Framework Curriculum 1-10 compact

An overview of the subjects and content

taught in Berlin
The Berlin Framework Curriculum 1-10 was developed by the Landesinstitut für Schule und Medien
Berlin-Brandenburg (LISUM – State Institute for School and Media Berlin-Brandenburg). The con-
tents of the Framework Curriculum have been summarised for this brochure by the Senatsverwal-
tung für Bildung, Jugend und Familie (Senate Department for Education, Youth and Family).
You can find the official German version of the Framework Curriculum 1-10 at:
http://bildungsserver.berlin-brandenburg.de/unterricht/rahmenlehrplaene/neuer-
rahmenlehrplan-fuer-die-jahrgangsstufen-1-10/amtliche-fassung/

Publication details
Published by
Senatsverwaltung für Bildung,
Jugend und Familie
Bernhard-Weiß-Straße 6
10178 Berlin

www.berlin.de/sen/bjf

Person responsible
Regina Ultze: regina.ultze@senbjf.berlin.de

Design
SenBJF

Photo
Carol Szabolcs

This document, including all of its parts, is protected by copyright.

The publishers reserve all rights, including translation, reprint and reproduction. No part of this
document may be reproduced in any way or processed, copied or distributed using electronic
systems without the explicit consent of the publisher.
This shall not apply to the use of this document for academic purposes.

First print run 2018

Table of contents
Preface ............................................................................................................................................................................. 5
When do the subjects start being offered? .................................................................................................................. 7
Why does the new Framework Curriculum 1-10 include a basic curriculum for language education? ............... 8
What does media literacy teach students? .................................................................................................................. 9
What is included in the general topics of the Framework Curriculum? .................................................................10
What is the significance of the level model? .............................................................................................................12
Ancient Greek ................................................................................................................................................................14
Biology ...........................................................................................................................................................................16
Chemistry ......................................................................................................................................................................18
Chinese ..........................................................................................................................................................................20
German ..........................................................................................................................................................................22
German sign language .................................................................................................................................................24
English ...........................................................................................................................................................................26
Ethics ..............................................................................................................................................................................28
French ............................................................................................................................................................................30
Geography .....................................................................................................................................................................32
History ...........................................................................................................................................................................34
Social Science 5/6 .........................................................................................................................................................36
Hebrew ...........................................................................................................................................................................38
Information and Communications Technology (ICT) ...............................................................................................40
Italian .............................................................................................................................................................................42
Japanese ........................................................................................................................................................................44
Art ...................................................................................................................................................................................46
Latin ...............................................................................................................................................................................48
Mathematics .................................................................................................................................................................50
Music ..............................................................................................................................................................................54
Natural Science 5/6 ......................................................................................................................................................56
Modern Greek ...............................................................................................................................................................58
Philosophy .....................................................................................................................................................................60
Physics ...........................................................................................................................................................................62
Political Education ........................................................................................................................................................64
Polish .............................................................................................................................................................................66
Portuguese ....................................................................................................................................................................68
Psychology.....................................................................................................................................................................70
Russian ..........................................................................................................................................................................72
Sachunterricht* ............................................................................................................................................................74
Social Science/Economics ............................................................................................................................................76
Spanish ..........................................................................................................................................................................78
Physical Education........................................................................................................................................................80
Drama ............................................................................................................................................................................82
Turkish ...........................................................................................................................................................................84
Wirtschaft-Arbeit-Technik (WAT – Economy-Work-Technology) ............................................................................86

3
4
Preface

Dear teachers
Dear parents,
Dear students,
at the beginning of the school year 2017/18, the new common frame-
work curriculum for grades 1-10 for the federal states of Berlin and
Brandenburg has been put into force. With this framework curriculum,
for the very first time, we have successfully established a comprehen-
sive and integrated education / learning concept covering all grades,
also including a special focus on “learning with special educational
needs”.
The framework curriculum outlines what students have to learn – with-
in the respective subjects as well as across disciplines – at all school
levels, in the various school types and educational programs in Berlin (and Brandenburg), so that they are
well prepared for future societal challenges.
On the one hand, the new learning concept is designed to support students to identify their personal
strengths and to align them with their life and career goals.
On the other hand, it focuses on how our young people can actively participate in shaping their respective
living environment, which – not least through digital change – is gradually expanding and becoming more
and more global.
Through its holistic concept from the beginning of school until the end of grade 10, the framework curricu-
lum has gained a new, enhanced quality: The teaching contents of the different grades can now be better
coordinated and aligned with each other, and it is transparently presented which requirements students
have to meet to achieve their desired school degree.
Just like the framework curriculum, the brochure "Framework Curriculum 1-10 compact" covers grades 1 -
10, providing information about the requirements of the respective school subjects, language learning and
media literacy as well as information about various topics relevant to society which are to be integrated
across disciplines into everyday school life.
Furthermore, the brochure comprises for every school subject its general objectives, brief descriptions of the
competencies to be acquired, as well as information on topics and contents of the lessons. For foreign lan-
guage learning, "Framework Curriculum 1-10 compact" also explains the curriculum-based relation to the
"Common European Framework of Reference for Languages" (CEFR) with its six competence levels A1 (be-
ginner level) to C2 (mastery / proficiency level).
An online version of the framework curriculum with further practical advice for teaching and learning (e. g.
learning and teaching material) is available at
http://bildungsserver.berlin-brandenburg.de/rlp-online/startseite//startseite

I hope that this brochure can support your educational work and cooperation with each other.
Thank you all for your effort and commitment in favor of enabling the best possible learning and teaching at
Berlin’s schools.

Best regards,

Sandra Scheeres
Senator for Education, Youth and Family for the state of Berlin

5
6
When do the subjects start being offered?

Start variable, but

Standard always from grade
Compulsory elective subject, not offered at all schools v
subject 7 in one of the
subjects

Standard subjects
Grade level 1 2 3 4 5 6 7 8 9 10
German
Mathematics
1)
1st foreign language (English/French)
2) 3)
2nd foreign language
Sachunterricht*
Social Science 5/6
Geography
History
Political Education
Ethics
Natural Science 5/6
Biology v v
Physics v v
Chemistry v v
Information and Communications Technology (ICT) v v
Wirtschaft-Arbeit-Technik (WAT - Economy-Work-
Technology) at ISS
Art
Music
Sports
*Subject taught at primary school familiarising pupils with scientific and technical phenomena and with
social, economic and historical aspects of their own area

1)
Other languages are offered as early as grade 1 at the Europaschulen (State Europe School Berlin) and in school pilot projects.
2)
Learning a second foreign language is mandatory at Gymnasien (university-track high schools).
3)
At some grundständige Gymnasien (Gymnasien that start in grade 5), the second foreign language already begins in grade 5
or 6.

Compulsory elective subjects

All standard subjects can also be offered in the individual schools as compulsory electives. They then have a
separate focus and their own curriculum. Other possible compulsory electives are:

1 2 3 4 5 6 7 8 9 10
2nd-4th foreign language
Theatre
Social Science/Economics
Philosophy
Psychology
Information and Communications Technology (ICT)

7
Why does the new Framework Curriculum 1-10 include a basic curriculum for
language education?
Flexible and confident language skills are of crucial importance for developing individual identity and partic-
ipating in society and culture. Language development therefore is part of education as a whole and is a task
shared by everyone at school. This represents an extra hurdle for children who learn German as a second
language and for children who are never or rarely exposed to the language level required in an academic
setting. Multilingualism, however, also enhances and fosters the development of language skills.

To be able to successfully learn in specialist subjects, students need to be proficient in the academic lan-
guage used in the classroom. This includes precision in word choice (e.g. the use of technical language),
correct grammar use and complete sentence structure that also meets the requirements for written texts.
This distinguishes it from language used in an everyday setting.

Proficiency in the language level used in the classroom is developed in all subjects by …

… speaking and writing cohesive and coherent

Production
texts

… being able to understand oral and written

Reception
texts

… active and lively participation in discussions

Interaction
and classroom conversations

… perceiving different linguistic formulations Language awareness

In all subjects, not only German, the aim is for students to acquire or enhance and reinforce skills in the
1
following areas :

- Understand and use audio texts, also through media

Reception: listening comprehension
- Apply listening comprehension strategies

- Understand and use texts

Reception: reading comprehension
- Apply reading techniques and strategies

- Give a summary of content and information

Production: speaking - Explain thoughts about a particular topic
- Give a presentation

Production: writing - Write texts

- Apply writing strategies

Interaction - Respond in conversations

- Distinguish between words and phrases used in everyday speech, lan-

guage used in the classroom and technical language
Language awareness
- Use word-formation patterns, e.g. prefixes, suffixes,
- Use multilingualism

1
Similarly, the skills visual comprehension (= listening comprehension) and signing (= speaking) are included if a student communi-
cates using German sign language.

8
What does media literacy teach students?
Children and young people live in a world shaped to a large extent by media, and media will increasingly
affect all areas of life. This development constantly creates new challenges for the information society and
the education system. Media is used to disseminate information, content and messages through voice, text,
sounds, images and films. The different types of media support communication and understanding and
expand the individual possibilities of human expression. At the same time, media also conveys values,
standards, guidelines and world views.
As our society transforms into a media society, media literacy becomes an important part of general educa-
tion. The goal of media literacy is to give children and young people the skills they need to confidently meet
the increasing demands of this media-driven society. Media literacy is incorporated into all subjects in order
to impart these skills.
Media literacy leverages the students' day-to-day experiences. It creates many opportunities for students to
develop a range of individual and collective skills. It is an indispensable part of professional orientation, an
essential prerequisite for training and scholastic aptitude and the basis for lifelong learning in a democratic
society. Media literacy is an important component of education that should be addressed in close coopera-
tion with parents and includes the protection of minors from harmful media.

Inform

Analyse Communicate

Media skills

Reflect Present

Produce

Media can help students acquire and develop technical skills and enrich teaching from a methodological
standpoint. Learning with media means that learners acquire information independently, interactively and
cooperatively. They are therefore able to tap into new knowledge areas that extend beyond their own expe-
riences.
In all subjects, there are many possibilities for learning about the world of media, media types and media
content and for analysing and scrutinising them with a critical eye. Learning about media therefore supports
the development of the interdisciplinary skills needed to analyse, evaluate and reflect on texts, everyday
personal experiences and social challenges. The exposure to media (content) as the subject of learning also
encourages students' ability to recognise opportunities and risks in their own media activities and to play an
active and socially responsible role in shaping media.

9
What is included in the general topics of the Framework Curriculum?
School is a reflection of our society. It is successful if it is able to incorporate the different prerequisites,
backgrounds, attitudes and values of its students to form the fundamental basis for a democratic school
culture. This is the only way it can empower children and young people to take charge of their lives.
Acquiring competencies in the individual subjects is
extremely important for general education and living
independently. But the challenges students face in
society can only be tackled if they have already looked
beyond the confines of academic learning in school.
Children and young people should learn about the
enormity of the tasks faced by our society and the
international community early on. They have to learn
which aspects need to be factored in to the planning
and development of solution strategies. In the process,
they also learn how they can contribute to the preser-
vation and further development of a sustainable socie-
ty.

The general topics stimulate students to think about

how to plan and shape their own futures within the
context of challenges facing society as a whole. The aim, on the one hand, is for students to explore career
prospects and, on the other, to successfully shape their individual lives with a focus on personal health,
security and self-determination which makes it possible to participate in cultural and intercultural life.

How are the general topics integrated into everyday school life?
The special feature of the general and overarching topics is that they can be incorporated into a wide range
of subjects as well as into other activities throughout the day which are designed to enhance classroom
instruction. Because students are exposed to the topics from different angles, they learn to understand and
assess partial aspects better. This enables them to competently develop suggestions for solving challenges,
both alone and in groups.

These general topics are not just integrated into the classroom, they are also offered in interdisciplinary
forms of teaching, e.g. in projects. They can be carried out in cooperation with external partners as well as
with interested and active parents. Overarching topics can also be used to initiate and deepen school devel-
opment processes, for example as part of school partnerships, student companies or extracurricular activi-
ties. Possible correlations between the general topics and the individual subjects are described in the
Framework Curriculum 1-10. Schools define how the general topics are integrated into the academic frame-
work in the school programme and the internal school curriculum.

10
The following general topics are embedded in the Framework Curriculum 1-10

General topic Students learn …

Career and study orientation to choose their course of study and career independently.
to recognise and appreciate the social, gender, age-
Diversity acceptance related, physical, mental, ethnic, linguistic, religious and
cultural diversity of our and other societies.
to participate responsibly in social and political opinion-
Democracy studies forming processes and overcome social challenges peace-
fully with others.
European education in school to contribute to a successful life in Europe and the world.
Health promotion to develop awareness of a healthy lifestyle.
to use personal and social skills and non-violent commu-
Violence prevention
nication.
Gender equality and gender to explore standards and values of gender equality and
mainstreaming develop strategies to prevent disadvantages.
to conduct themselves successfully and respectfully in
their own environment and in a global context on the
Intercultural studies basis of their knowledge of other cultures and to use their
intercultural skills to benefit their personal and profes-
sional futures.
to actively participate in the cultural life of our society.
Cultural studies
They also practice dealing with other cultures.
to be cautious in traffic while aware of safety aspects and
dangers. They learn about the effects of traffic and of
their actions on health, the environment and climate.
Mobility and transport studies
They successfully participate in protecting our environ-
ment and designing sustainable mobility and transport
solutions.
how to create good living conditions for everyone around
Sustainable development/
the world and how they can support these efforts through
learning in global contexts
social, political, environmental and economic activities.
about the human body and its sexual and reproductive
Sex education/
functions and how to apply this knowledge to eliminate
education for sexual self-determination
biases against others in their environment.
Consumer education to become independent and responsible consumers.

11
What is the significance of the level model?
Unlike the previous framework curricula where the competencies to be acquired were described in the indi-
vidual subjects using standards for specific grade levels, the Framework Curriculum 1-10 uses a level model.
The level model is more transparent about the point at which students need to demonstrate specific learn-
ing progress in a subject in order to attain a certain school leaving qualification at the end of grade 10 or to
transition to the qualification phase of the gymnasiale Oberstufe (upper level of the Gymnasium covering
grades 11-13, i.e. where students go on to take their Abitur).

The level model shows the required learning progress in five overlapping bands. Each band shows the com-
petencies to be acquired in the respective subject for a certain grade level or school type or in a specific pro-
gramme at eight levels (A – H) that the students will progress through within grades 1 to 10 – depending on
which programme they are in.
Primary school is not yet divided into different
programmes; all students receive the same basic
education. The second band from the bottom
therefore serves as orientation for this school
level and for a description of the requirements
for performance assessment.
The lowest band below this indicates which re-
quirements children have to satisfy to receive a
2
recommendation for Gymnasium . This is the case in grade 4 if they have already reached level D in these
subjects; in grade 6, this is level E.
Students with special educational needs in learning are taught and evaluated in grades 3 to 10 according to
the Framework Curriculum at the following levels:
- grade 3: level B - grade 9: level D, in parts E
- grades 4 to 6: level C - grade 10: level E, in parts D
- grades 7 and 8: level D

Furthermore, there are subjects that are not taught from grade 1, for example, foreign languages as well as
natural and social sciences (see page 5 of this brochure). In these subjects, students can build on competen-
cies that have already been acquired in other subjects; they therefore begin classes at a higher level.
In the modern foreign languages, for example, teaching of the first foreign language (English or French)
starts in grade 3. Students who want to complete an Abitur (secondary school leaving qualification obtained
at the upper Gymnasium level) also have to learn a second foreign language. This takes place in grade 5 at

2
type of school covering both lower and upper secondary level (grades 5-13 or 5/7-12) and providing an in-depth general education aimed at the general
higher education entrance qualification

12
some grundständige Gymnasien (Gymnasien that start in grade 5) and usually in grade 7, sometimes in
grade 9. Depending on whether it is the first, second or an additional foreign language, students can in-
creasingly rely on learning experiences and world knowledge; they almost always learn the second foreign
language faster than the first because certain structures of languages are easier for them to grasp. The
teaching of the second and if applicable third foreign language therefore starts at a higher level.
The same applies to subjects such as history, geography, political education, ethics, and natural science
because the foundation for learning these subjects was already laid in primary school in Sachunterricht
(subject taught at primary school familiarising pupils with scientific and technical phenomena and with
social, economic and historical aspects of their own area):
Students' competence acquisition both in the individual subjects as well as over the course of their schooling
biology, chemistry, physics
is very individual and
Start Start natural science
Sachunterricht 1st foreign and determined by a variety
language social science history, geography, political education
of factors. The level
model takes this into
account. It shows that
within one grade stu-
dents can be learning for
the same subject at dif-
ferent levels and that the
transition from one level
2nd/3rd foreign
2nd foreign language at 2nd foreign
language
to the next is fluid. Stu-
some grundständige Gymn. language
dents are therefore of-
fered different possibilities for learning in the classroom. The content is structured to accommodate differ-
ent levels and to challenge and support all learners to the best possible extent. Performance is assessed,
however, on the basis of the level prescribed for primary school or for the programme in secondary level I in
the respective grade.
The different types of schools and programmes also enable students to find an academic path consistent
with their opportunities for learning. An overview is provided in the figure below.

This band describes the competencies students with special learning needs acquire in the respec-
The subject History starts in
tive subject if the vocationally-oriented diploma can be achieved. Diagnostics to determine special
grade 7. Since it relies on
learning needs are necessary if extensive and major learning difficulties persist despite special
competencies acquired in the
assistance. If difficulties are particularly serious, it may be that students only perform below this
subjects Sachunterricht and
level most of the time. In this case, a vocationally-oriented school diploma is not possible. Per-
Social Science, it starts with
formance can be assessed in a written evaluation.
levels D or E.

These two bands describe

the competencies to be
acquired in the Integrated
Secondary School (Integrierte
Sekundarschule - ISS) in the
respective subject. The lower
band provides the founda-
tion for the standard level
and for the expanded level in
the core subjects (Mathemat-
ics, German, English, Natural
Science). The upper band
This band shows the standard level for describes the requirements
The lowest band describes which levels must
primary school. It describes the compe- in the respective competen-
be reached by Gymnasium students in a
tencies to be acquired by students in cies at the basic level in the
subject for a specific grade.
grades 1-6. core subjects.

13
Ancient Greek
Ancient Greek is the language of classical authors like Plato, Homer and Sophocles. To be able to read and
interpret their works in the original, students first learn the basics and special attributes of the Greek
language, deepen their general language comprehension and practice translating into German from the very
beginning. They are also exposed to topics and texts which:
- spark interest in historical, mythological and philosophical content
- contain problems that challenge them to form personal opinions and participate in discussions
- promote understanding of Greek culture as a foundation of European culture
What competencies do students acquire in the subject?
Ancient Greek is not learned with the aim of active communication, but only to reflect on language
structures and access texts: The intensive exposure to Greek grammar – which is constantly compared to the
native language and modern foreign languages – provides an in-depth understanding of language in general
(language awareness).

This foundation helps with the acquisition of other foreign languages later on. Students' expressive ability in
German is also improved through accurate translations and the careful search for appropriate wording. At
the same time, students' reading comprehension and ability to interpret are improved (language and text
skills).

Exposure to different literary genres (e.g. epics, philosophical dialogue, tragic drama, historiography)
provides insight into their unique characteristics and forms of expression (literary competencies).

The Ancient Greeks with their formative ideas are the common foundation of present-day European culture
and civilisation. In the subject Ancient Greek, students therefore learn about the intellectual foundations of
Europe in philosophy, politics, society, literature, art and mythology. Students don't just look at different
traditions and their common roots, they are also encouraged to question their own culture and environment
from the perspective of basic ancient principles – for example, what is the best form of government, how to
be happy or what is the nature of people (cultural competencies).

Different forms of working and learning are also practised in the teaching of Ancient Greek. A special role is
played by the ability to develop personal learning strategies for the acquisition of vocabulary and word
forms, to assess one's own progress and plan one's own learning on this basis (language learning
competence).
The diversity of topics and methods offered in Ancient Greek lessons gives students broad orientational
knowledge and they discover many correlations to other subjects, in particular, German, History, Latin,
Religion and Ethics.

Unlike for modern foreign languages, the Common European Framework of Reference for Languages (CEFR)
is not suitable for describing the language proficiency level achieved in Ancient Greek. The goal of language
acquisition is to fulfil the entry standards for the gymnasiale Oberstufe. They are reached at the end of
grade 10 at Gymnasium schools.

