Anthropocene

Course: Children experience space and time

Space – economy – time

Admission requirements

STEOP

Semester: 3

Orientation

Anthropocene

Aim

The goals of general studies are experiencing dependencies and interdependencies between people and space and recognising economic connections as well as understanding temporal structures and developing an awareness of history. In this course, subject-specific scientific and didactic fundamentals of the reference disciplines geography, economics, and history are taught in order to be able to work with pupils on core topics of social life in the sense of global responsibility.

Content

Research-based learning in the learning areas of space and economy at the primary level:

• Orientation and development of natural and cultural spatial foundations in the immediate and wider surroundings with the help of geographical orientation aids (e.g. map, compass)
• Dependencies and interdependencies between people, economy, and space, human influence with regard to transport and mobility formation, sustainable spatial development, and globally responsible use based on local, regional, national, and global examples
• Road safety education: Linguistic and methodological didactic means for the implementation of content-integrative road safety education and English lessons at the primary level
• Research and documentation as well as critically and reflectively dealing with media information on different spaces, living situations, and economic processes
• Elaboration and development of teaching formats and learning scenarios in the economic and geographical context, including extracurricular learning locations, intercultural aspects, and economic education

Research-based learning in the learning area of time at the primary level:

• Building and development of historical awareness as well as children’s interest in temporal structures and historical issues
• The effect of temporal structures on the concrete lifeworld (are familiar with time units, grasping time sequences, and determining changes in the environment and society in the course of time)
• Opening up historical reference spaces as well as deconstructing and reconstructing past events on the basis of selected sources (oral history, archive and source work, culture of remembrance, and early Holocaust education) and the critical reflection of these
• Elaboration and development of teaching formats and learning scenarios in a historical context, including extracurricular learning sites, intercultural aspects, and political education