Keine Kompetenz enthält diesen Suchbegriff.
Gesellschaftswissenschaftliche Kompetenzen – Sachkompetenz
gesellschaftliche Herausforderungen und Prozesse in den Dimensionen Raum und Zeit erklären,
regionale und globale gesellschaftliche Prozesse und Zusammenhänge analysieren und Ursachen und Wirkungen herausarbeiten,
verschiedene gesellschaftstheoretische Denkansätze und Denkmodelle erklären und erörtern,
sich an Debatten zu ausgewählten gesellschaftlichen Fragestellungen beteiligen,
gesellschaftliche Handlungsebenen in ihrer Funktion beschreiben,
sich mit Normen und Institutionen als Regelsysteme zwischen Freiheit und Sicherheit kritisch auseinandersetzen,
Entwicklungen in der Gesellschaft exemplarisch auf Nachhaltigkeit prüfen,
Wechselwirkungen der gesellschaftlichen Handlungsebenen in Politik, im Natur-, Sozial- und Wirtschaftsraum beschreiben und Schlussfolgerungen für die persönliche Lebensplanung ableiten.
Gesellschaftswissenschaftliche Kompetenzen – Methodenkompetenz
Informationen aus unterschiedlichen Medien gewinnen und sichern,
Archive, wissenschaftliche Bibliotheken und Datenbanken unter Anleitung nutzen,
Informationen zielgerichtet und quellenkritisch verarbeiten,
kontinuierliche und diskontinuierliche Texte analysieren und beurteilen,
empirische Arbeitsmethoden anwenden,
Kreativität fördernde Arbeitsmethoden nutzen,
an außerschulischen Lernorten Informationen gewinnen und verarbeiten, 8
Methoden kooperativen Lernens nutzen,
Visualisierungstechniken selbstständig und dem Lerngegenstand angemessen einsetzen.
Gesellschaftswissenschaftliche Kompetenzen – Selbst- und Sozialkompetenz
gesellschaftliche Entscheidungen, Probleme oder Konflikte eigenständig sach- und wertorientiert beurteilen,
eigene Urteile und Entscheidungen überprüfen,
eigene Positionen angemessen artikulieren,
Konflikte demokratisch austragen,
Mehrheitsentscheidungen akzeptieren und den Minderheitenschutz respektieren,
seinen Lernprozess eigenverantwortlich und strukturiert; planen,; durchführen,; dokumentieren,
den eigenen Lebensentwurf reflektieren.
Fachspezifische Kompetenzen – Sachkompetenz
raumbezogene Themen aus verschiedenen Blickwinkeln betrachten,
anhand von Karten verschiedener Art erläutern, dass Raumdarstellungen stets konstruiert sind,
sich mit Hilfe topographischen Grundwissens räumlich orientieren,
räumliche Strukturen erfassen, z. B. Naturraumstrukturen, Ausstattung mit Ressourcen, Disparitäten,
Geoökosysteme der Erde anhand wesentlicher Merkmale charakterisieren, 9
geografisch relevante Probleme ausgehend von den Wechselbeziehungen zwischen Natur und Gesellschaft diskutieren,
Nachhaltigkeit als Grundprinzip menschlichen Handelns aufzeigen und erläutern,
aktuelle Ereignisse in lokale, regionale und globale Zusammenhänge einordnen,
die Pluralität von kulturellen Werten, Vorstellungen und Überzeugungen erkennen sowie kulturelle Klischees und Stereotype kritisch reflektieren.
Fachspezifische Kompetenzen – Methodenkompetenz
Karten themenbezogen lesen und fragegeleitet auswerten,
Manipulationsmöglichkeiten kartographischer Darstellungen (z. B. durch Farbwahl, Akzentuierung) beschreiben,
Karten und andere Hilfsmittel zur räumlichen Orientierung nutzen,
geeignete Medien auswählen und damit geografisch relevante Informationen; gewinnen,; verarbeiten,; darstellen,; kritisch beurteilen,
geografisch nutzbare Informationen aus realitätsnahen Abbildungen der Erdoberfläche entnehmen, z.B. Modelle, Luft- und Satellitenbilder, Fotos, Wetterkarten,
Klimadiagramme lesen und auswerten,
geografische Koordinaten bestimmen und erfassen,
Profile zeichnen,
geografische Objekte skizzieren,
die lokalen räumlichen Gegebenheiten unter bestimmten Fragestellungen erkunden,
sachgerecht, kritisch und adressatenbezogen argumentieren und diskutieren,
geografisch relevante Daten mit Hilfe von Geographischen Informationssystemen erfassen und darstellen,
fachspezifische Begriffe im richtigen Kontext verwenden.