14
What competencies, topics and content are taught?
Competencies and their application (examples) Possible topics and content
Language: Writing, reading and identifying Topic 1:
Writing words and short sentences in lower-case and upper- The language, texts and literature of Ancient
case letters with diacritic marks and accents (proper names, Greece
vocabulary lists) - Greek as the universal language of the ancient
Reading words, sentences and smaller texts (schoolbook texts, world
easier original texts, proverbs and sayings)aloud - Ancient Greek words and foreign words in modern
Identifying and classifying vocabulary, forms and linguistic languages
constructions (decryption of schoolbook and original - Text types (epics, dramas, etc.)
sentences, explanation of foreign words and borrowed words - Important works of Greek literature (e.g. The Iliad
in German and other modern languages, comparison of
and Odyssey)
grammar structures of different languages)
Topic 2:
Language: Translation
The history and politics of Ancient Greece
Translating sentences and texts into German, discussing - Greek landscapes, cities and islands
different versions, accounting for linguistic subtleties such as
- The Greek polis and political participation
modes or particles (schoolbook texts, easier original texts,
proverbs and sayings; evaluation of printed translations) - Constitutional forms and the evolution of
democracy
Text: Understanding and interpretation
- The Mycenaean Era and the Trojan War
Using proper names, terms and structures for initial - The Persian Wars
understanding of content; explaining terms, sentences and - People like Socrates or Pericles
texts after translation, classifying and comparing in content-
based contexts; structuring longer texts, paraphrasing and Topic 3:
summarising (schoolbook texts and easier original texts) The religion and philosophy of Ancient Greece
Literature and culture - Religious festivals, oracles
- Ethical discourse, e.g. about good and evil
Analysis of type, stylistic structure and perspective of a text;
- The idea of happiness
comparison with today's views (schoolbook texts and easier
original texts) Topic 4:
Recognising and understanding Greek motifs in other literary Ancient myths
or artistic works (texts of different genres in German or - Olympic gods
European literature, works and stylistic elements from art and - Famous Greek myths
architecture)
Developing a personal standpoint on questions related to Topic 5:
coexistence and philosophy (discussion of ancient ideas and Visual art in Ancient Greece
ways of thinking, e.g. happiness, nature and culture, - Types of vases, vase painting
democracy) - Stone sculpture (statues, reliefs)
Language acquisition strategies - Temples, theatres, structural ensembles (e.g. the
Agora or Acropolis in Athens)
Using and evaluating different tools such as tables of verb
forms, grammar book and dictionary; applying learning and Topic 6:
translation strategies both alone and in a team (terminology Documents on reception and processes
work, self-assessment, learning diary)
- The continued impact of political concepts (e.g.
democracy, freedom of speech, legal and justice
system)
- The continued impact of design principles and
components in visual art and architecture (e.g.
Classicism in Berlin and Brandenburg)
- The continued impact of linguistic and literary
forms and content

15
Biology
The natural sciences shape our society and form an essential part of our cultural identity. Biology is im-
portant because it helps us to understand living organisms. Biological findings have great societal signifi-
cance for medicine and in the fields of nutrition, genetic engineering, biotechnology and the environment.
The subject Biology promotes competencies that students need to pursue scientific or technical professions,
but also for active participation in public discourse. Knowledge about human biology and perspectives on
the theory of evolution also affect the way we see ourselves and the world we live in. The fascination with
and knowledge about nature inspires students to respect living things and act sustainably.
What competencies do students acquire in the subject?
Competencies gained in the four areas of technical knowledge, knowledge acquisition, communication and
evaluation enable students to understand and explain the natural and cultural world.

Technical knowledge
Biology-specific content is described and structured using the basic concepts "system", "structure and func-
tion" and "development".

The system concept: Living systems such as cells or ecosystems are considered as a whole here. These sys-
tems are not static, but undergo development and have certain structural and functional relationships.
The structure and function concept: Relationships between systems and system levels are analysed and
functionally explained based on this concept. Relationships between structure and function can often be
described in the form of general biological principles, e.g. the lock-and-key principle.
The development concept: This concept looks at change in living systems. A distinction is made between
individual development and evolutionary development.

These basic concepts are designed to help learners cope with the complexity of biological content and inte-
grate the knowledge acquired.

Knowledge acquisition
The natural sciences use observation, comparison, experimentation and modelling as the basis for scientific
methodological processes. Students observe and describe phenomena, formulate questions, put forward
hypotheses and plan their approach. They acquire information with the help of the relevant investigation
and research methods.

Communication
The ability to communicate objectively and appropriate to the target audience using suitable media is an
essential part of basic scientific training.

Evaluation
Through the selection of appropriate content, students can recognise correlations between the individual
scientific disciplines in everyday life, the environment and science. They explore socially relevant topics from
different perspectives and learn that problem solving depends on value judgements. They assess arguments
to determine to what extent they are based on fact and ideology and make decisions objectively, autono-
mously and responsibly.

16
What topics and content are taught?
Double grade level 7/8
Topic Content
1. The cell - the smallest functional unit of the - Structure of the plant and animal cell
living organism - Functions of cell components
- Cell – tissue – organ – organism
- Characteristics of living organisms
2. Habitats and their inhabitants - - Characteristics of living organisms, structure of an ecosys-
many interdependencies tem
- Interdependencies in the ecosystem
- Importance of ecosystems for humans
3. Human metabolism - Composition of food
 Nutrition and digestion - Importance of nutrients and additives for humans
 Transport and excretion - Detection reactions of nutrients
- Structure and function of the digestive organs
- Structure and function of the vascular system and heart
- Composition of the blood and function of the blood compo-
nents, blood groups
- Structure and function of the respiratory organs
4. Sexuality, reproduction and development - Structure and function of the reproductive organs
 Basics of human sexuality - Hormones and the effects of hormones, puberty
 Human development - Love and partnership
- Birth control
- Development of the embryo and foetus
- Pregnancy and birth

Double grade level 9/10

Topic Content
5. Health – disease - Bacteria and viruses as pathogens;
Infectious diseases
- Components of the immune system
- Passive and active immunisation
6. Structure and function of the nervous system - Sensory organs and types of stimuli
 Human senses - Structure and function of a sensory organ
 Nervous system - Malfunction of a sensory organ
- Structure and function of a nerve cell
- Structure and function of the nervous system
- Addiction and addiction prevention
- Characteristics of living organisms
7. Genetics - Chromosomes as carriers of genetic material
 Cellular basis of inheritance - Cell division processes
 Inheritance in humans - Gregor Mendel and the rules of inheritance
- Methods of human genetics
- Inheritance of blood groups and gender
- Mutations, genetically-related diseases
8. Evolution - Lamarck's and Darwin's theory of evolution
- Evidence for evolution
- Human evolution

17
Chemistry
Chemistry is the scientific discipline that deals with the study and description of compounds and their chem-
ical reactions. It combines day-to-day life, science and industry.
Chemical knowledge is essential both today and in the future to cope with our everyday lives and assess the
technologies of the future. The chemical industry develops new products on a daily basis for household use
and recreational purposes as well as medications, new substances and construction materials. Chemical
knowledge is helpful when purchasing and handling these materials. It is necessary to have knowledge of
chemistry and other natural sciences to participate in the discussion about two of the most important issues
of the future: energy sources and mobility. Chemistry class familiarises students with the content and meth-
ods of chemistry by way of example. This enables them to learn basic scientific methods and gain technical
knowledge that they can apply to finding science-based solutions to central everyday problems.

What competencies do students acquire in the subject?

Competencies gained in the four areas of technical knowledge, knowledge acquisition, communication and
evaluation enable students to understand and explain the natural and cultural world. Content- and activity-
related competencies can only be acquired together.

Technical knowledge
Students acquire competencies to deal with technical questions and content. They develop the content on
the basis of interrelated basic concepts that make it possible to systematically build knowledge from a tech-
nical and everyday perspective at the same time. The basic concepts related to material-particle relation-
ships, structure-property relationships, chemical reactions and energy aspects of substance conversion de-
scribe and structure scientific content for the students.

Knowledge acquisition
The natural sciences use observation, comparison, experimentation and modelling as the basis for scientific
methodological processes. Students observe and describe phenomena, formulate questions and present
hypotheses. They plan their approach and develop factual information using investigative and research
methods.

Communication
The ability to communicate on the basis of facts and appropriate to the target audience using suitable me-
dia is an essential part of basic scientific education. This requires the right combination of everyday lan-
guage and technical jargon.

Evaluation
Through the selection of appropriate content, students can recognise correlations between the individual
scientific disciplines in everyday life, the environment and science. They explore socially relevant topics from
different perspectives and learn that problem solving depends on value judgements. They assess arguments
to determine to what extent they are based on fact and ideology and make decisions objectively, autono-
mously and responsibly.

18
What topics and content are taught?

Double grade level 7/8

1. Fascination with chemistry – fire, smoke and mirrors

2. The periodic table of elements – overview and tools

3. Gases – between vital to life and dangerous

4. Water – a compound

5. Salts – objects attract

6. Metals – the earth's treasures

Movable topics - double grade level 7/8 or 9/10

7. Clear relationships – quantitative analyses

8. Acids and bases – truly corrosive

Double grade level 9/10

9. Hydrocarbons – from camping gas to premium grade petrol

10. Alcohols – from wood alcohol to glycerine

11. Organic acids – salad dressing, decalcifiers & co.

12. Esters – variety of products made from alcohols and acids

19
Chinese
The growing economic and political importance of China has sparked more and more interest in the country
among young people. Learning Chinese (Mandarin) makes it possible for students to gain access to Chinese
culture. The familiarity with the Chinese language, society and culture acquired at school can be put to use
in students' later professional lives in the context of the cultural, economic and political ties to China which
have evolved over time. Students who take Chinese as a foreign language have the opportunity to learn a
non-European language and gain in-depth experience of an Asian culture. Chinese differs significantly from
European languages both in how the written and spoken language developed as well as in socio-cultural
aspects. Exposure to the different system of written and spoken Chinese promotes students' understanding
of other structures of thought and perception. For students, this is both extremely challenging and enriching
from an intercultural standpoint.
What competencies do students acquire in the subject?
Students learn to use the Chinese language from the very beginning. They learn to understand the language
when it is spoken, they read and write texts, learn to hold conversations, ask questions and express and
explain opinions orally and in writing (functional communicative competence). They are also gradually able
to recognise specific attributes of foreign-language texts and media and use them in the production of their
own texts (text and media competencies). They also become more aware of how language is used in different
situations which enables them to optimise their own language learning (language awareness). Methods and
strategies are also taught to support and promote learning in Chinese class. These include, for example,
reading strategies or learning how to use a dictionary (language learning competence). To understand oth-
ers, we not only need to be proficient in language, we also need to be aware of and respect cultural differ-
ences. This means that we need to know something about our own cultural background and develop a sense
of how it has shaped us. Chinese class therefore not only teaches language skills, it also covers the everyday
culture and living conditions in China in relation to our own living environment. Students acquire the foun-
dation for understanding and respecting other cultures to ensure that their behaviour is appropriate from
both a linguistic and cultural standpoint when dealing with people from other cultures (intercultural com-
municative competence).

The Common European Framework of Reference for Languages as the standard

3
Levels A to H of part C Modern Foreign Languages of the Framework Curriculum 1-10 are aligned with the
Common European Framework of Reference for Languages (CEFR) which serves as a basis for international
language certificates. It divides language proficiency into the levels A1, A2, B1, B2 and C1, C2. Since there is
no comparable reference framework for non-European languages, the requirements for Chinese are based
on the CEFR. Levels E and F which students strive to reach in Chinese by the end of grade 10 are equivalent
to CEFR levels A1/A2 and A2.
Level A2 is required by the start of the qualification phase at the latest in order to continue the foreign lan-
guage in the gymnasiale Oberstufe.

3
Information on the level model of the Framework Curriculum can be found on pages 10 and 11 of this brochure.

20
 4
Communicative functional competence
Requirements at level F at the end of grade 10 (based on level A2 of the CEFR)
Listening and listening-visual comprehension Students can …

- understand the main point (global) and specific information (selective) in authentic audio/audio-visual
texts with commonly used words and expressions; provided speech is slow and clearly articulated in
standard dialect and topics are pertinent to everyday life and situations
- form hypotheses and apply simple listening techniques and strategies

Speaking Students can …

- talk about content, opinions and wishes in familiar everyday situations using simple language and hold
a conversation
- spontaneously talk about familiar everyday topics coherently using simple language
- give a simple, short presentation about everyday topics and give opinions and reasons as well as re-
spond to simple questions
Reading comprehension Students can …

- understand the main points (global) and specific information (selective) in simple authentic texts about
familiar everyday topics
- apply reading techniques and strategies to elicit meaning independently

Writing Students can …

- write coherent texts on everyday topics using familiar speech appropriate to the basic text type and
with a simple structure
- prepare and manage their writing process with supervision and revise their texts

Language mediation Students can …

- transfer information easily taken from authentic texts about familiar everyday situations and topics to
the other language appropriate to the target audience and situation
- apply basic techniques of lexical paraphrasing and syntactic simplification

Ability to use linguistic resources Students can …

- successfully handle exchanges on familiar topics in everyday situations and gain confidence using a
growing linguistic repertoire

What topics are taught?

Topic 3: Topic 4:
Topic 1: Topic 2:
Culture and historical back- Nature and envi-
Individual and society Society and public life
ground ronment
- Personality - Social coexistence - Traditions and historical - Regional as-
- Contacts, everyday - School, education, work aspects pects
life and consumption - Cultural aspects - Environment
- Living and living envi- and ecology
ronment

4
The following provides condensed examples of the requirements in the area of functional communicative competence. A more
detailed description of the requirements can be found in part C Modern Foreign Languages of the Framework Curriculum 1-10.

21
German
Language is the key to understanding how people see the world and themselves. It facilitates interpersonal
understanding and serves as a means of communication and a vehicle for acquiring knowledge in all sub-
jects at school. Language itself becomes the subject of learning in German lessons, regardless of whether
German is the student's first or second language. To learn successfully and become contributing members of
society, students must systematically develop the ability to express themselves using language appropriate
in an academic setting (standard language).
Primary school students in grades 1-6 are gradually exposed to the special features of academic language as
they acquire reading and writing skills. In grades 7 to 10, these linguistic skills are further developed to ena-
ble students to communicate in different situations objectively, appropriate to the target audience and con-
sistent with standards. The selection of topics and texts covered in class takes into account the students'
individual interests, experiences and needs. The requirements are broken down into eight levels which are
identified by the letters A-H. These levels describe the educational requirements for the students, i.e. grade 1
starts with level A and students have ideally reached level H at the end of grade 10.
What competencies do students acquire in the subject?
The model below is based on the standards of the Ständige Konferenz der Kultusminister der Länder (Stand-
ing Conference of the Ministers of Education and Cultural Affairs) for German instruction. According to the
model, students develop competencies and acquire, reinforce and expand knowledge incrementally; the
dotted lines indicate that all areas are interlinked and are all equally important in German class.

Speaking and listening

- Talking to others
- Talking with others
- Listening for comprehension
Developing language knowledge
Writing Dealing with texts and media
and language awareness
- Using writing skills - Understanding literary texts
- Using language and analysing
- Writing correctly - Factual and functional texts
language use
- Using writing strategies - Understanding texts in another
- Behaving with awareness of
Reading media form
language
- Using reading skills
- Using reading strategies
- Ensuring text comprehen-
sion

One special feature of part C German is the knowledge requirement at different levels. This includes both
technical terms as well as technical subjects that are allocated to the different levels and, in addition to
requirements (standards), topics and content specified, provide orientation about what students are ex-
pected to learn at a minimum from the beginning of German lessons to the end of secondary level I.

22
What content is taught?
You can find the mandatory content to be covered for each double grade level in the overview. The topics
that serve as a basis for learning this content can be freely selected and are defined by the teachers in con-
sultation with the students and with each other.

Dealing with texts and media (reading, writing and in conversation)

Double grade level 1/2:

Literary texts: Children's book, fairy tale, poem (song), Writing forms: List, letter, story, cinquain (a short poem
short narrative texts, dramatic scene consisting of 11 words with a fixed sequence on five lines),
note (short description, memo), concerns
Factual and functional texts: Non-fiction book, instruc- Conversation forms/speeches: Concerns, short presenta-
tions, children's encyclopedia, magazine, table, personal tion
letter, list
Texts in another media form: Picture book, story book, Structure and effect of language: Sound, letter, syllable,
comic book, film, radio play, audio book word, sentence, text - basic vocabulary (1/2)
Double grade level 3/4:

Literary texts: Poem, fable, legend, narrative Writing forms: Informational text, profile, description,
expression of opinion, diary entry, reading booklet, acros-
tics, haiku, rondel
Factual and functional texts: Description, map, schedule, Conversation forms/speeches: Expression of opinion,
timetable, chart presentation
Texts in another media form: Website, children's, radio or Structure and effect of language: Enhanced basic vocabu-
TV show, short message lary (3/4)
Double grade level 5/6:
Literary texts: Ballad, books for children and young adults Writing forms: Writing plan, formal letter, text outline,
narrative, report, reading diary, parallel poem
Factual and functional texts: Interview, newspaper, graph- Conversation forms/speeches: Discussion, interview,
ic presentation

Texts in another media form: Informational show, TV Structure and effect of language: Word type, sentence
series, wiki, online encyclopedia, e-mail type, word formation
Double grade level 7/8:
Literary texts: Short history, myth, anecdote, youth novel, Writing forms: Protocol, opinion, content summary, char-
dramatic texts acterisation, transcript, handout, portfolio
Factual and functional texts: Report, comment, letter to Conversation forms/speeches: Fish bowl, role discussion,
the editor conflict resolution meeting, media-supported presenta-
tion
Texts in another media form: Chat, podcast, newsletter, Structure and effect of language: Word meaning, sentence
advertising, short film structure
Double grade level 9/10:
Literary texts: Drama, short story, parable, novel, lyrical Writing forms: Analysis and interpretation, commentary,
texts discussion, application, CV
Factual and functional texts: Descriptive, evaluative, Conversation forms/speeches: Debate, panel discussion,
prompting, regulative texts job interview, complaint, speech
Texts in another media form: Graphic novel, blog, film Structure and effect of language: Text structure, ambigui-
adaptation of literature ty, linguistic register, language varieties

23
German sign language
Learning German sign language (GSL) gives students the opportunity to learn a visual language. Students
learn that human languages take various forms and expand the different ways they can communicate
through language. Sign language also encourages structures of thought and perception which are both
challenging and enriching for students.
What competencies do students acquire in the subject?
Students can acquire or enhance their proficiency in German sign language in GSL class. The objective is for
students to learn the language and culture of the German sign language community. This is the prerequisite
for understanding and communicating in the sign language community. The class is designed to ensure
students' ability to participate in sign language communication situations in and out of school as well as
after they have finished school. In addition, GSL can also be used as the language of instruction in other
subjects as part of a bilingual education.
By acquiring knowledge about the linguistic-cultural and social distinctions of the sign language community
and comparing these with the reality of their own lives, students learn to master linguistic-cultural encoun-
ters and experience them as personally enriching.
They also increasingly develop the ability to act as an intermediary between written or spoken German and
GSL. Sign language instruction offers various possibilities for students' aesthetic education through the
reception and production of narrative and poetic texts in GSL.
Learners have the opportunity to reflect on language in GLS class and identify similarities, unique character-
istics and differences between German sign language and written or spoken German as well as other sign
languages. Targeted support is therefore provided at the meta-linguistic level.

Sign language instruction aims to train basic sign language skills on the basis of functional communicative,
methodological and cultural skills.

Communicative competence includes

 Functional communicative competence (dialogue- and media-based visual comprehension and dia-
logue- and media-based signing)
 Language knowledge (language awareness, linguistic diversity)
 Language mediation (language mediation, dealing with interpreters)
 Language learning

Cultural competence includes

 Knowledge of the history and community of the deaf and sign language community
 Knowledge about communication within the sign language community and contact with the great-
er, surrounding society which relies on spoken language as well as coping with everyday life for the
deaf
 Dealing respectfully and non-judgementally with cultural difference
 Developing the ability to see situations from a different perspective and effective handling of bilin-
gual-bicultural interactions

Methodological competence includes

 Strategies, learning and working techniques
 Dealing with texts and media
 Presentation techniques

As GSL is generally acquired or learned in a multilingual context, teaching content depends on the individual
GSL learning requirements as a native speaker or first language, second or foreign language.

24
The Common European Framework of Reference for Languages as standard
Levels A to H3 of part C GSL of the Framework Curriculum 1-10 are aligned with the Common European
Framework of Reference for Languages (CEFR) which serves as a basis for international language certifi-
cates. It divides language proficiency into the levels A1, A2, B1, B2 and C1, C2.
At the end of grade 10, students reach levels F to H (equivalent to levels A2 to B1+ of the CEFR) in the com-
petencies visual comprehension, signing, language knowledge, language mediation and language learning.
Level B1+ is required by the start of the qualification phase at the latest in order to continue GSL in the
gymnasiale Oberstufe.
Functional communicative competence5
Requirements Level D Requirements level G
(grade 7) (grade 10)
Based on level A1 of the CEFR Based on level B1 of the CEFR
Dialogue-based visual comprehension Students can …
- understand statements about personal things that - understand important information in different types
reference everyday familiar topics in visual texts of authentic visual texts when signed in clearly articu-
- generally understand storylines lated standard language or technical language related
to the class
Media-based visual comprehension
- identify information with support in simple, short, - understand important information about familiar
media-based visual texts with familiar language and topics in straightforward, authentic, media-based vis-
straightforward storylines/content ual texts of selected text types
- take information from a simple DGS notation system - read short sentences in a simple notation system
which is limited in information content
Dialogue-based signing
- express themselves in different conversational situa- - participate spontaneously in conversations with in-
tions with short contributions creasingly complex content
- adapt to some extent to the goal of the conversation - express structured thoughts about a number of famil-
and the people involved in the conversation iar topics appropriate to the participants, goal and
situation
Media-based signing
- plan and structure short texts on everyday topics with - create clearly structured media-based texts about
support and record them on media familiar topics
- write down familiar signs in a simple notation system

What topics and content are taught?

