Curriculum, subjects, number of hours
The legal basis for the curriculum of the compulsory secondary school and lower cycle of AHS is the School Organisation Act.
The curricula is drawn up by the Federal Ministry of Education, Science and Research together with experts (universities, universities of applied sciences, university colleges of teacher education). Iz is implemented at schools by headmasters and teachers.
In general, both school types have the same compulsory subjects in common. These include the areas of language of instruction, foreign language, mathematics, natural and social sciences, art, sport and physical education as well as digital basic education.
In both school types, the number of hours over all four years is 124, the number of hours per week varies between 29 and 33. The distribution of the hours in the individual subjects differs depending on the type of school or the school focus. In general, classes are held in German. Teaching in a modern foreign language – this is usually English – begins at primary school. In the grammar school branch (Gymnasium), a second modern foreign language or Latin is compulsory from the third grade onwards.
Compulsory secondary school
The following compulsory subjects are taught in the first 4 years of compulsory secondary school (per week):
| Compulsory subjects |
1st grade |
2nd grade |
3rd grade |
4th grade |
Total |
|---|---|---|---|---|---|
| Religious instruction | 2 | 2 | 2 | 2 | 8 |
|
Languages |
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| German | 4 | 4 | 4 | 4 | 16 |
| Modern foreign language | 4 | 4 | 3 | 3 | 14 |
|
Mathematics and Science |
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| Mathematics | 4 | 4 | 4 | 3 | 15 |
| Digital basic education | 1 | 1 | 1 | 1 | 4 |
| Chemistry | - | - | - | 2 | 2 |
| Physics | - | 1 | 2 | 2 | 5 |
| Biology and environmental studies | 2 | 2 | 2 | 2 | 8 |
|
Economics and Society |
|||||
| History and citizenship education | - | 2 | 2 | 2 | 6 |
| Geography and economics | 2 | 1 | 2 | 2 | 7 |
|
Music, Art and Creativity |
|||||
| Music | 2 | 2 | 2 | 1 | 7 |
| Art | 2 | 2 | 2 | 2 | 8 |
| Technic and design | 2 | 2 | 2 | 2 | 8 |
|
Health and Physical education |
|||||
| Physical education and sports | 4 | 3 | 3 | 4 | 14 |
| Home Economics | - | 1 | - | - | 1 |
| Compulsory exercise on career guidance | - | - | 0-1x | 0-1x | 1x *) |
| Total number of weekly lessons: | 29 | 31 | 31-32 | 32-33 | 124 |
*) In the 3rd and 4th grades as a separate subject with at least one weekly lesson.
Lower cycle of AHS
The chart below presents the standard timetable for lower cycle academic secondary schools (AHS): In the 1st and 2nd grade, the curricula are identical. In the 3rd and 4th grade, the number of lessons for the different types of schools (Gymnasium, Realgymnasium, Wirtschaftskundliches Realgymnasium) begins to differ. Please refer to the abbreviations (G = Gymnasium, R = Realgymnasium, W = Wirtschaftskundliches Realgymnasium) for changes in lessons:
Weekly lessons of compulsory subjects in grades 1 to 4:
| Compulsory subjects |
1st grade |
2nd grade |
3rd grade |
4th grade |
Total |
|---|---|---|---|---|---|
| Religious instruction |
2 |
2 |
2 |
2 |
8 |
|
Languages |
|||||
| German |
4 |
4 |
4 |
4 |
16 |
| 1st modern foreign language |
4 |
4 |
4 (G) 3 (R) 3 (W) |
3 (G) 3 (R) 3 (W) |
15 (G) 14 (R) 14 (W) |
| Latin / 2nd modern foreign language |
- |
- |
4 (G) - (R) - (W) |
3 (G) - (R) - (W) |
7 (G) - (R) - (W) |
|
Mathematics and Science |
|||||
| Mathematics |
4 |
4 |
3 (G) 4 (R) 3 (W) |
3 (G 9 3 (R) 3 (W) |
14 (G) 15 (R)14 (W) |
| Geometric drawing |
- |
- |
- (G) 2 (R) - (W) |
- (G) 2 (R) - (W) |
- (G) 4 (R) - (W) |
| Digital basic education |
1 |
1 |
1 |
1 |
4 |
| Chemistry |
- |
- |
- (G) - (R) 2 (W) |
2 (G) 2 (R) 2 (W) |
2 (G) 2 (R) 4 (W) |
| Physics |
- |
1 |
2 |
2 |
5 |
| Biology and environmental studies |
2 |
2 |
1 (G) 2 (R) 1 (W) |
2 (G) 2 (R) 2 (W) |
7 (G) 8 (R) 7 (W) |
|
