function of specific structures.

The students use the vocabulary that they are familiar with and several complex structures appropriately, even though elementary errors may still occur.

In particular, the students can for Name and describe people, things, facts, actions, and example... events (singular / plural formation, definite and indefinite articles, stressed and unstressed personal pronouns, common adjectives).

Tell the time, identify location and quantities (simple prepositions, simple quantifiers, basic and ordinal numbers up to 100).

Formulate positive and negative statements as well as simple questions, make enquiries (S-P-O word order, simple interrogative adjectives, simple ways of negation).

Understand and express requests, orders, and simple wishes (simple imperative forms, je voudrais, j'aime- rais).

Comprehend and also present actions, events, and truths as present, and, to a limited degree, as past or future (present of the verbs ending in -er and some common irregular verbs, future proche, passé composé – reception only).

Suitable strategies Perceive words and phrases with various senses.

Keep and use sets of flashcards (e. g. for verbs, for phrases, etc.).

Memorize speech patterns and elements.

Consult vocabulary and grammar appendices in textbooks.

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Biology

Learning competence at the end of 6th grade

Learning area: Invertebrate animals in their habitats

Main focus Knowledge, skills, attitudes

Annelids Earthworm: Adaptability to the soil in its environment; external and internal structures of the anatomy; movement; respiration; diet; reproduction; importance.

Arthropods Crustaceans: Adaptability of some representatives to their environment; internal and external structures of the anatomy; movement; reproduction; importance within the ecosystem.

Arachnids: anatomy; lifestyle; importance within the ecosystem.

Insects: Adaptability of some representatives to their environment; internal and external structures of the anatomy; movement; respiration; connection between mouthparts and diet.

Reproduction and growth; example of colony (division of labour, typical behaviours, parental care, exchange of information); importance within the ecosystem and for human beings.

Possible ways to protect species and their habitats, importance of this.

Molluscs Adaptability of typical representatives to their environment; internal and external structures of the anatomy; movement; respiration; diet; reproduction e. g. squids, mussels.

Coelenterates Adaptability of typical representatives to their environment; internal and external structures of the anatomy; diet; asexual reproduction.

Budding; regeneration e. g. jellyfish, corals.

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Learning area: Invertebrate animals in their habitats

Main focus Knowledge, skills, attitudes

Parasitic lifestyle Adaptability of typical representatives to the parasitic lifestyle in terms of their anatomy, their diet, and their reproduction.

Importance within the ecosystem and for human beings.

Hygienic measures to protect oneself against para- sites, e. g. head lice.

Learning area: Human sexuality

Main focus Knowledge, skills, attitudes

Sexual characteristics Knowing and consciously observing changes during puberty, distinguishing between primary and secondary sexual characteristics.

Reproduction Procreation, conception, prenatal development (dangers to the unborn life).

Pregnancy and birth.

Learning area: The human body – structure and functions in comparison

Main focus Knowledge, skills, attitudes

Diet and digestion Food groups, nutrients, simple ways of verification:

 Health care through balanced diet (fats, mineral salts, vitamins).  Food provides energy for movement, growth, metabolism.  Food intake and processing within the digestive system.  Absorption: movement of the digested materials into the bloodstream.

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Learning area: The human body – structure and functions in comparison

Main focus Knowledge, skills, attitudes

Blood circulation and respiration Change of breathing air between inhaling and exhaling.

Path of the breathing air, increased surface area.

Difference between blood high in oxygen content and blood low in oxygen content.

Damage through dust and smoking.

Structure and function of the heart, the lungs, and the circulatory system.

Pulse rate.

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History

Learning competence at the end of 6th grade

Learning area: The Middle Ages

Main focus Knowledge, skills, attitudes

Monastic life Monastic rules, daily life, cultural achievements.

Society Feudal division.

Knighthood The castle as the centre of knightly life.

Rural life Manorial and feudal system, improvements in agricul- tural technology and their effects.

City life City scapes, structure of the population, political and economic system, political conflicts, treatment of minorities, churches and monasteries, schools and universities, crafts and guilds, Hanseatic League, development of the relationship between goods and money.

The end of the Middle Ages Reasons for the changes that led to the end of the Middle Ages, importance of the printing press.

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Geography

Learning competence at the end of 6th grade

Learning area: Europe

Main focus Knowledge, skills, attitudes

An overview of Europe Blank maps, seas, creating a wall newspaper, matching regions with climate zones and vegetation zones, alliances and confederations, political centres of the EU.

Northern Europe Profile sketch (of glacial series), reconstructing polar day / night, trade routes (e. g. paper).

Western Europe Maritime climate: Analyzing and comparing climate diagrams, analyzing thematic maps, pinpointing economic development, identifying the relationship between economic regions and their environmental and historical conditions.