The Framework Curriculum defines the two overarching topics of community and history as well as commu-
nication and coping with everyday life. There are mandatory themes within these overarching topics with
assigned content in German sign language for the double grades from 1/2 to 9/10. There are also options
for advanced learning. Many links can be established between these themes and other subjects and over-
arching topics. Content for the double grades is assigned to the following topics although, depending on the
age of the students, not all topics are covered in all double grades:

Community and history Communication and coping with everyday life

 Identity and environment  Communication strategies
 The deaf and sign language community  Technical tools and media
 Seeking signs  Government aid and support
 Artistic forms of sign language expression

5
The following provides condensed examples of the requirements in the area of functional communicative competence. A more
detailed description of the requirements can be found in part C Modern Foreign Languages of the Framework Curriculum 1-10.

25
English
English is the native language, the official language and the language of communication for hundreds of
millions of people in many countries of the world. Learning English gives students the opportunity to explore
the cultural, social, political and economic conditions in different English-speaking countries, particularly the
UK, Ireland, the USA, Canada and Australia. They expand their knowledge of Anglophone countries and
sharpen their intercultural skills. In addition, English is particularly useful for students because it has be-
come the world's lingua franca, the language of international communication between people with different
native languages. The ubiquitous use of digital communication media requires knowledge of English. English
is an important prerequisite for participation in many areas of business, research, politics and culture, in
social life as well as in the working world and leisure activities. English is particularly suited for communica-
tion among young people from different cultures and with different languages of origin due to its flexible
and relatively easy-to-use structures and because English terms are already part of the everyday language,
even of younger children, in many areas of technology and digital media.

What competencies do students acquire in the subject?

Students learn to use English from the very beginning. They learn to understand the language when it is
spoken, they read and write texts, learn to hold conversations, ask questions and express and explain opin-
ions orally and in writing (functional communicative competence). They are also gradually able to recognise
specific attributes of foreign-language texts and media and use them in the production of their own texts
(text and media competencies). They become more aware of how language is used in different situations
which enables them to optimise their own language learning (language awareness). They learn methods and
strategies to support and promote learning in English class. These include, for example, reading strategies,
how to use a dictionary or strategies for independent learning (language learning competence). To under-
stand others, we not only need to be proficient in language, we also need to be aware of and respect cultural
differences. This means that we need to know something about our own cultural background and develop a
sense of how it has shaped us. English classes therefore not only teach language skills, but also look at the
everyday culture and living conditions in English-speaking countries in relation to our own living environ-
ment. Students acquire the foundation for understanding and respecting other cultures to ensure that their
behaviour is appropriate from both a linguistic and cultural standpoint when dealing with people from other
cultures (intercultural communicative competence).
The Common European Framework of Reference for Languages as the standard
6
Levels A to H of part C Modern Foreign Languages of the Framework Curriculum 1-10 are aligned with the
Common European Framework of Reference for Languages (CEFR) which serves as a basis for international
language certificates. It divides language proficiency into the levels A1, A2, B1, B2 and C1, C2.
At the end of grade 10, students reach levels F to H (equivalent to levels A2 to B1+ of the CEFR) in the skills
listening and listening visual comprehension, speaking, reading comprehension, writing, language mediation
and interaction.
Level B1+ is required by the start of the qualification phase at the latest in order to continue the foreign
language in the gymnasiale Oberstufe.

6
Information on the level model of the Framework Curriculum can be found on pages 10 and 11 of this brochure.

26
 7
Communicative functional competence
Requirements Level D Requirements level G
(grade 7) (grade 10)
Based on level A1 of the CEFR Based on level B1 of the CEFR
Listening comprehension and listening/visual comprehension Students can …

- pick out the topic and specific information from - pick out important information from authentic audio and
audio and audio-visual texts on everyday topics audio-visual texts when spoken clearly about everyday top-
when spoken slowly and clearly articulated. ics.

Speaking Students can …

- hold conversations on very familiar everyday - hold conversations about everyday topics, their own interests
topics, ask questions and respond to ques- and familiar subject areas and exchange arguments and opin-
tions as well as present information about ions.
familiar everyday topics. - present information about everyday topics and familiar subject
areas and explain correlations.
- express their own interests and experiences, feelings and plans.
Reading comprehension Students can …

- pick out the topic and specific information from - pick out important information from longer authentic texts
short, simple texts on familiar everyday topics. about everyday topics and topics of interest.

Writing Students can …

- write short texts on everyday topics using simple - write descriptive and narrative texts and texts with simple
language. lines of argument on everyday topics and personal interests
and familiar subject areas.

Language mediation Students can …

- accurately transfer the meaning of simple infor- - accurately transfer the meaning of information from au-
mation about familiar everyday situations to the thentic texts about everyday situations and topics to the
other language orally and in writing. other language.
- apply communicative strategies for conveying content and
intentions increasingly independently.
Ability to use linguistic resources Students can …

- successfully produce rehearsed, understandable - accurately apply their lexical repertoire and communicate
language related to everyday situations and top- successfully when faced with unpredictable content.
ics.

What topics are taught?

Topic 1: Topic 2: Topic 3: Topic 4:

Individual and society Society and public Culture and historical Nature and
life background environment
- Personality - Social coexistence - Traditions and historical - Regional aspects
- Contacts, everyday life and - School, education, aspects - Environment and ecolo-
consumption work - Cultural aspects gy
- Living and living environment

7
The following provides condensed examples of the requirements in the area of functional communicative competence. A more
detailed description of the requirements can be found in part C Modern Foreign Languages of the Framework Curriculum 1-10.

27
Ethics
The subject Ethics teaches students to deal respectfully and critically with others and their beliefs and life-
styles and encourages students to assume social responsibility. The core competence that learners acquire
in Ethics class is thus the capacity for ethical reflection, which serves as an essential prerequisite for making
sound moral judgements in everyday life. Ethical reflection means being willing and able to explore basic
ethical problems constructively while taking into account each individual situation.

What competence areas help students develop the ability for ethical reflection?
The competence area perception and interpretation is defined as being able to consider, describe and judge
issues from an ethical perspective on the basis of sensory experiences and experiences shaped by a sense of
purpose. This includes the ability to take a step back from one's own emotions, needs and interests and
describe what is perceived from a distance and identify prescribed patterns and prejudices. It also entails the
ability to understand different interests and motives in everyday situations and in areas of society, e.g.
technology, economics, science, politics and religion. The combination of these abilities enables students to
ask ethical questions about complex situations. The ability to perceive gives rise to an unbiased point of view
which is needed to see things from others' perspectives and make ethical judgements.
The competence area adopting other perspectives means being able to at least generally understand how
other people think, feel, express desires, etc. in a concrete situation; in other words, to be able to see the
world through the eyes of the other person. The prerequisite for developing this competence is engaging
with the attributes that constitute the other person, e.g. biography, culture, religion, society and power rela-
tionships. The more you know about other people, the easier it is to see things from their perspective. But it
must be kept in mind that this other perspective can never be fully adopted, it is only if ever approximate.
Seeing things from a different perspective requires the ability to recognise oneself in others.
In the competence area communication through dialogue, students develop the ability to cultivate a conver-
sation culture in dialogue form, which strives for consensus and accepts and tolerates dissent. In this con-
text, students are confronted with different cultures, religions and world views and develop an awareness of
individual and cultural differences. Feelings and value judgements are communicated to promote under-
standing, and perceptions and questions shaped by individual experiences are articulated. The goal of ethi-
cal dialogue is not to be right, but to clarify the problem being discussed or to recognise that further dia-
logue is necessary for clarification. To achieve this aim, one must be able to communicate clearly to others
and be open and attentive to the views, feelings and values of others.
The competence area reasoning and judgement involves critically analysing one's own position and the posi-
tions of others on ethical questions, being able to argue consistently with sound reasoning, being able to
assess positions from different angles and forming one's own considered opinion. This also includes the
ability to grasp core statements from different kinds of texts and materials, to express them in different
ways and use them as reasoning in arguments.

28
What topics and content are taught in the subject?
Topic areas Topics and content
The self as a task, identity and role, friendship and
Identity and role love, work and self-realisation, happiness and a
successful life
Freedom to act and free will, decisions and limits,
Freedom and responsibility
responsible action
Fairness in different spheres, equitable distribution,
Fairness and justice
fairness and justice, fairness and punishment
Festivals and rituals, individuals and progress, indi-
Human beings and community
viduals and morality, tolerance and conflicts
Good and evil, moral criteria, conscience and morali-
Actions and morality
ty, duties
Meaning of life, hope and trust, knowledge and
Knowledge and belief
truth, death and dying, religious belief

What are the subject's didactic perspectives?

Every topic of instruction is taught from three didactic perspectives: the individual, the societal and the his-
tory of ideas perspective.

Individual perspective
Questions are first addressed from the perspective of the individual: How do I respond to the problem? What
significance does the issue have for me? This establishes a link to the personal lives and everyday experienc-
es of the students by e.g. reflecting on the meaning of one's own values and convictions.

Societal perspective
Here, the relevance of the issue for coexistence in society and social cohesion is analysed. Individual atti-
tudes and behaviours are also considered in relation to societal, historical and cultural influences and im-
pressions.

History of ideas perspective

Here scholarly voices from the past that are relevant to the issue are heard. These are, in particular, voices
from philosophy, which serves as the reference discipline for the subject of ethics. The vast range of poten-
tial responses from the history of human thought is constructively put to use to explore the issue at hand.
Students are also exposed to the ethically relevant theories from the related disciplines – psychology and
religious studies, social and natural sciences.

29
French
French is the official and working language of international organisations like the UN, OECD and UNESCO. In
Europe and throughout the world, French is the native, official and international language of communica-
tion for roughly 220 million people in more than 30 countries. The French language also has special signifi-
cance for German society because of the many people living here with a French-speaking background and
thanks to the vibrant partnership that has developed between Germany and France following a tumultuous
history. Due to the strong economic, political and cultural ties between the two countries, French is very
important for the students' present and future. The French language gives students the opportunity to learn
about the culture of France and other French-speaking countries. Historical and present-day French and
Francophone literature, music, films and visual arts play an important role internationally and form an inte-
gral part of everyday life in Germany along with the cultural influences of French-speaking countries. In
addition, learning French gives students the foundation for learning other Romance languages.
What competencies do students acquire in the subject?
Students learn to use French from the very beginning. They learn to understand the language when it is
spoken, they read and write texts, learn to hold conversations, ask questions and express and explain opin-
ions orally and in writing (functional communicative competence). In French class, students are also increas-
ingly able to recognise specific attributes of the foreign-language texts and media and to use them in the
production of their own texts (text and media competencies). They also become more aware of how lan-
guage is used in different situations which enables them to optimise their own language learning (language
awareness). Methods and strategies are also taught to support and promote learning in French class. These
include, for example, reading strategies or learning how to use a dictionary (language learning competence).
To understand others, we not only need to be proficient in language, we also need to be aware of and re-
spect cultural differences. This means that we need to know something about our own cultural background
and develop a sense of how it has shaped us. French class therefore not only teaches language skills, but
also looks at the everyday culture and living conditions in French-speaking countries in relation to our own
living environment. Students acquire the foundation for understanding and respecting other cultures to
ensure that their behaviour is appropriate from both a linguistic and cultural standpoint when dealing with
people from other cultures (intercultural communicative competence).

The Common European Framework of Reference for Languages as the standard

Levels A to H of part C Modern Foreign Languages of the Framework Curriculum 1-10 are aligned with the
Common European Framework of Reference for Languages (CEFR) which serves as a basis for international
language certificates. It divides language proficiency into the levels A1, A2, B1, B2 and C1, C2. At the end of
8
grade 10, students reach levels F to H (equivalent to levels A2 to B1+ of the CEFR) in the skills listening and
listening visual comprehension, speaking, reading comprehension, writing, language mediation and interac-
tion. Level B1+ is required to continue the foreign language at the gymnasiale Oberstufe no later than the
start of the qualification phase.

8
Information on the level model of the Framework Curriculum can be found on pages 10 and 11 of this brochure.

30
 9
Communicative functional competence
Requirements Level D Requirements level G
(grade 7) (grade 10)
Based on level A1 of the CEFR Based on level B1 of the CEFR
Listening comprehension and listening-visual comprehension Students can …

- pick out the topic and specific information from - pick out important information from authentic audio and
audio and audio-visual texts on everyday topics audio-visual texts when spoken clearly about everyday top-
when spoken slowly and clearly articulated. ics.

Speaking Students can …

- hold conversations on very familiar everyday - hold conversations about everyday topics, their own inter-
topics, ask questions and respond to questions ests and familiar subject areas and exchange arguments
as well as present information about familiar and opinions.
everyday topics. - present information about everyday topics and familiar
subject areas and explain correlations.
- express their own interests and experiences, feelings and
plans.
Reading comprehension Students can …

- pick out the topic and specific information from - pick out important information from longer authentic texts
short, simple texts on familiar everyday topics. about everyday topics and topics of interest.

Writing Students can …

- write short texts on everyday topics using simple - write descriptive and narrative texts and texts with simple
language. lines of argument on everyday topics and personal interests
and familiar subject areas.

Language mediation Students can …

- accurately transfer the meaning of simple infor- - accurately transfer the meaning of information from au-
mation about familiar everyday situations to the thentic texts about everyday situations and topics to the
other language orally and in writing. other language
- apply communicative strategies for conveying content and
intentions increasingly independently.
Ability to use linguistic resources Students can …

- successfully produce rehearsed, under- - accurately apply their lexical repertoire and communicate
standable language related to everyday sit- successfully when faced with unpredictable content.
uations and topics.

What topics are taught?

Topic 1: Topic 2: Topic 3: Topic 4:

Individual and society Society and public life Culture and historical Nature and environment
background
- Personality - Social coexistence - Traditions and historical - Regional aspects
- Contacts, everyday life - School, education, work aspects - Environment and ecology
and consumption - Cultural aspects
- Living and living envi-
ronment

9
The following provides condensed examples of the requirements in the area of functional communicative competence. A more
detailed description of the requirements can be found in part C Modern Foreign Languages of the Framework Curriculum 1-10.

31
Geography
The objective of Geography class is for students to grasp an ever more complex and constantly changing
world from different perspectives and orient themselves in it. The topics selected for instruction in Geogra-
phy are guided by the current challenges of our time, e.g. globalisation, population development, urbanisa-
tion, energy production, disparities or climate change, thus creating relevance for students' lives. To answer
the leading questions, students perform analyses for a region in Geography class. They use different meth-
ods to investigate the phenomena at various levels (e.g. local and global), taking into account the respective
interdependencies. The result of the analysis culminates in a regional evaluation which is used to derive
potential solution strategies.

What competencies do students acquire in the subject?

The competence model for Geography class describes the following five areas in which students develop
abilities progressively:
The competence area orientation describes the ability to orient oneself in spaces using basic topographical
knowledge, maps and plans as well as technical aids and guidance systems. (Examples: map grid, scale and
compass directions to describe positional relationships)

The competence area systems knowledge encompasses the ability to understand the regularities of natural
and anthropogenic phenomena using application-oriented, spatial knowledge and be able to analyse cause
and effect relationships and interdependencies between human beings and the environment. (Examples:
impact of lowering the groundwater level for perspectives at environmental, economic and social levels,
transfer to other regions)

In the competence area method application, students develop the ability to acquire, analyse and present
spatially relevant information and findings and consider work steps. (Examples: analyse climate diagrams,
show correlations in causal chains and interactions, integrate regions into theoretical models and gain fur-
ther explanations)

In the competence area communication, students develop the ability to coherently verbalise subject matter
using the correct technical terminology and present it appropriate to the target audience based on the tech-
nical terms introduced in class.

The competence area judgement means the ability to use criteria as a basis for reflecting on and weighing
subject matter and problems related to space as well as information from media and geographic findings. In
addition, approaches to solutions and the resulting developments are discussed and their current feasibility
scrutinised.

These competence areas serve as a basis for the development of the overarching geographic competence to
act. This means that students learn to make reasoned decisions after weighing alternatives and participate
in the democratic development of society.

32
What topics and content are taught in the subject?
Double grade level 7/8
Topic Content
1. Living in hazardous areas - Natural dangers and hazards:
geographical distribution, causes, consequences, prediction
and protection measures
Dealing with a tectonically caused phenomenon taking
plate tectonics into account is compulsory.
- Hazardous areas and their consequences
2. Migration and population - The regional and global dimension of demographic devel-
(instruction in the combined social opments
sciences) - Urbanisation

3. Diversity of the Earth - Geofactors and geozones

- Making use of potential and challenges based on a selected
example of alternating wet and dry or always wet tropics
- Sustainable development
4. Poverty and wealth - Living in One World
(instruction in the combined social - Development differences
sciences)

Double grade level 9/10

Topic Content
5. Resource management - Resources: availability, formation, sustainable use
- Resource conflicts
- Resource conservation
Another resource in addition to energy-related resources is
compulsory
6. Climate change and climate change - Causes and regional/global consequences of climate
mitigation as an example of inter- change
national conflicts and conflict solu- - Sustainable measures of climate change mitigation
tions - Conflicts of interest in climate change mitigation
7. Economic interdependencies and - Globalisation: economic processes and structures as well
globalisation as their impacts on human beings and the environment
8. Europe in the world - Setting boundaries/European identity
(instruction in the combined social - Potential and challenges
sciences) - Transboundary cooperation

33
History
What defines a revolution? How does it happen? Why do people feel part of a society and why do they alien-
ate others? The answers to these and other questions can give students orientation in the present. Learning
about past events and situations helps students develop standards for their own actions in their everyday
lives and for the way they see themselves: How do I want to be? How do I not want to be? How can I not be?
They also develop ideas related to meaningful coexistence in society, also in the future. The aim of history
class is to enable learners to develop a rational link between past, present and future, thereby enhancing
their awareness of history.

Learners develop this awareness when they accurately classify historical events and can distinguish between
real events that actually happened and events that are only assumed to have occurred or that have merely
been made up. They recognise that life circumstances can change significantly, only somewhat or not at all.
In their exposure to history, they develop their individual character and a personal political stance and gain
knowledge of and attitudes about forms of inequality, such as the history of masculinity and femininity.
Finally, they explore standards of social behaviour.
What competencies do students acquire in the subject?
In the subject of History, they learn about historical events, processes and structures. They understand and
explain people's actions in the past by applying the subject-related competencies of interpretation, analysis,
method application, judgement, orientation and portrayal – historical narrative. The lessons build on the
competencies acquired in social science in grades 5/6. The competencies are further honed and deepened.
In the competence area interpretation, students analyse and compare different perspectives in the sources
and assume a stance based on sound reasoning. In analysis, they examine and discuss portrayals of the past
and recognise the value judgements and intentions associated with the interpretations. Method application
includes deciphering historical information from materials, verifying the origin of information, research
skills and the application of technical language. In the competence area judgement and orientation, students
make rational judgements about the past and the way it has been interpreted. In the process, they distin-
guish between an objective judgement and their personal value judgement from today's perspective, relate
these judgements to their own lives and develop the ability to orient themselves in the present and future on
the basis of these judgements. Students show all of these abilities and skills in the competence portrayal –
historical narrative by using their knowledge to arrange historical events in chronological order and identify
causal relationships between historical facts. They are therefore able to describe and evaluate historical
correlations as they relate to one another.

34
What topics and content are taught in the subject?

Topics and content

Double grade level 7/8

Basic modules Overview of eras: Orientation in time:
(comprises half of the Middle Ages (approx. 1000 – approx. 1500)
planned teaching time) - Christianity as the dominant religion
- System of estates: feudal and manorial system
- Living environments
Early Modern Period (approx. 1500 – approx. 1750)
- Intellectual upheavals: Renaissance and Humanism
- The Reformation and holy wars
- Early Modern state/absolutism
Age of revolutions (approx. 1750 - approx. 1900)
- Enlightenment and emancipation (e.g. women, Jews, workers)
- Political upheavals: French Revolution
- Technical, industrial revolution
Advanced eras: Age of revolutions (approx. 1750 – approx. 1900)
- Political revolution: introduction to bourgeois revolution
- Industrial revolution: prerequisites, development and consequences
Modules in the combined Poverty and wealth (through the ages)
- Middle Ages: poverty, wealth and Christianity
social sciences
- Early Modern Period: the urban elite's politics of the poor between welfare and repression
- Industrial Age: social question – answers from economics, religion, politics
Migration (through the ages)
- German eastward expansion and domestic colonisation
- Early Modern (forced) migration (e.g. Huguenots, Bohemia, Turks, Africans) to Berlin and Brandenburg
- Migration in the 19th century to America, abduction of Africans and expulsion of the indigenous population
Elective modules  Jews, Christians and Muslims
 History of the city using the example of Brandenburg-Prussia
 Steps toward modern democracy
 European expansion and colonialism
 World views

Double grade level 9/10

Basic modules Democracy and dictatorship

(comprises half of the - World War I: causes and consequences for Germany, Europe and the world
planned teaching time) - The Weimar Republic: dangers and opportunities of the first German democracy
- Ideology and regime of the NS
- World War II and the Holocaust/genocide/murder
- Resistance against Nazi rule in Germany and Europe
- Historical culture: remembering the past
The Cold War: bipolar world and Germany after 1945
- The USA and USSR as superpowers during the Cold War
- The two German states between confrontation and détente
- Democracy and dictatorship: domination and human rights, dealing with opposition and diversity (e.g. ways of
life), day-to-day life
- Peaceful revolution in 1989 and German unification as a challenge and process
- Historical culture: remembering the past
Modules in the combined Conflicts and conflict resolutions (case study)
social sciences - For example, conflict in the Middle East

Europa in the world (comparison)

- Europe in dialogue with a non-European culture
- China (in the Early Modern Period and around 1900) or
- The Ottoman Empire (in the Early Modern Period and around 1900)
Elective modules  The year 1917
 The world after the Cold War 1989-1991
 Genocide and mass violence
 Gender identities
 Germany and its neighbours
 Economy and trade
 Enemy profiles

35
Social Science 5/6
Our world is changing rapidly, it is globalised and shaped by diversity. The subject of Social Science 5/6 helps
students orient themselves in today's world and encourages them to learn, reflect and act.
The subject's primary aim is to give students orientation in space, time and society. To achieve this goal,
they explore events, processes and structures in the past and the present, deal with the impacts of human
coexistence on the living environment then and now and learn about different ways to participate in society.
They assess and discuss potential solutions for confronting challenges and put these solutions to the test.