Fachspezifische Kompetenzen – Selbst- und Sozialkompetenz
vertraute und fremde kulturelle Werte, Vorstellungen und Überzeugungen erkennen, kritisch hinterfragen und akzeptieren,
sozial- und naturräumliche Zusammenhänge; erkennen,; verstehen und situationsbezogen verantwortungsbewusst handeln,
natur- und sozialräumliche Auswirkungen ausgewählter Handlungen abschätzen und in Alternativen denken,
zu ausgewählten geografischen Aussagen hinsichtlich ihrer gesellschaftlichen Bedeutung 10 kritisch Stellung nehmen,
die Notwendigkeit einer nachhaltigen Entwicklung verstehen und eigene Handlungsstrategien ableiten,
sich im Gespräch mit anderen über geografische Sachverhalte reflektiert austauschen,
die Grenzen des Aussagewertes von Informationen diskutieren.
Klassenstufe 8 – Physical geography of the Earth
describe the structure and processes of plate tectonics taking the internal structure of the Earth as a basis,
explain the influence of climate factors,
describe interactions between climate and vegetation in selected climate and vegetation zones.
Klassenstufe 8 – Tourism and leisure time as economic and ecological factors
name tourist destinations, explain kinds of tourism, check and assess the sustainability of concepts of tourism,
describe and compare tourist development in selected regions,
discuss engineering of artificial needs and commercialisation of regions,
describe the change in leisure and travel behaviour.
Klassenstufe 8 – Agriculture and food supply
explain the types of agricultural use,
assess causes and effects of non-adapted land use,
explain and give reasons for alternative utilization and protection concepts,
explain the agricultural production amid globalized conditions and discuss the role of food companies and food consumers.
Klassenstufe 8 – Energy resources as environmental and development factors
explain the formation of fossil energy resources coal and crude oil, describe extraction possibilities, transport and processing, discuss the effects on the environment,
explain the development of the share of energy resources in energy generation and assess the sustainability of non-renewable and renewable energy resources,
compare social and economic changes through oil production in different regions.
Klassenstufe 8 – World population development focusing on global and regional processes
describe population distribution and natural population change on Earth,
explain migration and discuss consequences,
derive consequences of population dynamics by using examples of selected regions,
explain and assess types and consequences of control measures of natural population change,
discuss the development and validity of demographic statistics.
Klassenstufe 8 – The importance of rocks and exogenetic processes for human beings
explain the formation of selected rocks, their use and the rock cycle,
describe selected weathering processes in natural and cultural environments,
explain glacial, fluvial and aeolian processes as well as land formation and their impact on people's lives and economic activity.
Klassenstufe 8 – Methods competence
describe the location of selected topographical objects by using the global grid,
choose thematic and physical maps independently and interpret them,
draw thematic sketch maps,
draw cross-sectional sketches independently and produce cross-sectional drawings under guidance,
analyse spaces guided by questioning,
assess and compare complex climate graphs and maps,
implement data in appropriate analogue and electronic charts,
understand factual texts as well as short source texts and use them in a task-related way,
select suitable pictures, including satellite images and charts and explain the given issues,
depict simple causal relationships in a structured way,
develop and run experiments and tests and gain new information,
hold a pro and contra discussion,
use analogue and electronic audiovisual systems,
arrange learned issues into models and classification systems,
identify rocks,
classify geological processes into the geologic time scale,
use the model of economic sectors.
Klassenstufe 8 – Self-competence and social competence
carefully compile sketches and drawings, 15
question the information content of geographically relevant current affairs from different media sources,
be actively involved in pro and contra discussions,
weigh up their subject specific assertions and come to an educated opinion in a discussion,
question personal thinking and moral values,
independently work in teams and assess the group's team work,
exchange views objectively,
present issues and coherences appropriately.
Klassenstufe 10 – Special characteristics and development trends of a state
explain selected features and connections of physical geography,
analyse and give reasons for demographic structures and development,
examine urban development trends,
discuss the prospects for economic development,
characterize sociocultural diversity.
Klassenstufe 10 – Political and ecological conflicts and strategies to solve conflicts
assess the regional resource potential and describe its use,
evaluate the connected intervention from the economic and ecological points of view,
discuss opportunities and limits of the use of water referring to the example of the desiccation of the Aral Sea,
analyse and judge social, ethnic and political conflicts.
Klassenstufe 10 – Landscape development and ecosystems
describe the change in land use in Central Europe and discuss current measures of landscape conservation,
explain basic processes of soil formation and describe the formation of selected soil types,
describe regional climatic features and explain selected weather phenomena,
analyse an example of intrusion in the natural environment of Thuringia from an ecological point of view and discuss effects.