Southern Europe Mediterranean climate, model of a bedded volcano, establishing the connection between the economy and the location within Europe.

South-Eastern Europe The Balkans: History, religion, geography.

Eastern Europe Continental climate, working with case studies, planning a walking tour through an Eastern European capital.

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Learning area: Astronomy

Main focus Knowledge, skills, attitudes

Earth, Sun, Moon Moon phases; observing the movements and the change in appearance.

Types of eclipses.

The Sun as a star; shape, colour, size of the Sun.

Manifestations of sun activity: Sun spots, protube- rance, eruptions.

Solar system Change in ideas about the solar system over time.

Planets and their position in space.

Proportions within the solar system.

Classification of planets (Earth-like and Jupiter-like, inner and outer planets).

Other objects in the solar system; meteorites, comets, planetoids.

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Physical Education

Learning competence at the end of 5th / 6th grade

Learning area: Track and field Main focus Knowledge, skills, attitudes

Jumping Games, competitions, exercises in order to gain experience in terms of jumping; high-and-long jump, scissors technique and Fosbury flop, approach (walking, running), competitive long jump (takeoff point / board) and high jump (scissors technique or Fosbury flop).

Lernbereich: Artistic gymnastics Main focus Knowledge, skills, attitudes

Balance beam Squat mount (with one leg to side); various stretched jumps (dismounts), half and full turns, horizontal scale (knees), deep piked sit.

Floor Forward and backward roll, cat spring, head-and-hand balance with roll, cartwheel, arched front support to handstand, half and full turns, crouch position to head balance.

Buck, plinth, pommel horse (0.80 m) Squat vault / straddle vault.

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Lernbereich: Artistic gymnastics Main focus Knowledge, skills, attitudes

Parallel bars Swinging forward and backward in cross support, straddle swing turn to change direction, rear vault to outer cross stand.

Uneven bars, high bar Rearward swing from side support frontways to dis- mount, free knee circle, shoot, elementary short circle swing, half-mill circle.

Learning area: Gymnastics and dance Main focus Knowledge, skills, attitudes

Gymnastics without apparatus Ways of walking, running, jumping; face vault / jump in arch position with half or full turn (windup position); scissoring (straight / tuck); counter-swing and synchro- nized swings, standing on flat foot (one or two legs), half turn to toe stand or crouch position, seats, lying positions, rolls, kneeling positions with various trunk, arm, leg positions and movements.

Dance Playful experimentation, experiencing and realizing the opportunities for expression and possibilities of movement the body offers, with or without apparatus, objects, and materials.

Moving in space and time, to rhythms and sounds; free or well-defined movement tasks leave room for varied forms of creativity.

Exercise combinations: at least 16 bars with or without apparatus and / or free-style dance with prompts for improvisation.

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Learning area: Games Main focus Knowledge, skills, attitudes

Basketball Basketball under simplified conditions: fewer players, lower baskets, smaller balls, various little basketball-related games, two players trying to score versus one defender, chest pass (two-handed).

Dribbling (left / right), running (stop / start), shot (from standing position), defense (positioning between opponent and basket).

Handball Handball under simplified conditions (3 vs. 3, 4 vs. 4); fewer players; smaller pitch; simplified rules; different ball materials; little handball-related games; goal- throwing games; pass/catch with and without movement; bouncing (left and right); basic throw (Schlag- wurf); stops; defense (disrupting the opponent’s passing game); man-to-man defense and positioning.

Table tennis Table tennis under simplified conditions; offensive and/or defensive game with little spin (slow-paced); gaining experience in terms of movement and gameplay; how to hold the racket (grips); slice (backhand); speed drive; simple serves (indirect and direct); various returns and winning strokes under simplified conditions.

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Learning area: Games Main focus Knowledge, skills, attitudes

(Field/indoor) hockey Field/indoor hockey under simplified conditions; teams of even size or one team having more players than the other; fewer players; smaller pitch; simplified rules; little hockey-related games; Ball propellants (Treibball) or drive-ball games with or without “foxes;” Zone Hockey (Zonenhockey) (four groups of five players each trying to get the ball in the end zone); shot-on-goal games; forehand pass and stop; forehand and backhand; forehand striking position and propelling.

Learning area: Swimming Main focus Knowledge, skills, attitudes

Play/experience Various little games with or without apparatus (balls, fins, floatation devices), tagging games, relay compete- tions (with or without apparatus), water gymnastics, snorkeling.

Swimming techniques Improving known swimming techniques such as breaststroke, backstroke, crawl stroke; learning another technique (dolphin butterfly stroke).

Techniques: start and turn Grab start and track start, backstroke start, front crawl open turn, breaststroke turn with diving phase.

Timed swimming 50m front crawl and breaststroke, 25m backstroke, 400m endurance swimming.