The integrative Social Science 5/6 forms a bridge between Sachunterricht offered in grades 1 to 4 and the
subsequent subjects of Geography, History and Political Education at secondary level I which students are
being prepared for. Between grades 1 and 10, they deal with recurring themes and problems with an in-
creasing level of complexity (e.g. Europe in the past and present or diversity in society) and continuously
enhance their competencies (e.g. in the area of judgement).
What competencies do students acquire in the subject?
The subject of Social Science aims to enable students to recognise, classify and judge interdependencies
between geographical and socio-political conditions and historical prerequisites. In the classroom, they ap-
ply different (technical) methods to gain knowledge at the geographical, historical and political level: the
students learn how geographic conditions impact societies. They acquire topographical orientation
knowledge and basic knowledge of maps and atlases. They look at the question of how human activities
impact the living environment and living conditions both positively and negatively and how they can work to
shape the Earth's sustainable development (geographical learning).

They acquire knowledge on the basis of sources and portrayals of human activities in the past. The portrayal
and treatment of history/narratives are critically assessed and scrutinised and examined to identify value
for one's own life. Students recognise that history, depending on the issue and perspective, is constantly
being re-examined and re-told in a controlled learning process and even participate in this process them-
selves (historical learning).

Students are given concrete examples to learn about the scope for political and democratic action and pos-
sibilities for participation. In this context, they discuss current political issues, decisions and controversies. In
doing so, they learn to understand the positions of others and develop empathy and the ability to deal with
conflict and reach compromise, i.e. important steps toward forming political awareness (political learning).

They are exposed to social phenomena in various sources of information and using (technical) methods and
working techniques. Historical sources, maps, the Internet as well as places (e.g. museums) are used to ac-
quire information. The materials and media used are assessed to determine how useful they are in the work
process, information is evaluated and presented appropriately (method application).

Students learn to take a justified stance based on the knowledge they have acquired about the past and
present. They learn to see things from different angles and reflect on different perspectives, to test their
own value standards, to take a position on the judgements of others, to think through questions relevant to
their own lives and weigh options for action (judgement).

36
What topics are taught in the subject?
Topics (mandatory) Themes
- Life and survival in the Palaeolithic and Neolithic period
Nutrition – how do people get enough - Agriculture in Germany and its natural prerequisites
to eat? - Surplus and shortage in the "One World"
- Consumer protection
- Forming water and ice
- Importance of water for people and countries in the past: Egypt
Water – only natural or man-made?
as an example
- Importance of water for people and countries today
Cities and urban diversity – benefit or - Early towns and large cities in the past
problem? - Urban settlements today
- Europe as a continent
- Europe in ancient times: example of the Holy Roman Empire
Europe – without borders?
- Europe today: European Union
- Big changes and their causes
- The history of travelling
Tourism and mobility – faster, further,
- Travel today: perspectives in conflict
smarter?
- A journey through Germany
- Coexistence and participation in the family and at school
Democracy and participation – equality
- Democracy and participation in the past and today
for everyone?
- Land use: interests and conflicts
Topics (compulsory elective,
at least one must be selected per academic Themes
year)
- Living together in families and child-rearing in the past and to-
The worlds of children – sacred worlds? day
- Child labour, child poverty, children's rights
- Clothes make the man
Fashion and consumption – taking part
- Advertising and buying habits
at any price?
- From the raw material to the shopping bag
- Media diversity today
- Development of the media
Media – always an asset?
- Using the Internet
- Developing maps
- Social groups
Diversity in society – challenge and/or
- People are different
opportunity?
- Exclusion and participation
- Work: right or obligation?
Working to live – living to work? - When life is more than work
- Living and working here and elsewhere
- Origins of religiosity and different Gods
Religions in society – with or against - The great monotheistic world religions and their context
one other? - Other world religions
- The reciprocal relationship between religions
Personal topic (e.g. in response to current events, based on student interests, etc.).

37
Hebrew
Throughout history, Hebrew has always been the everyday language of the Jews and the language of the Old
Testament. In Israel, Hebrew in its modernised form is, along with Arabic, the dominant language of politics,
economy, culture and everyday life. In addition, the Hebrew language still plays a decisive role worldwide in
Jewish culture and religion. Hebrew students learn a Semitic language that differs significantly from the
European languages in the way it sounds, how it is written and the grammar it uses. This increases students'
access to other written and spoken systems which has a positive effect on language learning in general.
Learning Hebrew sparks students' interest in Jewish life and gives them a differentiated and in-depth view of
Jewish culture, thus fostering the intercultural competence of the students and peaceful coexistence of dif-
ferent cultures.

What competencies do students acquire in the subject?

Students learn to use Hebrew from the very beginning. They learn to understand the language when it is
spoken, they read and write texts, learn to hold conversations, ask questions and express and explain opin-
ions orally and in writing (functional communicative competence). In Hebrew class, the students are also
gradually able to recognise specific attributes of foreign-language texts and media and use them in the pro-
duction of their own texts (text and media competencies). They also become more aware of how language is
used in different situations which enables them to optimise their own language learning (language aware-
ness). They also learn methods and strategies to support and promote learning in Hebrew class. These in-
clude, for example, reading strategies or learning how to use a dictionary (language learning competence).
To understand others, we not only need to be proficient in language, we also need to be aware of and re-
spect cultural differences. This means that we need to know something about our own cultural background
and develop a sense of how it has shaped us. Hebrew classes therefore not only teach language skills, they
also cover the everyday culture and living conditions in Israel in relation to our own living environment.
Students acquire the foundation for understanding and respecting other cultures to ensure that their behav-
iour is appropriate from both a linguistic and cultural standpoint when dealing with people from other cul-
tures (intercultural communicative competence).

The Common European Framework of Reference for Languages as the standard

10
Levels A to H of part C Modern Foreign Languages of the Framework Curriculum 1-10 are aligned with the
Common European Framework of Reference for Languages (CEFR) which serves as a basis for international
language certificates. It divides language proficiency into the levels A1, A2, B1, B2 and C1, C2. Since there is
no comparable reference framework for non-European languages, the requirements for Hebrew are based
on the CEFR. Level H which students ideally reach in Hebrew at the end of grade 10 is based on CEFR level
B1+.

Level B1+ is required to continue the foreign language at the gymnasiale Oberstufe no later than the start of
the qualification phase.

10
Information on the level model of the Framework Curriculum can be found on pages 10 and 11 of this brochure.

38
 11
Communicative functional competence
Requirements Level D Requirements level G
(grade 7) (grade 10)
Based on level A1 of the CEFR Based on level B1 of the CEFR
Listening comprehension and listening-visual comprehension Students can …

- pick out the topic and specific information from - pick out important information from authentic audio and
audio and audio-visual texts on everyday topics audio-visual texts when spoken clearly about everyday top-
when spoken slowly and clearly articulated. ics.

Speaking Students can …

- hold conversations on very familiar everyday - hold conversations about everyday topics, their own inter-
topics, ask questions and respond to questions ests and familiar subject areas and exchange arguments
as well as present information about familiar and opinions.
everyday topics. - present information about everyday topics and familiar
subject areas and explain correlations.
- express their own interests and experiences, feelings and
plans.
Reading comprehension Students can …

- pick out the topic and specific information from - pick out important information from longer authentic texts
short, simple texts on familiar everyday topics. about everyday topics and topics of interest.

Writing Students can …

- write short texts on everyday topics using simple - write descriptive and narrative texts and texts with simple
language. lines of argument on everyday topics and personal interests
and familiar subject areas.

Language mediation Students can …

- accurately transfer the meaning of simple infor- - accurately transfer the meaning of information from au-
mation about familiar everyday situations to the thentic texts about everyday situations and topics to the
other language orally and in writing. other language
- apply communicative strategies for conveying content and
intentions increasingly independently.
Ability to use linguistic resources Students can …

- successfully produce rehearsed, under- - accurately apply their lexical repertoire and communicate
standable language related to everyday sit- successfully when faced with unpredicatable content.
uations and topics.

What topics are taught?

Topic 1: Topic 2: Topic 3: Topic 4:

Individual and society Society and public Culture and historical Nature and environment
life background
- Personality - Social coexistence - Traditions and historical - Regional aspects
- Contacts, everyday - School, education, aspects - Environment and ecology
life and consumption work - Cultural aspects
- Living and living envi-
ronment

11
The following provides condensed examples of the requirements in the area of functional communicative competence. A more
detailed description of the requirements can be found in part C Modern Foreign Languages of the Framework Curriculum 1-
10.

39
Information and Communications Technology (ICT)
IT systems which include computers and smartphones, but also large systems like the Internet and social
networks, have found their way into almost all areas of life and profoundly transformed society. Computer
applications can often no longer be directly identified, but they function using the same basic structures and
must be critically evaluated by people to decide how best to use them. To ensure that students develop the
abilities they need for evaluation and decision-making, knowledge and experience are necessary to broaden
their perspective, allowing them to see and experience not just the colourful and appealing multimedia-
based interfaces of applications, but also the underlying structures. This is the only way a knowledge-based
assessment is possible of the role and mutually reinforcing relationship between humans and electronic
devices in present and future society. ICT education at secondary level I comprises two areas:

Basic ICT course at levels D and E:

This area (ICT) has two areas of focus: acquiring the practical skills needed to use the computer as a tool and pre-
paring students to participate in a society that is shaped to a large extent by information and communications
technology. The levels are covered by the topics standard software, ICT systems and living in and with networked
systems (see below).

Voluntary elective at levels F, G and H:

Here, students acquire knowledge and experience related to the structure and function of ICT systems and gain ini-
tial insights into techniques of formal modelling (visualising and structuring data and data processing steps, using
data objects to represent real objects).

What competencies do students acquire in ICT and computer science class?

Reciprocal relationships between computer systems, humans and society: Students explain e.g. how IT sys-
tems permeate and change everyday life and careers. They assess and evaluate the opportunities and risks
of current developments for the individual and society and draw conclusions for their own responsible con-
duct.
Handling information: Students describe the difference between data and its interpretation. They make tar-
geted use of digital data and help systems to get information. In the process, they develop an awareness of
how to manage their own data and the importance of privacy in a democratic society.
Understanding IT systems: Students identify the components of different IT systems in their everyday envi-
ronments and describe their functionality as the interaction between hardware and software components.
They know how to use IT systems properly and observe and evaluate their own handling of these systems.
IT modelling: Students use IT models for problem analysis and solution design. They can implement models
with suitable tools and reflect on the results. Students can describe the structure and functionality of com-
puters and computer networks on the basis of models and have basic knowledge of the historical develop-
ment of computer science.
Problem-solving: IT systems are characterised by systematic processes with algorithms at their core. Stu-
dents design algorithms from different areas of application (e.g. robotics, encryption) and implement them
using programming environments. They evaluate the multifaceted dependence of almost all areas of society
on software products in the context of their knowledge of the possibilities for manipulation and the imper-
fection of software algorithms.
Communication and cooperation: Students can make use of the different possibilities for communication,
interaction and information in the area of networked computer systems for collaboration, they communi-
cate in projects and adopt standpoints consistent with their role. They help each other apply the software in
use to practical situations.

40
What topics and content are taught in the subject?
Use of standard software, e.g.
- Using word processing software and at least one other software application (presentation, spread-
sheet or graphic design)
- Using a browser
- Creating and giving their own presentations (in a project context)
- Selecting software to solve a specific problem, operating graphical user interfaces
Design and functionality of IT systems, e.g.
- Basic knowledge of computer operation using the example of the school's computer system
- Proficiency in the operation of hardware and software, structured storage of files
- Data protection and data traces (e.g. social networks, customer loyalty cards, discount systems, cost
traps)
- Analysis and comparison of IT systems
- Social impact of IT systems (forms of communication, the working environment, free time activities,
addiction problems, etc.)
Living in and with networked systems, e.g.
- Getting specific information from different sources when needed
- Using search engines properly
- Data exchange in the network
- Upholding netiquette conventions in digital communication, cyber-bullying
- Legal foundation (e.g. copyright in music sharing platforms)
Algorithmic problem-solving
- Modelling of simple workflows using algorithms
- Analysing, modifying and implementing algorithms
- Basic algorithmic structures (sequence, selection, loop)
- Using programming environments (also to control external devices, e.g. in robotics)
- Data modelling: data types, variables, describing objects based on their properties and methods
Databases
- Identifying and describing real-life data collections
- Planning and implementing the design of a simple database
- Data protection: right to informational self-determination, data privacy laws and rights, data traces,
data mining, consumer protection, monitoring
Elective topics

- History of computer science

- Project management
- Physical computing
- Digital images and visualisation

41
Italian
Italy, like Germany, is one of the six founding members of today's European Union. Learning Italian honours
the commitment of the Member States to educating young people to become conscious citizens of Europe by
learning about the culture and language of the partner country and making the European dimension tangi-
ble using Italy as an example. Since Italy is one of Germany's most important economic partners, knowledge
of the Italian language creates additional career opportunities in the area of trade, services and industry.
Language acquisition gives students the opportunity to become better acquainted with the country of Italy
which makes a large contribution to the European integration process with its rich cultural heritage. For
centuries, there has been a lively cultural exchange between Italy and Germany. In addition, labour migra-
tion in the second half of the 20th century helped make elements of Italian culture an integral part of stu-
dents' everyday experiences today. Italian design, fashion, music and food traditions are part of everyday life
and enjoy universal recognition. In addition, learning Italian gives students the foundation for learning other
Romance languages.

What competencies do students acquire in the subject?

Students learn to use Italian from the very beginning. They learn to understand the language when it is
spoken, they read and write texts, learn to hold conversations, ask questions and express and explain opin-
ions orally and in writing (functional communicative competence). In Italian class, students are also gradual-
ly able to recognise specific attributes of foreign-language texts and media and use them in the production
of their own texts (text and media competencies). They also become more aware of how language is used in
different situations which enables them to optimise their own language learning (language awareness).
They also learn methods and strategies to support and promote learning in Italian class. These include, for
example, reading strategies or learning how to use a dictionary (language learning competence). To under-
stand others, we not only need to be proficient in language, we also need to be aware of and respect cultural
differences. This means that we need to know something about our own cultural background and develop a
sense of how it has shaped us. Italian classes therefore not only teach language skills, they also cover the
everyday culture and living conditions in Italy in relation to our own living environment. Students acquire
the foundation for understanding and respecting other cultures to ensure that their behaviour is appropri-
ate from both a linguistic and cultural standpoint when dealing with people from other cultures (intercultur-
al communicative competence).

The Common European Framework of Reference for Languages as the standard

12
Levels A to H of part C Modern Foreign Languages of the Framework Curriculum 1-10 are aligned with the
Common European Framework of Reference for Languages (CEFR) which serves as a basis for international
language certificates. It divides language proficiency into the levels A1, A2, B1, B2 and C1, C2. At the end of
grade 10, students reach levels G to H (equivalent to levels A2 to B1+ of the CEFR) in the competences listen-
ing and listening visual comprehension, speaking, reading comprehension, writing, language mediation and
interaction. Level B1+ is required to continue the foreign language at the gymnasiale Oberstufe no later
than the start of the qualification phase.

12
Information on the level model of the Framework Curriculum can be found on pages 10 and 11 of this brochure.

42
 13
Communicative functional competence
Requirements Level D Requirements level G
(grade 7) (grade 10)
Based on level A1 of the CEFR Based on level B1 of the CEFR
Listening comprehension and listening-visual comprehension Students can …

- pick out the topic and specific information from - pick out important information from authentic audio and
audio and audio-visual texts on everyday topics audio-visual texts when spoken clearly about everyday top-
when spoken slowly and clearly articulated. ics.

Speaking Students can …

- hold conversations on very familiar everyday - hold conversations about everyday topics, their own inter-
topics, ask questions and respond to questions ests and familiar subject areas and exchange arguments
as well as present information about familiar and opinions.
everyday topics. - present information about everyday topics and familiar
subject areas and explain correlations.
- express their own interests and experiences, feelings and
plans.
Reading comprehension Students can …

- pick out the topic and specific information from - pick out important information from longer authentic texts
short, simple texts on familiar everyday topics. about everyday topics and topics of interest.
Writing Students can …

- write short texts on everyday topics using simple - write descriptive and narrative texts and texts with simple
language. lines of argument on everyday topics and personal interests
and familiar subject areas.

Language mediation Students can …

- accurately transfer the meaning of simple infor- - accurately transfer the meaning of information from au-
mation about familiar everyday situations to the thentic texts about everyday situations and topics to the
other language orally and in writing. other language
- apply communicative strategies for conveying content and
intentions increasingly independently.
Ability to use linguistic resources Students can …

- successfully produce rehearsed, under- - accurately apply their lexical repertoire and communicate
standable language related to everyday sit- successfully when faced with unpredicatable content.
uations and topics.

What topics are taught?

Topic 1: Topic 2: Topic 3: Topic 4:

Individual and society Society and public life Culture and historical back- Nature and envi-
ground ronment
- Personality - Social coexistence - Traditions and historical - Regional as-
- Contacts, everyday - School, education, work aspects pects
life and consumption - Cultural aspects - Environment
- Living and living envi- and ecology
ronment

13
The following provides condensed examples of the requirements in the area of functional communicative competence. A more
detailed description of the requirements can be found in part C Modern Foreign Languages of the Framework Curriculum 1-
10.

43
Japanese
For decades, Japan has played an important role economically and technologically. Japanese products as
well as Japanese culture (e.g. food and sports) have become part of our everyday lives. The familiarity with
the Japanese language, society and culture acquired at school can therefore be key later on for professional
activities in the context of the cultural, economic and political ties to Japan which have evolved over time.
Students who take Japanese as a foreign language have the opportunity to learn a non-European language
and gain in-depth experience of an Asian culture. Japanese differs significantly from European languages
both in how the written and spoken language developed as well as in socio-cultural aspects. Exposure to the
different system of written and spoken Japanese promotes students' understanding of other structures of
thought and perception which are both challenging and enriching for students.

What competencies do students acquire in the subject?

Students learn to use Japanese from the very beginning. They learn to understand the language when it is
spoken, they read and write texts, learn to hold conversations, ask questions and express and explain opin-
ions orally and in writing (functional communicative competence). In Japanese class, students are also grad-
ually able to recognise specific attributes of foreign-language texts and media and use them in the produc-
tion of their own texts (text and media competencies). They also become more aware of how language is
used in different situations which enables them to optimise their own language learning (language aware-
ness). They also learn methods and strategies to support and promote learning in Japanese class. These
include, for example, reading strategies or learning how to use a dictionary (language learning competence).
To understand others, we not only need to be proficient in language, we also need to be aware of and re-
spect cultural differences. This means that we need to know something about our own cultural background
and develop a sense of how it has shaped us. Japanese classes therefore not only teach language skills, they
also cover the everyday culture and living conditions in Japan in relation to our own living environment.
Students acquire the foundation for understanding and respecting other cultures to ensure that their behav-
iour is appropriate from both a linguistic and cultural standpoint when dealing with people from other cul-
tures (intercultural communicative competence).

The Common European Framework of Reference for Languages as the standard

14
Levels A to H of part C Modern Foreign Languages of the Framework Curriculum 1-10 are aligned with the
Common European Framework of Reference for Languages (CEFR) which serves as a basis for international
language certificates. It divides language proficiency into the levels A1, A2, B1, B2 and C1, C2. Since there is
no comparable reference framework for non-European languages, the requirements for Japanese are based
on the CEFR. Levels E and F which students ideally reach in Japanese at the end of grade 10 are based on
CEFR levels A1/A2 and A2.
Level A2 is required by the start of the qualification phase at the latest in order to continue the foreign lan-
guage in the gymnasiale Oberstufe.

14
Information on the level model of the Framework Curriculum can be found on pages 10 and 11 of this brochure.

44
 15
Communicative functional competence
Requirements at level F at the end of grade 10 (based on level A2 of the CEFR)
Listening and listening-visual comprehension Students can …

- understand the main point (global) and specific information (selective) in authentic audio/audio-visual
texts with commonly used words and expressions provided speech is slow and clearly articulated in
standard dialect and topics are pertinent to everyday life and situations
- form hypotheses and apply simple listening techniques and strategies

Speaking Students can …

- talk about content, opinions and wishes in familiar everyday situations using simple language and hold
a conversation
- spontaneously talk about familiar everyday topics coherently using simple language
- give a simple, short presentation about everyday topics and give opinions and reasons as well as re-
spond to simple questions
Reading comprehension Students can …

- understand the main points (global) and specific information (selective) in simple authentic texts about
familiar everyday topics
- apply reading techniques and strategies to elicit meaning independently

Writing Students can …

- write coherent texts on everyday topics using familiar speech appropriate to the basic text type and
with a simple structure
- prepare and manage their writing process with supervision and revise their texts

Language mediation Students can …

- transfer information easily taken from authentic texts about familiar everyday situations and topics to
the other language appropriate to the target audience and situation
- apply basic techniques of lexical paraphrasing and syntactic simplification

Ability to use linguistic resources Students can …

successfully handle exchanges on familiar topics in everyday situations and gain confidence using a
growing linguistic repertoire

What topics are taught?

