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Curriculum, subjects, number of hours

Pre-vocational school

The curriculum of pre-vocational school is subdivided into school subjects which are aimed at both general education and at action orientation and practice orientation.

The curriculum of the polytechnic school is learning outcome and competence oriented. There are three subject clusters

• Technology cluster:  Construction, electrical, wood and metal
• Service Cluster: Commerce and office; health, beauty and social affairs and tourism
• Training for the upper secondary level

The obligatory weekly number of lessons is 32 for all pupils consisting of general education subjects and alternative compulsory subjects in the specialist area. The curriculum of a pre-vocational school is as follows:

*) Compulsory subject for pupils who do not participate in religious education. The number of hours of the compulsory subject ethics cannot be changed.

Academic secondary school - upper cycle (grades 9 to 12)

In the following you will find the curriculum of the three school types (Gymnasium, Realgymnasium and Wirtschaftskundliches Realgymnasium, Oberstufenrealgymnasium) per week (please refer to the abbreviations (G = Gymnasium, RG = Realgymnasium, WG = Wirtschaftskundliches Gymnasium):

Oberstufenrealgymasium (grades 9 to 12)

Here there are two possibilities: the artistic or the sport branch:

*) Compulsory subject for pupils who do not participate in religious education. The number of hours of the compulsory subject ethics cannot be changed.

Teaching methods and materials

In pre-vocational schools and academic secondary schools the individual teacher is responsible for teaching the syllabi and contents laid down in the curriculum, according to the specified freedom of methods and appropriateness of methods, as set out in the School Organisation Act.

In both school types, 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.

In particular, the following methodological and didactic objectives should be considered in pre-vocational school, among other objectives: spontaneity and independence, individualisation and differentiation by pupil interests, promotion of social cooperation. For this purpose, the teaching methods of action forms, work forms, social forms and project forms are as suited as school events such as company visits, excursions, days of practical work experience, and project weeks.

Approved textbooks, audiovisual devices as well as devices of information and communication technology serve as teaching materials. Brochures, films and video tapes from non-school institutions (chambers, labour office, guilds, companies) are also used to ensure that teaching is true to life and with professional orientation. Weeks of practical work experience in companies and action-oriented, practice-oriented teaching serve as targeted preparation for the transition to working life (apprenticeship training).

For academic secondary school / upper cycle, in terms of teaching methods and materials, the same requirements apply as for the lower cycle of AHS (see chapter 6.2.2.).

One approach to prepare students for higher education entrance is the so-called pre-academic paper (vorwissenschaftliche Arbeit). It is compulsory for all students and constitutes the first pillar of the new matriculation examination in Austria. The student, in cooperation with a supervisor assigned to him/her in the 11th grade, must formulate a topic on which he/she will work. As part of the oral exams of the matriculation examination, students present their pre-academic paper.

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