Underwater diving Forward diving up to 10m, diving for objects, diving under obstacles.

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Learning area: Swimming Main focus Knowledge, skills, attitudes

Figure and synchronised swimming Basic elements (“dead-man’s float”, floating, treading water, paddling techniques), doing simple figures.

Elements of lifesaving Transporting objects / people (with and without Rautek grip), defense position and grips, rescue.

Learning area: Health and fitness Main focus Knowledge, skills, attitudes

Strength endurance Various relays and games involving climbing, brachiating, supporting, jumping, pulling; partner exercises; rope-skipping, tug-of-war; correct sitting, carrying, lifting, standing, walking; functional circuit training with or without added obstacles / resistance.

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Music

Learning competence at the end of 5th / 6th grade

Learning area: Musical instruments

Main focus Knowledge, skills, attitudes

Symphonic orchestra Distinguishing the instruments of the symphonic orchestra and other instruments in terms of look, sound, and sound generation.

Overview: classification of groups and Bow, pluck, wind, percussion, and keyboard instru- families of instruments in terms of how ments. they are played

Various forms of instrumentation Orchestra and instrumental chamber music.

The tonal diversity of the organ Field trip and demonstration.

Electroacoustic instruments Using the keyboard.

Learning area: From roundelay to rondo

Main focus Knowledge, skills, attitudes

Rondo Identifying the rondo’s structure and its diversity in terms of musical arrangement and composition.

Experiencing musical contrast through improvisation exercises.

Rondo (vocal compositions) Structure of the roundelay:  Finding the refrain (A)  Inserting other songs

Terms:  Rondo  Couplet / episode

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Learning area: From roundelay to rondo

Main focus Knowledge, skills, attitudes

Instrumental rondo (involving tone Playful invention of little rhythmic and melodical struc- colour) tures, alternating between group and solo.

Developing a formal scheme.

Learning area: Songs and dances of European countries

Main focus Knowledge, skills, attitudes

Dance Getting to know various German and European dances.

Understanding and identifying melodic and rhythmic features.

Creative application: practicing and performing dances.

Experiencing the ways of movement and possibilities for expression that the body offers.

Simple dancing songs and forms of Singing and performing creatively. dance

Dances from different countries: Overall  Polka character and national characteristics  Mazurka  Polonaise

 Trepak  Waltz  Czardas  Sirtaki  Tarantella etc.

National and regional dancing traditions Performing simple dances.

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Learning area: Musical variation - introduction

Main focus Knowledge, skills, attitudes

Variation Playful transformation of simple musical material.

Becoming aware of diverse possibilities for variation.

Using technical terms in their correct context.

Musical change and transformation Singing and making music. based on the creative principles of repetition and contrast

Changing known parameters  Volume  Articulation  Accompaniment/backing  Tempo  Kinds of beat  Rhythm  Tonality  Melody line  Tone colour

Changing the character of songs and  Piano / forte simple pieces of music in terms of  Legato / staccato sound  different tempi  duple / triple metre  major / minor key etc.

Simple piano, chamber music, or Singing of the themes as the basis for identifying the orchestra variation changes on one’s own (notation is used as well).

Learning area: Folk song – art song

Main focus Knowledge, skills, attitudes

Songs Expanding one’s musical knowledge and experience through the comparison of the folk song and the art song.

Observations about the relationship between music and lyrics.

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Learning area: Folk song – art song

Main focus Knowledge, skills, attitudes

The German folk song (Volkslied) and its Comparing historical traditions and origins: Folk songs characteristics (Volkslieder) and fairy tales.

Diversity of issues the folk songs deal with.

Learning area: Opera, operetta, musical theatre, and ballet (Musiktheater)

Main focus Knowledge, skills, attitudes

Opera and musical theatre Discoveries related to opera and musical theatre.

Developing a tolerance towards, interest in, and understanding of musical theatre and opera.

Learning and using technical terms.

Using theatre / arts to expand one’s imagination.

Excerpts from operas or musical Listening to selected, age-appropriate examples, pri- comedies/operettas marily from the musical comedies genre.

Information on the plot, the whole work, the scene.

Technical term: Scene

Relationship between music and plot.

Opera, musical comedy/operetta, Clarifying terms with the help of examples. solo, duet, chorus, dance, march

Scenic interpretation Making use of the joy of acting, invention, and putting on disguises.

Role-playing short scenes (dialogues).

Alternative: shadow play with shadow play figures, or play with available hand puppets.

Taking advantage of local opportunities in terms of theatre.

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Ethics and Religions

Learning competence at the end of 5th / 6th grade Learning area: Human beings give their lives shape and meaning Main focus Knowledge, skills, attitudes

Foundations of religions Knowing the basic foundations of religions.  Judaism, Christianity, Islam.  Holy laws.  Founders: Abraham, Moses, Jesus, Moham- med.