Topic 3: Topic 4:
Topic 1: Topic 2:
Culture and historical back- Nature and envi-
Individual and society Society and public life
ground ronment
- Personality - Social coexistence - Traditions and historical - Regional as-
- Contacts, everyday - School, education, work aspects pects
life and consumption - Cultural aspects - Environment
- Living and living envi- and ecology
ronment

15
The following provides condensed examples of the requirements in the area of functional communicative competence. A more
detailed description of the requirements can be found in part C Modern Foreign Languages of the Framework Curriculum 1-
10.

45
Art
In Art class, students acquire the skills to express themselves aesthetically and artistically and learn about
art and aesthetic phenomena. This includes the ability to engage with unfamiliar, unknown and ambiguous
phenomena. Students learn to perceive, appreciate, apply and reflect on creative potential. Art instruction
also aims to develop students’ willingness to work hard and their capacity for enjoyment.
Art class encourages students in their individual artistic development through reflective perception and
formative activities. They learn to perceive their living environment as a construct and to embrace the diver-
sity of images in art and everyday life. In this context, students have many opportunities to learn about and
question art historical contexts, also from culturally influenced perspectives different from their own. In
addition, they are encouraged to actively shape their living environment and society.

What competencies do students acquire in the subject?

Imagination, the development of one's own inner imagery, is the prerequisite for aesthetic and artistic activ-
ities in Art class. Students use their experiences to explore ideas, questions and desires and give them a form
of expression. They are encouraged to talk and write about their aesthetic experiences. Students learn to
make reflected choices about material and artistic processes, schooling their own aesthetic ability to judge.
In Art class, students acquire competencies in the three areas: perception, design and reflection.

Perception
Students acquire the ability to use their senses and aesthetic intuition to consciously perceive objects, phe-
nomena and spaces. This means that they learn to observe their own process of perception and to experi-
ence this process as a deliberate and structured activity.
Design
Students develop the ability to design as they interact with works of art, materials, processes and reflect on
their own experiences. They learn to give their ideas form by, for example, exploring, discovering and actively
experimenting in individual and collaborative processes.
Reflection
Students develop the ability to relate their own perspectives and methods to the aesthetic object and the
artistic work process. In addition, they learn to deal critically and constructively with individual ideas and to
be respectful of art as well as of the creations of others. They learn how to share different aspects of aes-
thetic and artistic experiences and works of art. In the process, they train their capacity for artistic judge-
ment.

Skill-oriented learning and teaching in the subject of Art requires the competence areas perception, design
and reflection to be closely integrated. Only the reciprocal interaction of the three areas makes it possible
for students to gain experience and build knowledge as the core of their aesthetic and creative abilities.

What topics and content are taught in the subject?

Students develop competencies through dealing with topics and content. The Framework Curriculum divides
them into four content areas that are the same from grades 1 to 10. In each series of lessons, the four areas
are required to be linked to one another in such a way that classroom projects cover the broad spectrum of
artistic experience and give learning groups the opportunity to put into practice their own learning processes
with works of art, techniques, materials and individual experiences in everyday life and in their living envi-
ronment.
For each double grade level, specific options to provide orientation for lesson planning are made within the
Framework Curriculum. References to other subjects as well as overarching topics can be found here.

46
The following overview provides a list of these specific options with individual examples from grades 1 – 10:

Compulsory
Examples of specific options in the classroom
content areas
- Signs and tracks
Works of art - Rhythm, pattern, ornament, signs and symbols
Contemporary art - Images and illustrations
- Objects, trends, utopian worlds, buildings
Art in the context of
- Cabinets of curiosities, museums and collections
art history
- Interior, product design, writing
Architecture and space - Construction and deconstruction
Design - Interventions in urban space
- Social sculpture
- Sound art
- Experimental film
- Identity and lifestyles
Illustrative design
Methods - Leaving traces, designing point, line, surface, hatching and shading, using perspective
Aesthetic practices - Isolating and combining, construing distortions, configuring type as an image, designing spaces,
Techniques quoting, copying or falsifying

Artistic strategies Sculptural design

- Folding, layering, creating equilibrium and balance, inventing mechanisms, covering and packaging,
Tools
connecting, bridging
- Discovering and conquering spaces
- Building models
Enacting
- Imitating, inventing own games and rules
- Inventing scenes, characters and landscapes, imitating demeanour and ways of speaking
- Setting the scene with things, leaving traces and documenting
- Developing new forms of presentation
Collections and collages
Selecting, arranging, combining illustrations and materials, designing exhibitions
Materials
Material - Elementary, constructed and grown materials
Things and materials - Personal everyday objects
Photos, books, albums
Images and signs -
- Papers and surfaces
Body and space
- Colours
Memories, ideas and
- Sounds
desires - Light
Body and space
- Emptiness and abundance, change and limits
- The mysterious and the familiar
- The beloved and the unloved
- Hot and cold
- Museum, sports field, shopping mall, stage, ruin
Media
- Books, pictures, photos, social networks, flyers, comics, eyewitnesses to history
- Family and school, home
Individual experiences - Plans, wishes, rituals
Everyday life and living - Peer group, rules and values
- Personal space, personal perspective
environments
- Body image, sexual identities and body language
- Music and movement
- Feeling, personality and self-confidence
- Commitment and responsibility
- City, space and action
- Travel, cyberspace and other places

47
Latin
The subject Latin enables students to access the past of the Greek and Roman antiquities which is the key to
the eras that followed. Latin serves as the linguistic and cultural foundation of Europe. By reading Latin
literature from ancient times, the Middle Ages and the modern era, students develop an awareness of the
significance of these themes and texts in today's world. When students learn Latin as a language, they learn
about the culture of the ancient world at the same time.

What competencies do students acquire in the subject?

Latin class focuses mainly on translating Latin into German. Unlike modern foreign languages, speaking or
writing Latin is not a priority. German is also the language used in the classroom. Latin students acquire in-
depth knowledge of the grammar and terminology and gain an understanding of how language actually
works (language reflection). In this respect, Latin complements and broadens the subject of German and
modern foreign languages.

In the new Framework Curriculum, Latin is closely integrated with general language education for all
subjects. As a "language-sensitive" subject, Latin acts as a bridge. Latin gives students, especially when
German is not the everyday language of conversation in the family, particularly effective access to the
German language. Pronunciation, vocabulary and grammar are linguistic skills acquired in Latin. This
foundation helps acquire other foreign languages later on (language learning competence). Moreover,
comparing different foreign languages gives students in-depth understanding of language (multilingualism
taking into account learners with different languages of origin).

Students' expressive ability in German is also improved through accurate translations and the careful search
for appropriate wording. At the same time, students' reading comprehension and ability to interpret are
improved (language, text and literary competencies).

In Latin class, students acquire the ability to grasp, structure and classify the various forms of cultural
expression of the Roman age of antiquity and their continued existence in language and art in the European
context and can apply this knowledge to practical problems. Latin makes access to the cultural origins of
Europe possible (cultural competence).

Acquiring different working methods and learning strategies plays a major role in Latin class. New media like
the Internet is used in addition to traditional media such as books, texts, images and films. Students
experiment with different forms of working and learning, for example, conversation and group work, but
also with forms of self-directed learning such as keeping a learning diary. For various tasks and topic areas,
students practice developing and assessing their own learning strategies and presenting their own outcomes
(method competence).

Unlike modern foreign languages, the Common European Framework of Reference for Languages (CEFR) is
not suitable for describing the linguistic level achieved in Latin. The goal of language acquisition is to fulfil
the entry standards for the gymnasiale Oberstufe. They are reached at the end of grade 10 at the
Gymnasium and at the end of grade 11 at integrated secondary schools. Students who begin learning Latin
from grade 5 earn the Latin proficiency qualification at the end of secondary level I, if they start later, they
need to continue with Latin in order to earn their Latin proficiency qualification.

48
What linguistic proficiencies, topics and content are taught in the subject?
Competencies and their application (examples) Possible topics and content
Language: Reading and identifying Topic 1:
- Reading sentences and small texts aloud People in the city of Rome
- Identifying and classifying vocabulary, forms and linguistic - People in their private lives
constructions; using tables of verb forms, grammar, - Teachers and students
dictionaries and specialised dictionaries - Politicians and speakers
- Knowledge of basic elements in morphology and syntax,
- Artisans, traders and business people
knowledge of basic vocabulary and pronunciation rules
- Priests and priestesses
- Deciphering and explaining foreign and borrowed words in
- Gladiators, charioteers and actors
German, comparing grammatical structures of different
Topic 2:
languages
Textbook texts, easier original texts, proverbs and sayings People outside of the city of Rome
- People in the country, on country estates and in
Language: Understanding and translating texts
rural towns
- Translating sentences and texts into German, discussing
- People in the provinces of the Roman Empire
variations
- People in the Roman Army
- Recognising that the meaning of a word depends on its
context Topic 3:
- Understanding – increasingly more difficult – sentences Gods and heroes
from textbooks and original texts - Ancient Greek and Roman gods
- Applying learning and translation strategies both alone - The Trojan War and its consequences
and as part of a team; collecting and presenting - The world of Greek myths
information - Roman founding myths from the early Roman
- Evaluating printed translations period
Textbook texts, easier original texts, proverbs and sayings Topic 4:
Language: Interpreting texts Language, writing and literature
- Explaining terms, sentences and texts, categorising - Continued influence of the Latin language
content correlations, summarising and comparing - Text types and their characteristics
- Knowing and interpreting unique linguistic features and - Latin writers and their works
their effect, e.g. oratory tools Topic 5:
Textbook texts and easier original texts
Roman History
Literature and culture - Imperium Romanum (geographical and historical
- Familiarity with day-to-day life in Rome and the Greco- overview), eras of Roman history
Roman world, knowledge of the society and constitution of - Conflicts between social groups, periods of civil
Rome as well as the development of the Roman Empire war, conflicts between Rome and other powers
- Ability to assess the relationship between Rome and the - Selected ruler personalities of the Roman period
Greek models - The Roman state
- Recognising and understanding Greek and Roman motifs
- Christianity
in later literature or art
Topic 6:
- Developing a personal opinion about questions related to
coexistence and philosophy Architecture, art and science
- Discussing ancient ideas and ways of thinking (e.g. Topic 7:
happiness, nature and culture, democracy) The continued effects of antiquity from the Middle Ages
Texts of different genres of German or European literature, to the present
works and stylistic elements of art and architecture - Renaissances
- Classicism
Language awareness and language reflection
- Continued effects of antiquity in modern times
- Applying language learning strategies
- Comparing attributes of languages

49
Mathematics
The aim of Mathematics class is to develop skills and abilities that are divided into three main areas:

I. Students view natural, technical, social and cultural phenomena and processes from a mathematical
perspective. They are able to use mathematical aspects to explore, grasp and assess these phenomena
and processes.

II. Students see mathematics as a separate, ordered concept with its own language, symbols, figures,
representations and formulas and can use them to describe and solve mathematical tasks.

III. Students deal creatively and increasingly independently with specific mathematical and everyday prob-
lems, allowing them to also develop useful heuristic skills that extend beyond Mathematics.

Students acquire the basic competencies for general mathematical literacy in Mathematics class in primary
school. Here, the foundation is laid for higher-level learning in the programmes at secondary level and suc-
cessfully facing the challenges presented by mathematics throughout their entire lives.
What competencies do students acquire in the subject?
Acquiring mathematical competencies draws on existing knowledge and is always linked to mathematical
content.
 Mathematical argumentation includes investigating situations, making assumptions and being able to
explain suspected correlations coherently.

 Mathematical problem-solving is necessary when a method cannot be applied to solve a problem, but a
solution has to be found or selected. To this end, specific strategies (e.g. selection of auxiliary variables,
forward and reverse operations) and various representation formats are used.

 In mathematical modelling, real-life situations are analysed and then described using mathematical
concepts. Solutions in mathematical models are interpreted with respect to the actual underlying situa-
tion.

 Using representations means being able to make use of, produce and interpret verbal descriptions (writ-
ten or spoken), numerical representations (e.g. tables), graphical representations (e.g. diagrams and
graphs of functional correlations), sequences of symbols (esp. expressions and equations).

 Dealing with symbolic, formal and technical elements of mathematics: These kinds of elements (symbols,
methods and tools) are used to show correlations in a structured, concise and clear fashion and to re-
duce the amount of work for recurring activities. This includes being able to use variables, expressions,
equations, functions, graphs and tables with confidence as well as tools like calculators, formularies and
software, but also to reflect on the methods used and the choice of tools.

 Communication through mathematics or with mathematical methods includes the ability to absorb or
reproduce information with mathematical content (reading, writing, speaking and listening). Language in
oral or written form is the central means of communication to structure and present ideas when working
on mathematical problems.

50
What are the central themes of the subject of Mathematics?

The themes and content taught in Mathematics class are associated with the following central themes.

 The central theme numbers and operations includes representing and ordering numbers, describing rela-
tionships between numbers, applying calculation methods and developing operational concepts.

 The central theme dimensions and measurements includes ideas about quantities and units, determining
quantity specifications and applying dimensions in practice in everyday situations.

 The central theme space and form includes describing properties and relationships of geometric objects,
representing geometric objects and using geometric figures.

 The central theme equations and functions includes representing expressions and equations, solving
equations and systems of equations and analysing and using assignments and functions.

 The central theme data and probability includes collecting, representing and analysing data, applying
counting strategies and determining probabilities.
16
The table below shows at what level instruction takes place in grades 1-10 in each school .

Example:
If your child is in grade 8 at an integrated
secondary school, instruction takes place at
Grade level 1/2 3 4 5 6 7 8 9 10 level E and in parts at level F. The
following tables show the core content
Primary school A/B C C/D C/D D/E at the respective levels.
Students with
learning disabili- B/C C C C D D D/E D/E
ties
Integrated second-
ary school D/E E/F F/G G

Gymnasium E F G H

What topics and content are taught in the subject?

Central theme L1 Numbers and operations
Level Understanding numbers Understanding operations and calculation
strategies
A Small numbers, quantities, Addition and subtraction
Natural numbers up to 100 Multiplication, division, addition, subtraction of natural
B
numbers up to 100
Natural numbers up to 1 million Calculation methods, mathematical laws of natural
C
numbers up to 1 million
D Fractions Basic arithmetic with fractions
E Rational numbers Basic arithmetic with rational numbers
F Numbers notation including powers
Arithmetic with real numbers
G
Real numbers Arithmetic with powers
H Arithmetic with powers, roots and logarithms

16
See also the level model, p. 10 ff.

51
Central theme L2 Dimensions and measurements
Level Dimensions and Arithmetic with dimensions
measurements
Everyday measuring instruments ---
A
Comparing lengths
Measuring and reading dimensions: Calculating sums and differences within a unit
B
money, time, length
Units and subunits of dimensions: Perimeter of 2-D shapes using addition
C
money, time, length, mass
Size specifications of surface area, Surface area for rectangles
D
volume, angles in different units Volume for cuboids
Converting units Perimeter and surface area of triangles, squares, circles
Sides of right-angled triangles (Pythagoras)
E
Volume and surface area of straight prisms and circular
cylinders
Prefixes for units from milli to kilo Surface area and volume of composite bodies
F
with decimal powers
Prefixes for units from nano to tera Angle sizes and sides in triangles (sine, cosine, tangent,
with decimal powers sine and cosine theorem)
G
Volume and surface area of pyramids, cones and
spheres
H Radian measure and degree Volume of oblique prisms, pyramids and cylinders

Central theme L3 Space and form

Level Geometric objects Geometric figures
Discovering plane figures and geometric objects in the Changing the position of objects
A
environment Movements based on instructions
Properties of geometric objects (sphere, cube, cubion,
B
triangle, quadrangle, square, rectangle, circle)
Quadrangles: parallelogram, trapezoid, deltoid, rhom- Changes in the position and size of
bus geometric figures for rotations, reflec-
C
Symmetrical figures tions and shifts
Cube and cuboid networks
Theorems of angles and triangles Congruence images of the plane
D
Oblique images of cubes and cuboids
Construction of triangles (congruence theorems, Tha- Enlarging and reducing the size of
les' theorem) objects to scale
E
Special lines in the triangle
Straight prisms and circular cylinders
Composite bodies in the environment, also straight Geometric figures, also using geometry
F
square pyramids software
Composite bodies, also straight circular cones, pyra- Selected figures of geometric bodies
G
mids and spheres
H Explaining the properties of geometric objects ---

52
Central theme L4 Equations and functions
Level Expressions and equations Assignments and functions
A Small quantities
Expressions and equations with an arithmetic Objects and patterns
B
operation
Expressions and simple equations with natural Rule for forming patterns and assignments
C numbers with several arithmetic operations
Expressions and simple equations with frac- Directly proportional assignments
D
tions
Linear equations and proportional equations Indirectly proportional assignments
E
with rational numbers
F Linear equation systems Linear functions
Quadratic equations Quadratic and trigonometric functions, expo-
G
nential functions
Equations with powers and exponential equa- Polynomial functions and inverse functions
H
tions

Central theme L5 Data and probability

Level Data Counting strategies and
probabilities
A Identifying, sorting, comparing objects Experimenting with a dice roller
Collecting and presenting data related to eve- Listing different configurations in combined
B
ryday questions (tally sheets, bar graph) questions
Different ways of presenting data quantities Systematically working through possibilities
(table, chart, graphs, text) for combined questions
C
Conducting simple probability experiments
involving randomness
Preparing and presenting data (minimum, Relative frequency for single-phase experi-
D
maximum, range) ments involving randomness
Statistical surveys: absolute and relative fre- Relationship: relative frequency and probabil-
E quency, arithmetic mean, modal value, medi- ity
an
Statistical surveys using spreadsheets Calculating probabilities in simple experiments
F Different forms of representation, also box involving randomness
plot
Planning, carrying out, evaluating statistical Probabilities in multi-phase experiments in-
G surveys volving randomness with/without replacement
Presenting and interpreting the results (tree diagram, path rules, urn problem)
Analysing and interpreting mean values and Determining tallies using factorials and bino-
H
measures of variation mial coefficients

53
Music
Music is an integral part of every culture in the world. Music surrounds us almost every day, sometimes even
for several hours at a time. Children have access to different kinds of music through the media. Making
music, appreciating music and enjoying music are essential basic needs.

Students grow up in a world where music is often only heard in the background. The original forms of musi-
cal expressions, which include singing, playing music, performance and dance, are sometimes underdevel-
oped or not practised at all.

Music lessons in school are designed to enable all students to participate in the world of music actively,
independently and responsibly. To achieve this goal, general music skills must be trained and refined: con-
scious perception and sensation, the ability to sing, play music and invent music as well as the ability to
listen to, understand, reflect on and form an opinion about music.

Singing or playing music in a group is an important experience in the emotional and social development of
individual personality. It strengthens self-esteem and confidence in one's own creative ability and judge-
ment. Students perceive and experience the various areas and relationships of the world of music. They
explore and discover musical methods and processes.

To complement what is learned in the classroom, music ensembles are offered such as choir, orchestra and
band and musical evenings are held at the school. Music therefore makes an essential contribution to school
life and creates opportunities for students to spend their free time together.

What competencies do students acquire in the subject?

School lessons are broken down into three competence areas for music. Each competence area includes five
subsections:

Perception and interpretation Design and performance Reflection and

contextualisation
- Careful and prolonged listen- - Singing - Applying subject-specific
ing - Playing instruments knowledge
- Distinguishing tonal charac- - Inventing music - Establishing cultural links
teristics - Rehearsing and presenting - Assessing music
- Recognising structures - Moving and dancing - Conscious use of media
- Linguistically interpreting - Reflecting on musical identity
music
- Artistically interpreting music

These competence areas are linked to one another in the classroom to ensure that action, perception and
thought processes enhance each other. The interaction between musical perception, practical music experi-
ence and linguistic-cognitive analysis forms the basis for a comprehensive understanding of music.