Economics and Society |
|||||
| History and citizenship education |
- |
2 |
2 |
2 |
6 |
| Geography and economics |
2 |
1 |
2 (G) 2 (R) 3 (W) |
2 (G) 2 (R) 3 (W) |
7 (G) 7 (R) 8 (W) |
|
Music, Art and Creativity |
|||||
| Music |
2 |
2 |
2 |
1 |
7 |
| Art |
2 |
2 |
2 |
2 |
8 |
| Technic and design *) |
2 |
2 |
- (G) 2 (R) 2 (W) |
-(G) 2 (R) 3 (W) |
4 (G) 8 (R) 9 (W) |
|
Health and Physical education |
|||||
| Physical education and sports |
4 |
4 |
3 |
3 |
14 |
|
Compulsory exercise |
|||||
| Educational and career guidance |
- |
- |
X(**) |
X(**) |
X(**) |
| Total number of weekly lessons: |
29 |
31 |
32 (G) 31 (R) 32 (W) |
32 (G) 33 (R) 32 (W) |
124 (G) 124 (R) 124 (W) |
*) As an alternative compulsory subject.
**) Can also be offered in block form or integrated into the lessons of compulsory subjects.
(G) = Gymnasium, (R) = Realgymnasium, (W) = Wirtschaftskundliches Realgymnasium
As part of school autonomy, deviations from the standard timetable are possible following a decision of the school community committee. By reducing the number of lessons in individual subjects, more intensive focuses and new subjects can be created in other areas.
The field of optional subjects and exercises which can be chosen from in addition to compulsory subjects is diverse.
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Teaching methods and materials
According to § 17 of the School Education Act teachers of compulsory secondary school as well as academic secondary school / lower cycle can make independent, responsible decisions on setting priorities and regarding organisation and structure of the course contents that are to be taught in a school year of compulsory secondary school. Methodological freedom is limited by certain criteria, such as the level of development and progress of individual pupils and of the class as a whole, the structure of the subject matter, aspects of school organisation and practical requirements (appropriateness of method).
Moreover, school has many educational tasks to accomplish which it can only deliver in an interdisciplinary approach.
For learning at school, the relevant findings of research are to be considered in the planning and organisation of learning processes. Learning and work techniques are to be conveyed and practised in a situation-specific context.
Digital devices are to be used as vehicles for independent, target-oriented and individualised learning and for creative work. The "Digital Learning" device initiative equips pupils in year 5 at participating schools with a notebook or tablet. The purpose of the initiative is to create the pedagogical and technical conditions for IT-supported teaching and to give pupils access to digital education under equal conditions. This includes teaching digital skills and learning how to use mobile devices correctly, as well as making the best use of these devices to improve learning opportunities.
The methods used are teacher-input teaching, individual, partner and group work, cross-curricular teaching and project-based training as well as individual work. Individual forms of learning (e.g. doing own research) are especially promoted, also with regard to preparing students for life-long learning.
The use of approved textbooks (free of cost with a co-payment), of audio-visual aids and information and communication technology, among a variety of other teaching aids, supports the respective methods.
The teaching materials must correspond to the curriculum of the grade concerned in terms of form and content.
Pupils may attend remedial teaching for all subjects, on a voluntary basis or compelled by the teacher, if they are temporarily in need of an additional learning option. Remedial teaching may not exceed a defined number of hours per pupil and year, or week. Remedial teaching may be offered in a course organised parallel to classroom work, as modules, or integrated into classroom instruction.
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