Klassenstufe 10 – Demographic change in Germany and Europe
describe and account for current demographic development,
discuss the effects of demographic development for urban and rural regional development,
examine regional planning measures and the possibilities of active civic involvement by using one example,
explain types of spatial mobility and give reasons for individual considerations.
Klassenstufe 10 – Methods competence
conduct conflict analysis under guidance,
draw up a map and reflect critically,
plan, carry out and reflect on field trips,
find their bearings with the help of different technical or electronic aids,
carry out a syndrome analysis and present it in a chart,
carry out independent and knowledge-oriented research,
select complex thematic maps, interpret them and reflect critically,
select suitable pictures, complex diagrams, cartoons and tables and interpret and reflect critically on the presented issues,
independently prepare pro and contra discussions, run and reflect on them,
interpret weather maps,
use relevant information from selected specialist texts with a critical assessment of sources, think cross-functionally and multiperspectively.
Klassenstufe 10 – Self-competence and social competence
contribute to sustainability through their actions,
discuss critically and in depth the information content of geographical current affairs from different media,
deal fairly and without prejudice with different values and ways of life and behave tolerantly,
examine their specialised statements and assessments on complex issues and form an educated opinion in a discussion,
critically question personal thinking and moral values and draw constructive conclusions,
independently work in teams and constructively assess the group's work,
give complex presentations individually and in a team.
Qualifikationsphase – Climate change and ecosystems
describe atmospheric and oceanic circulation and selected subsystems,
explain the reasons for global climate change and discuss regionally differentiated forms,
describe global climate scenarios, develop a regional climate scenario and derive climate protection measures,
question and assess public discussions on climate change,
compare different zoning models of physical geography,
analyse and compare ecosystems in different landscapes,
explain human influence in selected ecosystems.
Qualifikationsphase – Processes of urban development
explain the theoretical foundations of urban geography,
describe global trends in urban development: metropolisation, megacities and global cities and compare the development in different regions,
assess the current processes of urban development,
discuss political-administrative, scientific and environmental boundaries of urban and rural areas,
describe the historical development of towns in various regions,
discuss selected concepts and projects of town planning,
characterise urban life style and the creation of a positive image of a city,
analyse the town as an ecosystem and discuss aspects of sustainable urban development.
Qualifikationsphase – Natural resources and conflicts
describe and discuss the lifetime and spatial distribution of selected natural resources,
give reasons for the connection between the formation of resources and geological structures,
describe supply, distribution and use of fresh water and discuss the resulting problems,
compare and assess regional conflicts over water under historical, political and economic points of view and discuss existing solution approaches,
describe extraction, transport, processing and use of industrial minerals and “rare earth” and discuss ecological consequences,
discuss the relationship between economic benefits and ecological risk using an example of a resource,
discuss different availability of selected resources from the aspect of fairness,
compare and assess further conflicts over resources,
describe the trade in resources and discuss their potential for conflict.
Qualifikationsphase – Aspects of regional and global economic development
explain traditional and modern theories of economic geography,
explain selected aspects of economic globalization,
analyse, compare and assess global and local value-added chains of selected products,
analyse economic transformation processes in selected post-socialist countries and the new federal states of Germany,
assess the development of the energy industry between supply, ecological aspects and economic interests,
explain selected aspects of economic development in the EU,
discuss possibilities and limits of the EU subsidies policy using agriculture as an example,
describe current trends in the service industry using retail trade as an example and discuss effects on urban and regional development.
Qualifikationsphase – Methods competence
independently select and apply suitable methods, media, strategies on geographical issues and reflect on the finding process,
independently analyse and evaluate various forms of presentation of geographical issues (scientific and non-scientific sources) and assess their significance,
depict abstracted and generalised geographical information suitably and present it using different media,
investigate geographical issues, establish connections, give reasons and evaluate critically,
observe relevant geographical objects, phenomena and processes using suitable methods and tools,
independently use basic physical and human geographical methods in field work, prepare and carry out excursions and evaluate their results,
use geographical terms properly and assign them to systems of terms,
make prognoses and create scenarios,
explain factual connections using models or space-relevant theories,
develop models and discuss their significance and limits,
develop theses and hypotheses based on geographically relevant problems,
depict data with the help of GIS in an appropriate form,
describe different methods of remote sensing and interpret aerial photographs and satellite images.
Qualifikationsphase – Self-competence and social competence
independently work in teams and constructively assess the group's work,
give complex presentations individually and in a team,
develop their point of view based on geographically sound aspects and act accordingly,
understand and take part in social processes and decisions,
contribute to sustainability with their actions,
behave openly and tolerantly on the basis of an enlightened world view.