54
What topics and content are taught in the subject?
The topics and contents can be divided into five thematic areas. These thematic areas are valid for all grades
and recur at different levels. Each thematic area is sub-divided into three compulsory subjects with possible
content assigned.
Compulsory themes Possible content (individual examples)
Topic: Introduction to music
Sound material and perception - Exercises to distinguish tones
- Listening to music and good health
- Keys, triads, cadence
Sound production and instru- - Voice and body as sound generators
ments - Groups of instruments, forms of ensembles
Notation - Graphical notation of musical progressions
- Notation of pitch with signs
- Structure of scores
Topic: Form and design
Design principles - Repetition and contrast as musical principles
- Solo and tutti, theme and variation
- Composing with rhythm and melody components
Compositional techniques - Ostinato and droning
- Imitation, homophony, polyphony,
Form types - Simple song form with verse and chorus
- ABA form, variation cycle
- Complex song forms
Topic: Categories and genres
Vocal movements - Songs for various occasions and themes
- Polyphonic vocal sets
- Folk and art songs, recitative and aria
Instrumental music - Programme music, symphonic poem
- Concerto grosso, solo concert, symphony
Music theatre - Children's musical, children's opera
- Opera and musical
Topic: Effect and function
Expression and effect - Description of musical effects
- Relationships between text and music in songs and vocal pieces
- Instrumental music and extra-musical programme
Forms of listening and musical - Musical idols and role models
taste - Cultural environment and media as influencing factors
- Criteria for personal music selection
Functional music - Movements to music, pop dance and choreography
- Hymns
- Film music
Topic: Music in the cultural context
Music over time - Music creators in the past and present
- Selected eras of music history
- Music for various occasions in the past and present
Music and society - Occasions for playing and listening to music
- Forms of musical events
- Music professions
World music - Songs and dances of selected countries and regions
- World music, ethno-pop
- Music and globalisation

55
Natural Science 5/6
The questions students ask "Why do hedgehogs sleep in winter?", "How does a bike pump work?", "How does
a candle burn?" can serve as starting points for learning in the subject of Natural Science in grades 5 and 6.
Natural Science is not yet broken down into separate subjects in these grades, but seen holistically. The
experiences and ideas of students from their everyday lives and from Sachunterricht are used to develop
initial natural scientific perspectives and working methods in the Natural Science classroom. This gives stu-
dents a basis for working in Natural Science classes at higher levels later on. The childlike delight at discov-
ering and learning can be further encouraged by asking interesting questions and performing surprising
experiments in the classroom. Students in grades 5 and 6 are exposed to scientific relationships and princi-
ples through their own experiences and activities, through exact observation and description, independent
questioning, investigation, experimentation and evaluation and when presenting and sharing their findings.
What competencies do students acquire in the subject?
The students train their reading comprehension while simultaneously building up a specialist vocabulary in
Natural Science, they learn to find specific information related to scientific nature questions and practice
learning and working in a group. The subject of Natural Science thus makes a significant contribution to
helping students navigate their way through an environment shaped by technology and the natural sciences
and play an active part in it.

What are the basic concepts of the subject?

The extensive specialist scientific knowledge is organised into basic concepts which are applied to the wide
range of topics in the Natural Science classroom:
Energy and mass are not lost – concept of the conservation of mass
The quantity of mass and energy is neither created nor destroyed, but can be converted into different forms. Air can
expand or be compressed without the mass of the air changing. A sugar cube dissolved in tea is not "gone", it is just no
longer visible. The energy that we get from food is not consumed. It is converted to other forms of energy, e.g. when we
move or if our body produces heat to maintain our body temperature.

Energy produces light, motion, heat (concept of energy)

Energy comes in different forms. Known as energy carriers, light, motion, electricity and food all contain energy for
conversion as usable energy elsewhere. Energy can be saved. If the human body absorbs more energy (food) than it
converts through movement, the result is weight gain.

Things/living beings mutually influence one another (concept of reciprocity)

All chemical, biological and physical processes are interdependent. When a football is kicked, it changes its direction of
motion and speed. If a material is heated, it changes temperature and appearance. It can change its aggregate state.

An entity consists of interrelated and interdependent parts (system concept)

Individual parts in a system interact to produce different functions and initiate processes and changes. Examples of
systems are the human body, the cells which comprise it and the ecosystem it lives in. Machines are also systems.

The basic concepts help students to systematically classify and describe scientific processes and content.
They build on the students' prior experiences and make it easy for them to develop an understanding of
specific questions and phenomena. Basic concepts introduce students to a structured, scientific view of the
world. Newly acquired information is integrated into the existing knowledge structure. Students relate their
knowledge to their evolving understanding of basic concepts, they transfer their knowledge to new problems
and apply it to practical activities and problem-solving.

56
What topics and content are taught in the subject?

Double grade level 5/6

1. From observation to measurement

2. Materials in everyday life

3. The sun as a source of energy

4. World of the big – world of the small

5. Plants – animals – habitats

6. Movement in water, on land and in the air

7. Body and health

8. Sex education

9. Technology

57
Modern Greek
Greece like Germany is a member of the European Union. Learning Modern honours the commitment of the
Member States to educating young people to become conscious citizens of Europe by learning about the
culture and language of the partner country and making the European dimension tangible using Greece as
an example. Beyond pure language acquisition, students learn about a country, Greece, which contributes to
the European integration process with its rich cultural heritage. For centuries, there has been a lively cultur-
al exchange between Greece and Germany. In addition, labour migration in the second half of the 20th cen-
tury helped make elements of Greek culture (e.g. music and food) an integral part of students' everyday
experiences today.
What competencies do students acquire in the subject?
Students learn to use Greek from the very beginning. They learn to understand the language when it is spo-
ken, they read and write texts, learn to hold conversations, ask questions and express and explain opinions
orally and in writing (functional communicative competence). In Modern Greek class, students are gradually
able to recognise specific attributes of foreign-language texts and media and use them in the production of
their own texts (text and media competencies). In addition, they become more aware of how language is
used in different situations which enables them to optimise their own language learning (language aware-
ness). They also learn methods and strategies to support and promote learning in Modern Greek class. These
include, for example, reading strategies or learning how to use a dictionary (language learning competence).
To understand others, we not only need to be proficient in language, we also need to be aware of and re-
spect cultural differences. This means that we need to know something about our own cultural background
and develop a sense of how it has shaped us. Modern Greek classes therefore not only teach language skills,
they also cover the everyday culture and living conditions in Greece in relation to our own living environ-
ment. Students acquire the foundation for understanding and respecting other cultures to ensure that their
behaviour is appropriate from both a linguistic and cultural standpoint when dealing with people from other
cultures (intercultural communicative competence).

The Common European Framework of Reference for Languages as the standard

17
Levels A to H of part C Modern Foreign Languages of the Framework Curriculum 1-10 are aligned with the
Common European Framework of Reference for Languages (CEFR) which serves as a basis for international
language certificates. It divides language proficiency into the levels A1, A2, B1, B2 and C1, C2. At the end of
grade 10, students reach levels G to H (equivalent to levels B1 to B1+ of the CEFR) in the competences listen-
ing and listening visual comprehension, speaking, reading comprehension, writing, language mediation and
interaction.
Level B1+ is required to continue the foreign language at the gymnasiale Oberstufe no later than the start of
the qualification phase.

17
Information on the level model of the Framework Curriculum can be found on pages 10 and 11 of this brochure.

58
 18
Communicative functional competence
Requirements Level D Requirements level G
(grade 7) (grade 10)
Based on level A1 of the CEFR Based on level B1 of the CEFR
Listening comprehension and listening-visual comprehension Students can …

- pick out the topic and specific information from - pick out important information from authentic audio and
audio and audio-visual texts on everyday topics audio-visual texts when spoken clearly about everyday top-
when spoken slowly and clearly articulated. ics.

Speaking Students can …

- hold conversations on very familiar everyday - hold conversations about everyday topics, their own inter-
topics, ask questions and respond to questions ests and familiar subject areas and exchange arguments
as well as present information about familiar and opinions.
everyday topics. - present information about everyday topics and familiar
subject areas and explain correlations.
- express their own interests and experiences, feelings and
plans.
Reading comprehension Students can …

- pick out the topic and specific information from - pick out important information from longer authentic texts
short, simple texts on familiar everyday topics. about everyday topics and topics of interest.

Writing Students can …

- write short texts on everyday topics using simple - write descriptive and narrative texts and texts with simple
language. lines of argument on everyday topics and personal interests
and familiar subject areas.

Language mediation Students can …

- accurately transfer the meaning of simple infor- - accurately transfer the meaning of information from au-
mation about familiar everyday situations to the thentic texts about everyday situations and topics to the
other language orally and in writing. other language
- apply communicative strategies for conveying content and
intentions increasingly independently.
Ability to use linguistic resources Students can …

- successfully produce rehearsed, understandable - accurately apply their lexical repertoire and communicate
language related to everyday situations and top- successfully when faced with unpredictable content.
ics.

What topics are taught?

Topic 1: Topic 2: Topic 3: Topic 4:

Individual and society Society and public life Culture and historical back- Nature and envi-
ground ronment
- Personality - Social coexistence - Traditions and historical - Regional as-
- Contacts, everyday - School, education, work aspects pects
life and consumption - Cultural aspects - Environment
- Living and living envi- and ecology
ronment

18
The following provides condensed examples of the requirements in the area of functional communicative competence. A more
detailed description of the requirements can be found in part C Modern Foreign Languages of the Framework Curriculum 1-
10.

59
Philosophy
The subject of Philosophy focuses on developing the ability to philosophise. Philosophising is a competence
for reflection. When students learn to philosophise, they learn to reflect on phenomena and questions or
problems in a philosophical way. This means that they first look at the philosophical dimension of a prob-
lem, in other words the basic ideas, values and concepts needed to analyse and reflect on the problem. They
then form opinions about these questions or problems by adopting possible solutions from the history of
philosophy and its ideas, concepts and arguments and developing their own approaches. Finally, they assess
the extent to which these ideas can solve the problem and try to answer the questions raised on their own.
The ability to philosophise can be broken down into the following specific competence areas.

What competencies do students acquire in the subject?

Perception and interpretation
Students recognise phenomena and problems with a philosophical dimension in the world they live in and in
different media representations (spoken and written text, images, films). They learn to explore and interpret
these phenomena and problems from a philosophical perspective, i.e. they describe what they perceive. Spe-
cifically, they analyse which questions are raised and what basic ideas, values and concepts are important
for understanding these phenomena and problems. To do this, they apply philosophical theories to gain a
broader understanding and different perspectives on the problems at hand.
Analysis of cultural perspectives
Students develop an awareness of the cultural contexts of philosophical positions and other theories and
concepts of reality as well as an awareness of cultural diversity and transculturalism. To do this, they ana-
lyse how different cultural and historical contexts are expressed in actions, language and terminology, in
images and ideas of man and the world in texts and other media portrayals. They compare different cultural
perspectives on certain aspects of the reality of human life and develop a sense of how different they are. On
the basis of these insights and experiences, they learn to appreciate cultural diversity with a critical eye and
develop models for transcultural coexistence.
Argumentation and judgement
By confronting philosophical problems, students learn to form arguments and judgements with the aim of
arriving at their own well-founded conclusions. On the one hand, they do this by looking at philosophical
theories on the respective matter, by reconstructing the terms, lines of thought and arguments and by un-
derstanding the premises and consequences involved and by subsequently evaluating these using their own
thought lines of thought and argumentation. On the other hand, they form their own assessment of the
matter in the context of the respective philosophical theories or independent of them and back this assess-
ment up with well substantiated arguments.
Shaping discourse
Students shape discourse by presenting their own opinions and arguments convincingly in different ways, by
responding appropriately and critically to the opinions and arguments of others and by constructively striv-
ing to reach consensus and learning how to deal with dissent.

60
What topics and content are taught in Philosophy?
Topic areas Topics and content
Knowledge and doubt, logic of thought, philosophy
Introduction to philosophising
and society
Norms and values, morality, the emergence of val-
Human beings and decision-making ues and norms, justice, natural law and human
rights
Death and dying, work and play, foreignness, inter-
Human beings and culture
cultural philosophy, sex and gender
Concept of nature, nature and technology, culture-
Human beings and nature
nature, natural science and responsibility
Perception and reality, beauty and ugliness, the
Human beings and art
sense of art, media and reality

The topics and content of the subject of Philosophy are subdivided into: introduction to philosophising
where students are introduced to the activity of philosophising as well as four additional compulsory topics
with different areas of focus. Philosophy class usually begins with the introduction to philosophising with
the compulsory elective classes in grade 9. Each theme discussed in the classroom is assigned to one of the
topics. Until the end of grade 10, at least one theme is addressed for every topic in the lessons.

What are the perspectives of the subject of Philosophy?

Students learn to consider each topic from two different perspectives in philosophy class:
The societal perspective: Philosophising always occurs in a societal context. On the one hand, the problems
that philosophers looks at are linked to the norms, values and world views of the society they live in. On the
other hand, philosophical theories and judgements can have societal relevance to the extent that they are
either critical of or affirm societal realities and ideas. Accordingly, the societal perspective first teaches stu-
dents about the societal context of the philosophical problems they are working on. They then apply this
knowledge to philosophical problems.

The theoretical perspective: People have reflected on philosophical problems ever since ancient times. The
history of philosophy therefore offers a vast range of different theories and ideas which can enrich and ad-
vance the analysis of philosophical problems. To this effect, the theoretical perspective incorporates key
concepts, ideas and terminology from the history of philosophy to reflect on problems. This enables students
to assess philosophical theories and problems from different viewpoints.

61
Physics
Physics is an essential basis for understanding natural phenomena and explaining and assessing technical
systems and developments. Physical findings are used in technology, for example, to build devices and sys-
tems to transmit information, to convert energy into the form needed and transport it to the consumer.
Nature itself often serves as a model for technical solutions.

The content and methods students learn in Physics class teaches them to approach tasks and problems from
a scientific perspective. Physics examines a range of natural phenomena and applies typical methods of
thinking and working that are associated, for example, with activities like experimenting, observing and
measuring.
Technical progress, however, also poses risks that have to be identified, evaluated and overcome because
they influence political decisions. Basic education in the natural sciences is therefore indispensable to stu-
dents’ participation in society.

What competencies do students acquire in the subject?

Technical knowledge
Students acquire competencies to deal with technical questions and content. They work on the content on
the basis of interrelated basic concepts. The basic concepts of "matter", "system", "energy" and "reciprocity"
describe and structure scientific content for the students. They form the basis of systematic knowledge
building for the students from a technical and real-world perspective at the same time.

Knowledge acquisition
Students observe and describe phenomena, formulate questions and propose hypotheses. They plan their
approach and learn relevant information using investigative and research methods. They apply technical
and general scientific working practices in the process: tracing back to and classifying according to what
they already know, systematising, comparing, proposing hypotheses, experimenting.

Communication
The ability to communicate based on fact and appropriate to the target audience using suitable media is an
essential part of basic scientific education. This requires the right combination of everyday language and
technical jargon.

Evaluation
By selecting appropriate content, students can recognise links between the individual scientific disciplines in
everyday life, the environment and science. Students explore topics relevant to society from different per-
spectives and learn that problem-solving depends on value judgements. They learn to differentiate between
biological, chemical and physical facts, hypothetical and non-scientific statements in texts and images and
are aware of the limits of the scientific perspective.

62
What topics and content are taught in the subject?

Double grade level 7/8

1. Thermal behaviour of bodies

2. Reciprocity and force

3. Mechanical energy and work

4. Thermal energy and heat

Movable topics - double grade level 7/8 or 9/10

5. Electric power and electric charge

6. Electric current, voltage, resistance and power

Double grade level 9/10

7. Uniform and accelerated movements

8. Force and acceleration

9. Magnetic fields and electromagnetic induction

10. Radioactivity and nuclear physics

11. Energy conversions in nature and engineering

12. Mechanical oscillations and waves

13. Optical devices

63
Political Education
What defines a democracy? How does it work? What does living in a democracy mean for me? To help shape
life in a democracy, students need skills to understand and evaluate issues and problems that affect society.
The subject Political Education aims to teach these skills, thereby helping students to reach their political
maturity. Political maturity is achieved in the classroom by showing students different possibilities for par-
ticipating in political and social processes using critical judgement. This also means that they are able to
gauge the consequences of political decisions for themselves and others from different perspectives (multi-
perspectivity) and be guided by normative values such as human and basic rights (education in values).
The main goal is to motivate students to defend the principles of democracy and encourage them to advo-
cate for a democratic culture. To be politically mature in society (political competence), students need the
ability to independently assess facts. This includes skills like the ability to analyse problems from a political
and social science perspective as a prerequisite for well-founded political judgements. The skills to be devel-
oped are then successfully put into practice when they are based on scientific knowledge and political cate-
gories and the methods necessary to explore the problem are applied.

How is competence acquisition structured in the classroom?

In Political Education class, students analyse political issues by looking at which stakeholders, interests and
values are behind the respective problems and decisions. This knowledge encourages them to make their
own political judgements independently. It must be kept in mind here that the acceptance of basic values
and social diversity are essential in the formation of personal judgement. Students learn about the range of
different possibilities for participation since the aim is to prepare students for constructive political partici-
pation in society, starting with voting and involvement in political parties, associations and initiatives all the
way to participating in demonstrations (politically mature activities). They learn using action-based, simula-
tive methods such as debates or role plays as well as real activities, for example surveys, interviews and
expert interviews (method application). The strong communicative nature of these kinds of methods sup-
ports students' language education, e.g. through discussions, interviews, hearings or talk shows. In modern
democracies, politics is conveyed mainly through the media, media literacy therefore plays an important role
in this subject: in addition to developing the competencies needed to select, process and evaluate media,
students practice being involved in public discourse through media by creating, e.g. posters, blogs, videos
and slides, in class.

64
What topics and content are taught in the subject?
Topic Content
Double grade level 7/8
Poverty and wealth (instruction - Social inequality
in the combined social sciences - Participation opportunities
disciplines history, geography and - Social policy
political education)
- Culture – the world as a global village
Living in a globalised world
- Networked world/digital society
- Global risks and sustainability

Migration and population - Integration and participation

(instruction in the combined social - The causes of migration
sciences disciplines) - Biographies and hybrid identities:
- Characteristics of a democratic legal system
Living under the rule of law - Legal maturity and the protection of minors
- Criminal proceedings and juvenile criminal law
Double grade level 9/10
- Political principles: e.g. separation of powers and control

Democracy in Germany - Institutions: e.g. constitutional entities

- Formation of political opinion and decisions: for example, elections, parties,
government/opposition
- Threats to democracy, for example, intolerance, extremism and violence
disenchantment with political parties

Conflicts and - Wars, conflicts, terrorism:

conflict resolution e.g. conflict analysis using a case study: subject/interests, causes, stakehold-
ers, solution strategies
(instruction in the combined social
sciences disciplines) - Development policy and peace-keeping

- Basics of the social market economy

Social market economy in Ger-
- Conflicts between economic and social policy
many
- Economic systems
- The EU in everyday life: Case studies: impact of the internal market
Europe in the world
- The European idea
(instruction in the combined social
- Political decisions: e.g. participation of institutions and actors in the EU,
sciences disciplines)
legislative procedures and democratic legitimacy

65
Polish
Polish is the language of our direct neighbours to the east and of a member of the European Union. In par-
ticular in the regions close to the border, knowledge of Polish in Germany is gaining in social, cultural, eco-
nomic and political importance. As a result, proficiency in the Polish language creates additional career op-
portunities in the area of trade, services and industry. A relatively large number of people from Poland live in
the states of Berlin and Brandenburg and the Polish language is very common in day-to-day life. Knowledge
of Polish enables a lively exchange with the people whose history and culture are interwoven with that of
the Germans. Students of Polish are confronted with a Slavic language that has complex word structures.
Because Polish and its structures are so different from German and other languages, learning Polish pro-
motes a special kind of linguistic analytical thinking. At the same time, exposure to a little-known European
cultural region requires a more clearly defined reference framework for content and language than is need-
ed when learning traditional foreign languages. In addition, learning Polish gives students the foundation
for learning other Slavic languages.

What topics and content are taught in the subject?

Students learn to use Polish from the very beginning. They learn to understand the language when it is spo-
ken, they read and write texts, learn to hold conversations, ask questions and express and explain opinions
orally and in writing (functional communicative competence). In Polish class, students are gradually able to
recognise specific attributes of foreign-language texts and media and use them in the production of their
own texts (text and media competencies). In addition, they become more aware of how language is used in
different situations which enables them to optimise their own language learning (language awareness).
They also learn methods and strategies to support and promote learning in Polish class. These include, for
example, reading strategies or learning how to use a dictionary (language learning competence). To under-
stand others, we not only need to be proficient in language, we also need to be aware of and respect cultural
differences. This means that we need to know something about our own cultural background and develop a
sense of how it has shaped us. Polish classes therefore not only teach language skills, they also cover the
everyday culture and living conditions in Poland in relation to our own living environment. Students acquire
the foundation for understanding and respecting other cultures to ensure that their behaviour is appropri-
ate from both a linguistic and cultural standpoint when dealing with people from other cultures (intercultur-
al communicative competence).

The Common European Framework of Reference for Languages as the standard

19
Levels A to H of part C Modern Foreign Languages of the Framework Curriculum 1-10 are aligned with the
Common European Framework of Reference for Languages (CEFR) which serves as a basis for international
language certificates. It divides language proficiency into the levels A1, A2, B1, B2 and C1, C2. At the end of
grade 10, students reach levels G to H (equivalent to levels B1 to B1+ of the CEFR) in the competences listen-
ing and listening visual comprehension, speaking, reading comprehension, writing, language mediation and
interaction. Level B1+ is required to continue the foreign language at the gymnasiale Oberstufe no later
than the start of the qualification phase.

19
Information on the level model of the Framework Curriculum can be found on pages 10 and 11 of this brochure.

66
 20
Communicative functional competence
Requirements Level D Requirements level G
(grade 7) (grade 10)
Based on level A1 of the CEFR Based on level B1 of the CEFR
Listening comprehension and listening-visual comprehension Students can …

- pick out the topic and specific information from - pick out important information from authentic audio and
audio and audio-visual texts on everyday topics audio-visual texts when spoken clearly about everyday top-
when spoken slowly and clearly articulated. ics.

Speaking Students can …

- hold conversations on very familiar everyday - hold conversations about everyday topics, their own inter-
topics, ask questions and respond to questions ests and familiar subject areas and exchange arguments
as well as present information about familiar and opinions.
everyday topics. - present information about everyday topics and familiar
subject areas and explain correlations.
- express their own interests and experiences, feelings and
plans.
Reading comprehension Students can …

- pick out the topic and specific information from - pick out important information from longer authentic texts
short, simple texts on familiar everyday topics. about everyday topics and topics of interest.

