Final objectives of the third grade of mainstream secondary education

Core Curriculum main page - Third grade mainstream secondary education

LEARNING TO LEARN

1 Views about learning

The pupils

1 can communicate about the connection between their views about learning, their learning motives and learning style;

2 know various learning styles and are willing to adapt their learning style, if necessary, in view of the objectives to be attained.

2 Acquiring and processing information

Acquiring information

The pupils can

3 critically select and consult various sources and channels of information in view of the objectives to be attained.

Processing information

The pupils can

4 critically analyse and synthesise information independently;

5 practise, memorise and repeat in a meaningful way;

6 functionally apply processed information in various situations.

Solving problems

The pupils can

7 assess and implement possible problem solving methods in a realistic way based on hypotheses and expectations;

8 evaluate the problem solving method chosen and the solution.

Study

The pupils

9 can prepare and perform a study or practical lesson and justify the results.

3 Regulating the learning process

Cognitive regulation skills

The pupils can

10 draw up a realistic long-term work and time schedule;

11 steer their learning process, judge it on purposiveness and adapt it if necessary;

12 draw future-oriented conclusions from learning experiences.

Affective regulation skills

The pupils can

13 objectively attribute the cause of failure and success;

14 take the affective aspects into account in their learning process.

4 Capacity to choose

Self-concept clarification

The pupils can

15 communicate about their own interests, capacities and values;

16 develop a positive self-image based on reliable data and communicate about it.

Widening horizons

The pupils

17 can acquire a useful outlook on study and professional opportunities, service organisations with regard to the labour market and/or the future educational career, taking account of the own interests, capacities and values;

18 are willing to adopt an unprejudiced, unconventional and respectful attitude towards educational careers and professions.

Optional strategies

The pupils

19 can complete the different stages of an optional process and consider the consequences.

Environmental influences

The pupils

20 can identify environmental influences on the optional behaviour and take up a position towards them.

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