Learning area: Human beings look for ways to live together in peace Main focus Knowledge, skills, attitudes

Values Dealing and engaging with values and their different interpretations in earlier times and today.  Change in values: the values and value systems of different generations.  Children’s rights.

Peaceful coexistence Inquiring about foundations for a peaceful coexistence. Describing and analysing conflicts, practising forms of conflict resolution.  Forms and mechanisms of non- and violence.  Truthfulness.  Equality and equal opportunities/rights.  Conflict resolution: rules of discussion, agree- ments, contracts.  Respect, consideration, responsibility.

Learning area: Human beings shape the world Main focus Knowledge, skills, attitudes

Great women and extraordinary men Being familiar with biographies of "successful lives” and comparing them with own ideas.

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Visual Arts (Bildnerisches Gestalten)

Learning competence at the end of 6th grade

Learning area: Graphics

Main focus Knowledge, skills, attitudes

Painting and graphics Using different materials.

Trying out technical possibilities.

Doing sketches and studies related to age-appropriate topics.

Improving one’s creative and technical sophistication.

Making conscious decisions in terms of elements of design.

Being motivated to self-organize artistic tasks.

Visual media / visual communication Expanding one’s range of visual and design elements (e. g. writing, fonts).

Sculpture Gaining experience with various materials.

Developing an ability to combine and to accept one.’s found forms.

Strengthening one’s willingness to question one’s own solutions.

Architecture Engaging with architecture and construction in one’s environment.

Learning to evaluate the unity of construction method and function, using this for own designs.

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Industrial Arts / Textile Arts

(Technisches Gestalten / Textiles Gestalten)

Learning competence at the end of 5th / 6th grade

Learning area: Function (building) Main focus Knowledge, skills, attitudes

Learning area: Function (dwelling)

Main focus Knowledge, skills, attitudes

Examining and creating elements of Spatial arrangement: dwelling and living spaces  Rooms, areas, paths, squares. Interior decorating:  Furniture, lighting, interior textiles, decoration, accessories, toys. Function, conditions, and effects:  Of elements, rooms, areas, surroundings, social situation.

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Learning area: Function (clothing)

Main focus Knowledge, skills, attitudes

Knowing and carrying out the design Idea. and production process of a piece of clothing/accessory Form.

Design.

Procedure / method.

Work steps.

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Learning area: Function (moving/steering)

Main focus Knowledge, skills, attitudes

Combining and using actuators and Movement: transmission of motion  Rolling, driving, swimming, flying, gliding. Transmission of motion / power:  Disc, wheel, belt, crankshaft, camshaft, bar, lever, simple hinges, guide bars, bearings, breaks, simple connectors, steering mechanisms. Energy sources, actuators:  Gravity, air, wind, water, sun, light, muscle strength, spring, recoil, steam pressure, liquid pressure, air pressure, rubber motor, electric motor. Controlling processes:  Directly, indirectly.

Knowing the principles of the Electric circuit: electric circuit and its dangers  Conductive and nonconductive materials, insulation, contacts, battery poles, short circuit, connection diagram. Simple switches:  Push-button circuit breakers, trigger switches, flip switches, rotary switches.

Learning area: Art, creativity, and design

Main focus Knowledge, skills, attitudes

Developing one’s own imagination Perceiving objects and processes consciously: observing, comparing, classifying / ordering.

Developing new, individual forms Relationship between form, material, and process. and shapes, using the interplay of function, material, and process Form and formal context.

Elements of construction.

Recognising and naming elements of Form and structure. design and colours, using them when designing and fashioning Colour. objects

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Learning area: Materials and processes

Main focus Knowledge, skills, attitudes

Knowing and testing materials, using Wool, cotton, flax, blended fabric, silk, synthetics, them properly leather, fur, untreated fabric, paper, cardboard, wood, derived timber products.

(Modeling) clay, natural and artificial stone, glass, gypsum, metal (e. g. wire, mesh, tin), plastic (e. g. acrylic glass, polystyrene).

Knowing the origin of raw materials Following the production processes of basic materials and semi-finished products, and carrying them out oneself in parts.

Fibres (animal, plant, synthetic).

Leather, derived timber products, gypsum.

Preparation / production, treatment / processing, finishing.

Knowing tools and machines, using Knowing and using methods and processes. and maintaining them properly

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School Curriculum 2011 Secondary

(See document 14.1.2 “Lehrplan 2011 Sekundar” / “School Curriculum 2011 Secondary”)

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Thai Language and Culture Curriculum

(See documents 14.2.1 “Thai Language and Culture Curriculum Kl. 1 – 10 Engl.” and 14.2.2 “Thai Language and Culture Curriculum Kl. 1 – 12 Thai”)

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