Writing Students can …

- write short texts on everyday topics using simple - write descriptive and narrative texts and texts with simple
language. lines of argument on everyday topics and personal interests
and familiar subject areas.

Language mediation Students can …

- accurately transfer the meaning of simple infor- - accurately transfer the meaning of information from au-
mation about familiar everyday situations to the thentic texts about everyday situations and topics to the
other language orally and in writing. other language
- apply communicative strategies for conveying content and
intentions increasingly independently.
Ability to use linguistic resources Students can …

- successfully produce rehearsed, understandable - accurately apply their lexical repertoire and communicate
language related to everyday situations and top- successfully when faced with unpredictable content.
ics.

What topics are taught?

Topic 1: Topic 2: Topic 3: Topic 4:

Individual and society Society and public life Culture and historical back- Nature and envi-
ground ronment
- Personality - Social coexistence - Traditions and historical - Regional as-
- Contacts, everyday - School, education, work aspects pects
life and consumption - Cultural aspects - Environment
- Living and living envi- and ecology
ronment

20
The following provides condensed examples of the requirements in the area of functional communicative competence. A more
detailed description of the requirements can be found in part C Modern Foreign Languages of the Framework Curriculum 1-
10.

67
Portuguese
Portugal like Germany is a member of the European Union. Learning Portuguese honours the commitment
of the Member States to educating young people to become conscious citizens of Europe by learning about
the culture and language of the partner country and making the European dimension tangible using Portu-
gal as an example. Since Portugal is one of Germany's economic partners, knowledge of Portuguese creates
additional career opportunities in the area of trade, services and industry. This is all the more true because
the Portuguese language extends far beyond Europe (lusophone) to Portuguese-speaking countries in Africa,
Asia and South America. Portuguese is a world language that is spoken by hundreds of millions of people as
a first or second language. Beyond pure language acquisition, students learn about a country, Portugal,
which contributes to the European integration process with its rich cultural heritage. In addition, labour
migration in the second half of the 20th century helped make elements of Portuguese culture an integral
part of students' everyday experiences today. In addition to elements of Portuguese culture, as a result of
immigration processes other lusophone countries such as Brazil, Angola, Mozambique, etc. are increasingly
present in everyday culture. In particular, music, dance and sports from these countries are growing in popu-
larity for young people. In addition, learning Portuguese gives students the foundation for learning other
Romance languages.

What topics and content are taught in the subject?

Students learn to use Portuguese from the very beginning. They learn to understand the language when it is
spoken, they read and write texts, learn to hold conversations, ask questions and express and explain opin-
ions orally and in writing (functional communicative competence). In Portuguese class, students are gradual-
ly able to recognise specific attributes of foreign-language texts and media and use them in the production
of their own texts (text and media competencies). In addition, they become more aware of how language is
used in different situations which enables them to optimise their own language learning (language aware-
ness). They also learn methods and strategies to support and promote learning in Portuguese class. These
include, for example, reading strategies or learning how to use a dictionary (language learning competence).
To understand others, we not only need to be proficient in language, we also need to be aware of and re-
spect cultural differences. This means that we need to know something about our own cultural background
and develop a sense of how it has shaped us. Portuguese class therefore not only teaches language skills,
but also looks at the everyday culture and living conditions in French-speaking countries in relation to our
own living environment. Students acquire the foundation for understanding and respecting other cultures to
ensure that their behaviour is appropriate from both a linguistic and cultural standpoint when dealing with
people from other cultures (intercultural communicative competence).

The Common European Framework of Reference for Languages as the standard

21
Levels A to H of part C Modern Foreign Languages of the Framework Curriculum 1-10 are aligned with the
Common European Framework of Reference for Languages (CEFR) which serves as a basis for international
language certificates. It divides language proficiency into the levels A1, A2, B1, B2 and C1, C2. At the end of
grade 10, students reach levels G to H (equivalent to levels B1 to B1+ of the CEFR) in the competences listen-
ing and listening visual comprehension, speaking, reading comprehension, writing, language mediation and
interaction. Level B1+ is required to continue the foreign language at the gymnasiale Oberstufe no later
than the start of the qualification phase.

21
Information on the level model of the Framework Curriculum can be found on pages 10 and 11 of this brochure.

68
 22
Communicative functional competence
Requirements Level D Requirements level G
(grade 7) (grade 10)
Based on level A1 of the CEFR Based on level B1 of the CEFR
Listening comprehension and listening-visual comprehension Students can …

- pick out the topic and specific information from - pick out important information from authentic audio and
audio and audio-visual texts on everyday topics audio-visual texts when spoken clearly about everyday top-
when spoken slowly and clearly articulated. ics.

Speaking Students can …

- hold conversations on very familiar everyday - hold conversations about everyday topics, their own inter-
topics, ask questions and respond to questions ests and familiar subject areas and exchange arguments
as well as present information about familiar and opinions.
everyday topics. - present information about everyday topics and familiar
subject areas and explain correlations.
- express their own interests and experiences, feelings and
plans.
Reading comprehension Students can …

- pick out the topic and specific information from - pick out important information from longer authentic texts
short, simple texts on familiar everyday topics. about everyday topics and topics of interest.

Writing Students can …

- write short texts on everyday topics using simple - write descriptive and narrative texts and texts with simple
language. lines of argument on everyday topics and personal interests
and familiar subject areas.

Language mediation Students can …

- accurately transfer the meaning of simple infor- - accurately transfer the meaning of information from au-
mation about familiar everyday situations to the thentic texts about everyday situations and topics to the
other language orally and in writing. other language
- apply communicative strategies for conveying content and
intentions increasingly independently.
Ability to use linguistic resources Students can …

- successfully produce rehearsed, understandable - accurately apply their lexical repertoire and communicate
language related to everyday situations and top- successfully when faced with unpredictable content.
ics.

What topics are taught?

Topic 1: Topic 2: Topic 3: Topic 4:

Individual and society Society and public life Culture and historical back- Nature and envi-
ground ronment
- Personality - Social coexistence - Traditions and historical - Regional as-
- Contacts, everyday - School, education, work aspects pects
life and consumption - Cultural aspects - Environment
- Living and living envi- and ecology
ronment

22
The following provides condensed examples of the requirements in the area of functional communicative competence. A more
detailed description of the requirements can be found in part C Modern Foreign Languages of the Framework Curriculum 1-
10.

69
Psychology
Knowledge of psychology is indispensable today and in the future: in companies, in medicine, everywhere
where people are trained, not least of all, however, in the family and in personal relationships. Using exam-
ples to familiarise students with the content and methodology of the science of psychology, the foundations
are laid for students to develop an interest in psychology and to find scientifically oriented solutions to cen-
tral everyday problems. There are many different ways to observe human behaviour and experience from a
psychological standpoint. Students learn this by integrating the science of psychology into overall societal
and historical contexts; and by learning to appreciate psychology as a multifaceted scientific discipline with
theories and scientific methods that vary in the selection and interpretation of everyday phenomena.
The subject of Psychology teaches students to perceive humans, their experiences and behaviour from dif-
ferent perspectives and to communicate about them. This enables them to develop the ability to deal impar-
tially with previously unfamiliar perspectives in how they perceive human beings. This encourages tolerance
and students’ willingness to learn and appreciate the unfamiliar.
The objectives of the subject of Psychology arise from the way psychology views itself as a science of the
experience and behaviour of human beings. The following two objectives can be derived on this basis:
1. Students become acquainted with basic scientific topics, theories and research methods and therefore
learn how to think and work scientifically.

2. The specific content of Psychology aims to contribute to processes of self-reflection and reflection about
others on the basis of the knowledge acquired.

The first objective is the core task of instruction. It includes different perspectives on the experiences and
behaviour of human beings and theoretical topics with historical references. The second objective is usually
not a concrete topic addressed in the classroom. Processes of self-reflection and reflection about others,
however, are stimulated by choosing classroom topics relevant to the real world while simultaneously pro-
tecting the students' privacy.

What competencies do students acquire in the subject?

Instruction in the subject of Psychology focuses on the following four areas. Students are supported and
encouraged at the cognitive-analytical level and at the practical-behavioural level. They acquire subject-
specific knowledge about psychological phenomena, concepts, methods and aspects of psychological theo-
ries and assign these to selected theoretical science trends (paradigms). They understand psychological
research methods and models and can use them independently. They exchange information properly and
appropriate to the target audience. They recognise psychological subject matter and interpretations in dif-
ferent contexts and can evaluate them.

70
What topics and content are taught in the subject?

Introduction to the science of psychology

- Subject matter of psychology
- Fields of activity of psychologists
- How the science of psychology differs from everyday psychology (knowledge objectives, methods of
acquiring knowledge)
Psychological phenomena
- Internal processes
- Personal dispositions
- Situational factors
- Development
Introduction to paradigms
- Depth psychology
- Behaviourism
- Cognitivism
Selected psychological experiments and investigations in a historical context, e.g.
- Describing individual subsections of the science of psychology
- Conducting paradigmatic analyses
- Understanding historical eras
- Reflecting on ethical aspects
Links, e.g.
- Experiments in the natural sciences
- Concepts of man in philosophy, literature, art history

71
Russian
Russian is the most common Slavic language. It is the language of the most populous nation in Europe, the
second language and language of communication in many countries of the former Soviet Union as well as
one of the official languages of the United Nations and a working language of the Council of Europe. Learn-
ing Russian gives students access to testimonies from the history, politics, culture, science, economy and
society of Russian-speaking countries. In addition, direct exposure to another major European culture pro-
motes understanding of Europe and students' understanding of the world. Russian-speaking people make
up a significant percentage of the population in the states of Berlin and Brandenburg as a hub between
eastern and western Europe. They include Russians, Ukrainians, Russian Germans, Tatars, Georgians, Arme-
nians and members of other nationalities of the former Soviet Union. Russian is the language that they use
to communicate with one another. Russian life is present in everyday life and thus also in school. Russian
language class therefore promotes the process of communication and understanding by teaching the Rus-
sian language and culture already in school. Students of Russian encounter a Slavic language with its com-
plex structures. Because Russian and its structural systems are so different from German, learning Russian
promotes language learning in a special way. In addition, learning Russian paves the way for learning other
Slavic languages.

What competencies do students acquire in the subject?

Students learn to use Russian from the very beginning. They learn to understand the language when it is
spoken, they read and write texts, learn to hold conversations, ask questions and express and explain opin-
ions orally and in writing (functional communicative competence). In Russian class, students are gradually
able to recognise specific attributes of foreign-language texts and media and use them in the production of
their own texts (text and media competencies). In addition, they become more aware of how language is
used in different situations which enables them to optimise their own language learning (language aware-
ness). They also learn methods and strategies to support and promote learning in Russian class. These in-
clude, for example, reading strategies or learning how to use a dictionary (language learning competence).
To understand others, we not only need to be proficient in language, we also need to be aware of and re-
spect cultural differences. This means that we need to know something about our own cultural background
and develop a sense of how it has shaped us. Russian classes therefore not only teach language skills, they
also cover the everyday culture and living conditions in Russia in relation to our own living environment.
Students acquire the foundation for understanding and respecting other cultures to ensure that their behav-
iour is appropriate from both a linguistic and cultural standpoint when dealing with people from other cul-
tures (intercultural communicative competence).

The Common European Framework of Reference for Languages as the standard

23
Levels A to H of part C Modern Foreign Languages of the Framework Curriculum 1-10 are aligned with the
Common European Framework of Reference for Languages (CEFR) which serves as a basis for international
language certificates. It divides language proficiency into the levels A1, A2, B1, B2 and C1, C2. At the end of
grade 10, students reach levels G to H (equivalent to levels B1 to B1+ of the CEFR) in the competences listen-
ing and listening visual comprehension, speaking, reading comprehension, writing, language mediation and
interaction. Level B1+ is required to continue the foreign language at the gymnasiale Oberstufe no later
than the start of the qualification phase.

23
Information on the level model of the Framework Curriculum can be found on pages 10 and 11 of this brochure.

72
 24
Communicative functional competence
Requirements Level D Requirements level G
(grade 7) (grade 10)
Based on level A1 of the CEFR Based on level B1 of the CEFR
Listening comprehension and listening-visual comprehension Students can …

- pick out the topic and specific information from - pick out important information from authentic audio and
audio and audio-visual texts on everyday topics audio-visual texts when spoken clearly about everyday top-
when spoken slowly and clearly articulated. ics.

Speaking Students can …

- hold conversations on very familiar everyday - hold conversations about everyday topics, their own inter-
topics, ask questions and respond to questions ests and familiar subject areas and exchange arguments
as well as present information about familiar and opinions.
everyday topics. - present information about everyday topics and familiar
subject areas and explain correlations.
- express their own interests and experiences, feelings and
plans.
Reading comprehension Students can …

- pick out the topic and specific information from - pick out important information from longer authentic texts
short, simple texts on familiar everyday topics. about everyday topics and topics of interest.

Writing Students can …

- write short texts on everyday topics using simple - write descriptive and narrative texts and texts with simple
language. lines of argument on everyday topics and personal interests
and familiar subject areas.

Language mediation Students can …

- accurately transfer the meaning of simple infor- - accurately transfer the meaning of information from au-
mation about familiar everyday situations to the thentic texts about everyday situations and topics to the
other language orally and in writing. other language
- apply communicative strategies for conveying content and
intentions increasingly independently.
Ability to use linguistic resources Students can …

- successfully produce rehearsed, understandable - accurately apply their lexical repertoire and communicate
language related to everyday situations and top- successfully when faced with unpredictable content.
ics.

What topics are taught?

Topic 1: Topic 2: Topic 3: Topic 4:

Individual and society Society and public life Culture and historical back- Nature and envi-
ground ronment
- Personality - Social coexistence - Traditions and historical - Regional as-
- Contacts, everyday - School, education, work aspects pects
life and consumption - Cultural aspects - Environment
- Living and living envi- and ecology
ronment

24
The following provides condensed examples of the requirements in the area of functional communicative competence. A more
detailed description of the requirements can be found in part C Modern Foreign Languages of the Framework Curriculum 1-10.

73
Sachunterricht*
Why is it dark at night? What did dinosaurs look like? How do children in other countries live? Why do birds
have feathers? How does a mobile phone work? What do we actually need money for? When can we partici-
pate and have a voice? In Sachunterricht, students in grades 1 to 4 look for answers to these and other ques-
tions and learn about the world by exploring and researching these questions.

The starting point of learning is the concrete. This doesn't just involve acquiring knowledge, but also learn-
ing how we gain new knowledge. Students work together on questions about phenomena from eight subject
areas: earth, child, market, wheel, animal, water, living and time. The linked and integrative structure of the
topics reflects the complex world that students are confronted with in their daily lives and gives them orien-
tation in relation to each individual topic. All topics are also linked to the five perspectives of Sachunterricht:
the social scientific, natural scientific, geographical, historical and technological.

What competencies do students acquire in the subject?

The competencies for Sachunterricht can be broken down into the areas identification, communication,
judgement and action. Developing these competencies helps children progressively learn about themselves
and the world around them:

 Students identify on the basis of existing knowledge by asking fact-based questions and making as-
sumptions, investigating, observing, comparing and organising facts and processes, obtaining in-
formation and structuring and presenting results.
 Students communicate through fact-based enquiries, fact and rule driven interaction and by pre-
senting results using media. They also learn and can apply technical language in the process.
 They practice judgement by developing individual and well-founded assessments, but also learn to
appreciate other viewpoints and can reflect on and evaluate media and working practices.
 The action competence means reaching and adhering to agreements, acting responsibly in commu-
nities, assuming responsibility for one’s own learning as well as using and handling materials and
natural resources.

All topics enable competencies to be acquired and further developed at various levels. Sachunterricht con-
tributes to enhancing, deepening and systematising students' experience and knowledge. This means that
classroom learning, on the one hand, is linked to the experiences of the students and, on the other hand,
incorporates subject-related content, scientific questions, methods, concepts and objectives from a range of
scientific disciplines. This also ensures the link to Social Science 5/6 and Natural Science 5/6.
Sachunterricht combines the different perspectives and general content in a meaningful way in the class-
room. Last but not least, it contributes to students' language and media literacy and includes the "general
themes" of the Framework Curriculum such as democracy studies, health promotion and mobility and
transport studies (see part B).

* Subject taught at primary school familiarising pupils with scientific and technical phenomena and with
social, economic and historical aspects of their own area

74
What topics and content are taught in the subject?
Themes
Earth Child
 Where is our planet situated in space and how is it  How do children live? (children as part of the family
structured? and as individuals)
 What habitats can be found on Earth? (global habi-  How do our bodies work?
tats)  What is important for our coexistence? (living and
 Where do we live? (Europe – Germany – our state: shaping relationships)
Berlin or Brandenburg)  What rights do children have? (children as part of
 How do we live here? (politics and administration) society)
 How did it get this way? (distant history and more  What do we know?
recent modern history)  How did children live in the past? (e.g. in our parents'
 What does it look like here and what grows here? and grandparents' generations)
(landscape and ecology)
Market Wheel
 Shopping, but where and how? (children as consum-  What moves how?
ers)  What are the origins of the wheel and how is it used
 What is part of a market? (structure and technology) today?
 Why do we have to pay? (modes of payment and  What is it important to pay attention to on the road?
values) (riding a bike)
 Where do fruit and vegetables come from?  What modes of transport and routes exist?
 What do animals give us?  See and be seen, how does that work?
 What is a healthy diet? What harms us? (health and  How does a lamp light up?
prevention)  Why do I want to go somewhere else?
 Since when have markets existed?  What have people invented?
 How do products get to the market? (processing,
packaging and transport)
Animal Water
 What animals are there? How can they be catego-  What is water and what is it like?
rised?  Where does water occur? What kind of waterways
 What animals live with us? are there? (local, regional, global)
 Everyone wants a pet?  No life, no day-to-day without water?
 How do humans benefit from animals?  Who lives in and around the water? (water as a habi-
 What happened to the dinosaurs? tat)
 What can water do?
 How do people use water?
Living Time
 How and where do we live?  How can you make time visible?
 How did people live in the past?  What always recurs?
 How do you build a house?  What changes over time? (cycles)
 How do other people live here and elsewhere?  How do we know about the past?
 Who lives here and how do they live? What do people  How did people live in the past? (e.g. in the Stone
live on? (society, economy and politics) Age, in ancient Egypt, in the Middle Ages)
 What can you do here? (sports, free time, culture and
volunteer activities)
 What is our vision for the future? (forging a future)
 How does a residential building work?

75
Social Science/Economics
The compulsory elective Social Science/Economics links to the topics and content of the subjects Political
Education and Ethics from grade 7. Using the core competencies acquired there, students are prepared for
the subjects Social Science and Economics at the gymnasiale Oberstufe level. The topics and content are
selected to ensure that students become increasingly confident in the social, political and economic envi-
ronment they live in. They learn about legal, economic, sociological and political approaches and gain basic
knowledge in the development of theories and in scientific techniques practised in various disciplines. In
particular, the competencies needed to interpret, evaluate and create models are developed and the compe-
tencies required to analyse and evaluate complex issues are nurtured. Integral parts of the compulsory elec-
tive are the focus on practical application and out-of-school learning. This teaches students to recognise
social science correlations and simulate or actively participate in problem-solving at the individual or socie-
tal level.

What competencies do students acquire in the subject?

The primary purpose of social science is to help young people develop the ability to make informed and rea-
soned decisions as citizens of society. The following competencies are therefore taught:

Analysis
Students learn about social, economic and legal structures and processes and can apply their knowledge. By
learning about issues and problems facing society using social scientific perspectives, explanatory patterns,
theories and models, students develop the ability to analyse which simultaneously serves as the basis for
judgement from a social scientific perspective.

Method application
The application of social scientific methods includes the subject-specific competencies and abilities to tackle
sociological, economic and legal phenomena and challenges. Method competence is demonstrated by stu-
dents' increasing mastery of processes to acquire and analyse information related to social science. To this
end, students acquire the competencies they need to develop social scientific concepts, hypotheses and
models which simultaneously serve as the basis for social scientific analysis.

Judgement
Social scientific judgement means being able to make an independent, well-founded and reflected assess-
ment and evaluation of sociological, economic and legal processes and structures. Derived from the re-
quirements of the Framework Curriculum for the Social Science/Economics, students learn to perceive and
assess social, political and economic issues from different perspectives and make decisions taking into ac-
count social responsibility.

At secondary level I, the subject Social Science/Economics can be offered as a compulsory elective.

76
What topics and content are taught in the subject?

Topic areas Content

Sociology - Individual, group and institution
My life – the discovery of identity today
- Change in the family
Sociology
- Family – one concept, many variations
The family in a state of upheaval
- Coexistence today
- Socialisation through media
Sociology
- Role and responsibilities of the media
Living in the world of media
- Changes in media and society
Economics - Market and market mechanism
Market and money – introduction to eco- - Economic cycles
nomic theory - Money/payment
Economics - Children and young people as an economic factor
Young people caught between their own - Sustainable consumption
opportunities and economic interests - Consumption and the law
- Law and order
Law
- Dispensation of justice
Laws also apply to young people
- Young people and the law

77
Spanish
Spanish is spoken by nearly 400 million people on four continents and is thus one of the most widely spoken
languages in the world along with Mandarin and English. The Spanish language provides access to very
different European and non-European cultures. It offers insights into the regional diversity of the Iberian
Peninsula and to the traditions, cultures and politically heterogeneous societies of Latin American countries
where Spanish is spoken. In addition, Spanish is increasingly gaining in importance as a world trading and
conference language. In addition to Arabic, Chinese, English, French and Russian, Spanish is a UN language
and the official language in many other international organisations. Proficiency in Spanish is thus a key to
different career prospects. Historical and present-day Spanish and Hispanic literature, music, films and visu-
al arts play an important role internationally, and the Spanish language forms an integral part of everyday
life in Germany along with the cultural influences of Spanish-speaking countries. In addition, learning Span-
ish gives students the foundation for learning other Romance languages.

