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The development of the Perspectives Framework

In developing and presenting the Perspectives Framework for General Studies, the Gesellschaft für Didaktik des Sachunterrichts (GDSU) has responded to the challenge in the field of educational theory and educational politics to identify the common tasks, goals, and educational contents of General Studies for German primary schools in such a way as to make clear both the relevance of the Perspectives Framework for the educational needs in primary school and the importance of the Didactic of General Studies as an academic discipline in the field of teacher training.

The Perspectives Framework can be read as a contribution – offering both concepts and contents – to the debate on the development of core curricula for school subjects.

It provides a framework concept which:

  • maintains the necessary balance between generally valid goals and openness with regard to contents and methodological design;
  • makes a contribution to quality assurance in the teaching of General Studies;
  • supports the professionalization of teachers in didactics.

The Perspectives Framework is the outcome of three years of collaboration among educational experts from various disciplines represented within the GDSU commission on "A Perspectives Framework for General Studies", which was headed by successive chairmen of the GDSU. Following preliminary consultations, interim results were developed in the commission in working groups, sometimes with external consultants being called in from the scientific field, ministries of education and practical fields.


  • 1 The concept of the Perspectives Framework
  • 1.1 The educational aims of General Studies
  • 1.2 The educational concept of the Perspectives Framework
  • 1.3 Competences as target categories
  • 1.4 The contribution to didactic professionalization
  • 1.5 The structure of the Perspectives Framework
  • 2 The educational potential of the five perspectives
  • 2.1 The social and cultural science perspective
  • 2.2 The spatial perspective
  • 2.3 The natural science perspective
  • 2.4 The technological perspective
  • 2.5 The historical perspective0
  • 3 What children should know, be able to do, and understand ? Competences, contents and processes, and examples of topic networking1
  • 3.1 The social and cultural science perspective1
  • 3.1.1 Competences
  • 3.1.2 Examples of contents and processes
  • 3.1.3 Examples of topic networking
  • 3.2 The spatial perspective
  • 3.2.1 Competences
  • 3.2.2 Examples of contents and processes
  • 3.2.3 Examples of topic networking
  • 3.3 The natural science perspective
  • 3.3.1 Competences
  • 3.3.2 Examples of contents and processes
  • 3.3.3 Examples of topic networking
  • 3.4 The technological perspective
  • 3.4.1 Competences
  • 3.4.2 Examples of contents and processes
  • 3.4.3 Examples of topic networking
  • 3.5 The historical perspective
  • 3.5.1 Competences
  • 3.5.2 Examples of contents and processes
  • 3.5.3 Examples of topic networking
  • 4 Suggestions for evaluation
  • 5 Ensuring prerequisites for General Studies
  • Appendix: The development of the Perspectives Framework


Perspectives Framework download

E-Mail: gdsu(at)uni-potsdam.de