What competencies do students acquire in the subject?

Students learn to use Spanish from the very beginning. They learn to understand the language when it is
spoken, they read and write texts, learn to hold conversations, ask questions and express and explain opin-
ions orally and in writing (functional communicative competence). In Spanish class, students are gradually
able to recognise specific attributes of foreign-language texts and media and use them in the production of
their own texts (text and media competencies). In addition, they become more aware of how language is
used in different situations which enables them to optimise their own language learning (language aware-
ness). They also learn methods and strategies to support and promote learning in Spanish class. These in-
clude, for example, reading strategies, how to use a dictionary or strategies for independent learning (lan-
guage learning competence). To understand others, we not only need to be proficient in language, we also
need to be aware of and respect cultural differences. This means that we need to know something about our
own cultural background and develop a sense of how it has shaped us. Spanish classes therefore not only
teach language skills, they also cover the everyday culture and living conditions in Spain in relation to our
own living environment. Students acquire the foundation for understanding and respecting other cultures to
ensure that their behaviour is appropriate from both a linguistic and cultural standpoint when dealing with
people from other cultures (intercultural communicative competence).

The Common European Framework of Reference for Languages as the standard

25
Levels A to H of part C Modern Foreign Languages of the Framework Curriculum 1-10 are aligned with the
Common European Framework of Reference for Languages (CEFR) which serves as a basis for international
language certificates. It divides language proficiency into the levels A1, A2, B1, B2 and C1, C2. At the end of
grade 10, students reach levels G to H (equivalent to levels B1 to B1+ of the CEFR) in the competences listen-
ing and listening visual comprehension, speaking, reading comprehension, writing, language mediation and
interaction. Level B1+ is required to continue the foreign language at the gymnasiale Oberstufe no later
than the start of the qualification phase.

25
Information on the level model of the Framework Curriculum can be found on pages 10 and 11 of this brochure.

78
 26
Communicative functional competence
Requirements Level D Requirements level G
(grade 7) (grade 10)
Based on level A1 of the CEFR Based on level B1 of the CEFR
Listening comprehension and listening-visual comprehension Students can …

- pick out the topic and specific information from - pick out important information from authentic audio and
audio and audio-visual texts on everyday topics audio-visual texts when spoken clearly about everyday top-
when spoken slowly and clearly articulated. ics.

Speaking Students can …

- hold conversations on very familiar everyday - hold conversations about everyday topics, their own inter-
topics, ask questions and respond to questions ests and familiar subject areas and exchange arguments
as well as present information about familiar and opinions.
everyday topics. - present information about everyday topics and familiar
subject areas and explain correlations.
- express their own interests and experiences, feelings and
plans.
Reading comprehension Students can …

- pick out the topic and specific information from - pick out important information from longer authentic texts
short, simple texts on familiar everyday topics. about everyday topics and topics of interest.

Writing Students can …

- write short texts on everyday topics using simple - write descriptive and narrative texts and texts with simple
language. lines of argument on everyday topics and personal interests
and familiar subject areas.

Language mediation Students can …

- accurately transfer the meaning of simple infor- - accurately transfer the meaning of information from au-
mation about familiar everyday situations to the thentic texts about everyday situations and topics to the
other language orally and in writing. other language
- apply communicative strategies for conveying content and
intentions increasingly independently.
Ability to use linguistic resources Students can …

- successfully produce rehearsed, understandable - accurately apply their lexical repertoire and communicate
language related to everyday situations and top- successfully when faced with unpredictable content.
ics.

What topics are taught?

Topic 1: Topic 2: Topic 3: Topic 4:

Individual and society Society and public life Culture and historical back- Nature and envi-
ground ronment
- Personality - Social coexistence - Traditions and historical as- - Regional aspects
- Contacts, everyday life - School, education, work pects - Environment
and consumption - Cultural aspects and ecology
- Living and living envi-
ronment

26
The following provides condensed examples of the requirements in the area of functional communicative competence. A more
detailed description of the requirements can be found in part C Modern Foreign Languages of the Framework Curriculum 1-10.

79
Physical Education
The importance of Physical Education within the academic subjects and learning areas lies in its focus on
movement. It therefore makes an essential contribution to the students' holistic education. Physical Educa-
tion promotes the physical and motor development of children and young people and, closely linked to this,
their mental and social development. Since sports and movement mainly take place in social contexts, the
subjects offered are a particularly productive field for social learning processes.
In Physical Education class, the aim is to stimulate movement and have fun playing games through chal-
lenging physical exercise and a sense of achievement and to encourage students' willingness and ability to
participate in physical activity regularly throughout their lives. Physical education therefore reflects societal
changes in movement and social behaviour. It fulfils a double mandate which includes a qualification to
participate in the sport and movement culture (education for sport) and to promote development through
sport and movement (education through sport).
Physical Education encourages individual efforts and motivation as well as stamina, empathy and coopera-
tion, fairness, team spirit and respect and teaches students to be good winners and losers. It can help to
ensure that students develop a healthy level of self-esteem and a realistic sense of themselves and their
bodies.
To ensure that physical education is accentuated and educationally demanding, educational perspectives
can be used to guide activities: performance, body experience, cooperation, health, organisation and risk.
Teachers select, prioritise and link these activities based on the specifications decided at the conferences.
Physical Education paves the way for physical activity both inside and outside of school. Students can apply
and enhance their skills and abilities and use and compare them in sports competitions. At the same time,
these activities create communal experiences that promote students' identification with the school commu-
nity.
But Physical Education can only meet these goals if students experience sport and exercise as personal en-
richment. A sense of achievement is crucial for sustained interest in sporting activities.
What competencies do students acquire in the subject?
Physical education focuses on developing a general sport and movement related ability that includes the
following four competencies:
Movement and activity:
Totality of the individual prerequisites needed to perform motor-based tasks in particular, but also psycho-
logical and social tasks through movement.
Reflection and judgement:
Totality of the individual prerequisites needed to develop an awareness of one's own and others' activities in
sport and movement related situations and to question and form an opinion about these activities.
Interaction:
Totality of the individual prerequisites needed to get involved verbally and non-verbally in social situations
and to interact and communicate as part of a team and in competitive sports, while upholding the concept
of fair play.
Method application:
Totality of the individual prerequisites needed for students to organise their activities independently and
autonomously after careful consideration, also using tools such as media, where necessary.

80
What topics and content are taught in the subject?
Seven areas are defined where traditional sports are on equal footing with modern forms of exercise.

Topics Possible content

Running different track lengths, terrain/outdoor games, orienteering; long
Running, jumping, throwing
and high jump, hurdles and pole vault; throwing, hurling and flinging different
and hurling
sports equipment/objects far and high and at targets

Small games, games with goals/baskets as goals, racquet sports, games with
Games
end zones and impact games

Traditional forms of gymnastics, modern/alternative forms of gymnastics

Movement on machines
(e.g. obstacle course, slacklining), forms of climbing

Fighting for objects, physical positions, physical contact and space, duel
Fighting with rules
sports, basics of self-defence

Forms of dance gymnastics (e.g. aerobics, rope skipping, rhythmic sports

Structuring and representing
gymnastics), dance forms (e.g. youth culture dances, traditional dances, folk
movement sequences
dances), movement arts (e.g. acrobatics, juggling)

Movement in water Water sports, swimming, scuba diving, diving, lifesaving, water polo

Moving on
- rollers: roller board, inline skates, wave board, skateboard
Riding, rolling, skating - wheels: unicycle, bike, wheelchair
- ice and snow: ice skates, skis, snowboard
- water: boat, surfboard, water skiing, wakeboarding

What fields of movement are relevant in the various grades?

Training condition and coordination skills, mobility and posture as well as forms of exertion and relaxation
are an integral part of all the topics and content of physical education: All seven fields of movement are
taught in grades 1 to 4 along with speed and agility. In grades 5 and 6 three fields of movement are expand-
ed and deepened with different content. In grades 7 to 10 five fields of movement are expanded and deep-
ened with different content.
Starting in grade 5, stamina is promoted and assessed every school year in at least one field of movement.
Every school year, the Federal Youth Games are prepared and carried out in competitions, matches and
combined events in one of the three possible fields of movement. In addition to promoting physical devel-
opment, fitness and good health, students are also prepared for the fitness requirements at secondary level
II.

How are the different prerequisites of the students taken into account?
Physical education which follows the findings and principles of reflexive coeducation encourages girls and
boys fully and equally. This can happen in separate or joint sports classes. On the basis of mutual agree-
ments appropriate to students' age and development, students are involved in selecting suitable teaching
content as well as in the structure of class. This also applies and not least of all for students with disabilities.

81
Drama
The subject Drama focuses on developing aesthetic competencies related to the theatre in the interdepend-
ent areas of perception, design, reflection and participation. Theatre performances give students the oppor-
tunity to practice artistic as well as social skills. Children and young people explore their own attitudes, learn
to collaborate with others and gain insight into their social surroundings while simultaneously being ex-
posed to art, music and literature. They engage in a process that encourages them to have fun, be inquisi-
tive and actively participate. The goal is always presentation in front of an audience in formats ranging from
workshops to larger formats. The message and meaning of a presentation only take shape during the devel-
opment process. Students encounter new experiences and other cultural ways of life and attitudes while at
the same time establishing links to the world they live in and to themselves as individuals. Drama depends
on the interaction of a group to decide about the starting point, content, theme, materials and form of a
performance. Suggestions and solutions need to be negotiated in the group if a performance is to be suc-
cessful. Artistic methods like improvisation, research and interpretation enable children and young people to
participate in theatre design as an art form. The form of theatrical presentation selected, be it text-based or
non-verbal forms of theatre or film design, determines how the children and young people communicate
with each other and with an audience.

How are the interests and abilities of the students incorporated into the subject?
The following list is an excerpt of possible topics and content for the structured, project-oriented research,
discovery, development and reflection process in Drama class. Planning and detailed specifications take into
account not only the interests of the students, the school programme, the characteristics of the school,
partnerships with theatres, school partnerships, competitions, etc. but also the required competencies and
content.
Drama class is project-based. The different competencies and experiences of the students are used as a
productive design basis in the projects. The variety of prerequisites in the subject Drama enables and de-
mands the diversity of learning: The emotional, social and biological maturity of every student is taken into
account, each group combination must be considered in its own right. The project based lessons are general-
ly divided into the partially overlapping phases of initiative and initial research, advanced research and in-
formation, planning and production, final production and presentation as well as post-production.
Group-specific, individual and open tasks help to ensure that everyone can incorporate, structure and reflect
on their individual themes. Teaching units in Drama class are organised into the components warm-up,
design and performance formats, presentation, feedback/reflection, conclusion. The different artistic forms
of theatre often taught in the workshop format – e.g. dramatic and post-dramatic theatre, performance,
dance, theatre and new media, theatre and music, etc. – serve as an important basis for students in their
design processes and offer a wide range of possibilities for integrative or explicit media and language educa-
tion.

82
What competencies and topics are taught in the subject?
The following content is assigned to topics that correspond to the four specific competence areas below and
the associated competencies.
Topics Content
Perception
Body - Developing awareness, repertoire of movement, coming out of the body axis, types of
gaits, speeds
- Neutral position and gait, becoming bigger and smaller
- Facial expressions, gestures and posture
- Body tension, stage presence, freeze, focus
Voice/language - Choral and rhythmic speaking, soundscape, intonation, voice modulation, volumes,
breathing techniques
- Playing with language: day-to-day, stage, imaginary language
Dramaturgy/staging - Central theme, staging idea, structure (content, rhythmical, visual-atmospheric/scenic
transitions),
- Theatre forms, e.g. antique theatre, puppet theatre, dance/movement theatre
- Exploratory theatre, site-specific theatre)
Media - Using different sources of information for research
- Linking media and theatrical design media (film and video installations, sounds and
music, musical instruments, objects, sculptures, room installations, lighting and com-
puter technology)
Design
Aesthetic - Creating images on the stage, visual design, imagery
design categories/ - Storyline, dramaturgical process
Theatrical medium - Composition methods: repetition, progression, reversal, contrast
- Theatrical means in the current project (body, voice and text, figure, space, costume,
lighting, sound and stage design)
Artistic work - Identifying material and themes: biographical, inquisitive, narrative, exploratory
- Assembly, consolidation, alienation, improvisational forms, research questions
Project-oriented work - Projects focus on rehearsal and the organisational process (e.g. rehearsal planning,
public relations, equipment, props, costumes, media use, performance planning)
- Organisation and structure of work in teams
- Presentation forms in front of a selected and public audience
- Project close design
Reflection
Empathy - Ensemble exercises, confidence and awareness building exercises
- Means and forms of character formation (e.g. improvisation, still images, role biog-
raphy, role multiplication)
- Status as a means of perception and design
Reflection - Feedback, feedback forms, feedback rules
- Forms of debriefing, connecting retrospect, goal reflection and mutual acknowledge-
ment
Participation
Intercultural participation - Examples of the regional theatre and cultural landscape (e.g. state theatres, independ-
ent theatre scene, school theatre, contemporary theatre forms such as music, speech,
dance theatre)
- Cultural activities like exhibitions, projects of cultural institutions
- Role of the audience, cultural norms of behaviour, different cultural traditions (e.g. as a
general condition or subject of the group and design process)
Group, ensemble - Rules and forms of drama and group work
- Rituals: welcome, warm-up, presentations, feedback, conclusion

83
Turkish
Thanks to its geographical location between Europe and Asia, Turkey has played an important cultural and
political role in Europe for centuries. Its growing economic strength and possible accession to the European
Union in particular are currently stimulating interest in this country. Almost three million people who have a
direct or indirect connection to the language and culture of Turkey live in Germany alone. The Turkish lan-
guage and culture have therefore already been integrated in everyday life in Germany and in other European
countries for quite some time. In addition, Turkish is spoken by parts of the population in Bulgaria, Greece
and the territories of former Yugoslavia. Turkish also makes it easier to learn the related Turkic languages in
the Caucasus or Central Asia. The systematic structures and pronunciation which are similar to German
make it easier to learn Turkish.

Students learn to use Turkish from the very beginning. They learn to understand the language when it is
spoken, they read and write texts, learn to hold conversations, ask questions and express and explain opin-
ions orally and in writing (functional communicative competence). In Turkish class, students are gradually
able to recognise specific attributes of foreign-language texts and media and use them in the production of
their own texts (text and media competencies). In addition, they become more aware of how language is
used in different situations which enables them to optimise their own language learning (language aware-
ness). They also learn methods and strategies to support and promote learning in Turkish class. These in-
clude, for example, reading strategies or learning how to use a dictionary (language learning competence).
To understand others, we not only need to be proficient in language, we also need to be aware of and re-
spect cultural differences. This means that we need to know something about our own cultural background
and develop a sense of how it has shaped us. Turkish classes therefore not only teach language skills, they
also cover the everyday culture and living conditions in Turkey in relation to our own living environment.
Students acquire the foundation for understanding and respecting other cultures to ensure that their behav-
iour is appropriate from both a linguistic and cultural standpoint when dealing with people from other cul-
tures (intercultural communicative competence).

The Common European Framework of Reference for Languages as the standard

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Levels A to H of part C Modern Foreign Languages of the Framework Curriculum 1-10 are aligned with the
Common European Framework of Reference for Languages (CEFR) which serves as a basis for international
language certificates. It divides language proficiency into the levels A1, A2, B1, B2 and C1, C2.
At the end of grade 10, students reach levels G to H (equivalent to levels B1 to B1+ of the CEFR) in the com-
petences listening and listening visual comprehension, speaking, reading comprehension, writing, language
mediation and interaction.
Level B1+ is required to continue the foreign language at the gymnasiale Oberstufe no later than the start of
the qualification phase.

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Information on the level model of the Framework Curriculum can be found on pages 10 and 11 of this brochure.

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Communicative functional competence
Requirements Level D Requirements level G
(grade 7) (grade 10)
Based on level A1 of the CEFR Based on level B1 of the CEFR
Listening comprehension and listening-visual comprehension Students can …

- pick out the topic and specific information from - pick out important information from authentic audio and
audio and audio-visual texts on everyday topics audio-visual texts when spoken clearly about everyday top-
when spoken slowly and clearly articulated. ics.

Speaking Students can …

- hold conversations on very familiar everyday - hold conversations about everyday topics, their own inter-
topics, ask questions and respond to questions ests and familiar subject areas and exchange arguments
as well as present information about familiar and opinions.
everyday topics. - present information about everyday topics and familiar
subject areas and explain correlations.
- express their own interests and experiences, feelings and
plans.
Reading comprehension Students can …

- pick out the topic and specific information from - pick out important information from longer authentic texts
short, simple texts on familiar everyday topics. about everyday topics and topics of interest.

Writing Students can …

- write short texts on everyday topics using simple - write descriptive and narrative texts and texts with simple
language. lines of argument on everyday topics and personal interests
and familiar subject areas.

Language mediation Students can …

- accurately transfer the meaning of simple infor- - accurately transfer the meaning of information from au-
mation about familiar everyday situations to the thentic texts about everyday situations and topics to the
other language orally and in writing. other language
- apply communicative strategies for conveying content and
intentions increasingly independently.
Ability to use linguistic resources Students can …

- successfully produce rehearsed, understandable - accurately apply their lexical repertoire and communicate
language related to everyday situations and top- successfully when faced with unpredictable content.
ics.

What topics are taught?

Topic 1: Topic 2: Topic 3: Topic 4:

Individual and society Society and public life Culture and historical back- Nature and envi-
ground ronment
- Personality - Social coexistence - Traditions and historical - Regional as-
- Contacts, everyday - School, education, work aspects pects
life and consumption - Cultural aspects - Environment
- Living and living envi- and ecology
ronment

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The following provides condensed examples of the requirements in the area of functional communicative competence. A more
detailed description of the requirements can be found in part C Modern Foreign Languages of the Framework Curriculum 1-
10.

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Wirtschaft-Arbeit-Technik (WAT – Economy-Work-Technology)
Wirtschaft-Arbeit-Technik (WAT – Economy-Work-Technology) is taught in grades 7-10 at integrated sec-
ondary schools. It is designed to promote students' abilities to understand, appreciate and contribute to
economic and technological developments in the world they live in. Exposure to the technical, economic,
social and environmental interdependencies in the working world aims to help students gain not only basic
skills related to problem-solving, cooperation and creativity, but also acquire technical knowledge. The goal
is for students to be able to solve problems in the professional world, the world of business and the private
household.

The professional focus supports students in making the right career choice and offers different ways of
learning about professions and internships. Economy-Work-Technology is thus one of the main subjects in
the dual system of combining classroom learning with workplace training, in practically oriented learning, in
activities designed to provide career and study orientation and for placement in suitable internships.

Economy-Work-Technology is taught in the classroom as well as in school workshops and out-of-school

venues. Collaborating with extracurricular partners beyond planning and implementation of internships is
vital because it supports day-to-day teaching by combining life inside and outside of the classroom.

What competencies do students acquire in the subject?

Technical knowledge
The class in Economy-Work-Technology enables students to grasp working as a multi-faceted phenomenon
and as the basis of human existence. Finding work and choosing a profession are therefore considered an
important part of personal planning for which responsibility must be assumed at an early stage. At the same
time, the subject prepares students to manage their private households responsibly. Knowing about im-
portant functions of our economic system forms the basis for acting responsibly in our society. This basis
also includes understanding technical development as well as an understanding of the principles of technical
systems.

Technical methods
The professionally relevant technical methods learned in this subject include selecting, planning and creat-
ing products and services as well as evaluating the projects that have been carried out. This includes organ-
ising practical steps as well as being able to apply work and evaluation techniques.

Communication
To be able to communicate successfully in professional contexts, students must continuously practice plan-
ning theoretical and practical projects together, reflecting on work processes with a critical eye and convinc-
ingly representing their own ideas in projects. In the process, they learn to critically reflect on their own
development opportunities and goals together with others in relation to the respective requirements.

Evaluation
Working-world, economic and scientific approaches and findings are used to understand and evaluate eco-
nomic, technical and societal decisions.

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What topics and content are taught in the subject?

Compulsory topics

Double grade level 7/8

Nutrition, health and consumption

Markets, economic cycles and general political conditions
Career and life planning – introduction and exploration
Development, planning, producing and evaluating multi-component products

Double grade level 9/10

Diet and consumption from a regional and global perspective

Entrepreneurism
Career and life planning – exploring, deciding, implementing, internship
Design of complex projects, evaluation of technical innovations

Compulsory electives

For both double grades

Developing and producing products for customers

Offering services
Clothing and fashion/textile processing
Food processing
Developing, manufacturing and evaluating electronic circuits/electrical engineering
Manual production and computer-controlled manufacturing and automation
Building and living
Mobility and energy supply
School field design

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