Curriculum Alignment (Bildungsplan BW)

Bildungsplan Alignment: Baden-Württemberg

The “Kinder in Bewegung” project and the Pedalo equipment are not just supplementary tools; they are direct instruments for fulfilling the statutory requirements of the Bildungsplan 2016 for Grundschule (Bewegung, Spiel und Sport).

This document outlines how the Concentration Lab and Team Expedition concepts map directly to the official competencies required by the Ministry of Culture, Youth, and Sports Baden-Württemberg.

Did you know?

The Pedalo is one of the few specific brand-name devices explicitly listed as a mandatory example in the official Bildungsplan (Standard 3.1.4, Page 19).

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1. The Double Mandate (Der Doppelauftrag)

The Bildungsplan (p. 10) defines the subject through two inseparable perspectives. The Pedalo concepts address both simultaneously:

Erziehung zum Sport

Education for Sport
Developing specific motor skills to participate in sports culture.

• Pedalo Mapping: Learning balancing techniques on the Pedalo Classic, throwing techniques with Juggling Balls, and riding skills on the Rola-Bola.

Erziehung durch Sport

Education through Sport
Personal development, social learning, and character building.

• Pedalo Mapping: Building frustration tolerance (falling off the Stilts), cooperation (Sommerski), and adherence to rules (Teamspiele).

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2. Process-Oriented Competencies

The curriculum prioritizes “Prozessbezogene Kompetenzen” (p. 10–11) which must be woven into every lesson.

A. Personalkompetenz (Self-Competence)

• Official Goal: “To perceive oneself and one’s body… overcome fears… and strengthen self-regulation” (p. 12, items 1, 4, 5).
• Pedalo Implementation:
  • Self-Regulation: The Kugelfangspiel (Ball-in-Cup) requires calming the breath and focusing attention (executive function).
  • Overcoming Fear: Standing on the Rola-Bola or Stilts requires managing the fear of falling and trusting one’s balance.

B. Sozialkompetenz (Social Competence)

• Official Goal: “Act empathically… solve conflicts… agree on rules” (p. 13, items 1, 3, 4).
• Pedalo Implementation:
  • Cooperation: The Sommerski (Summer Skis) physically prevents movement unless the group communicates verbally and synchronizes rhythm.
  • Responsibility: Spotting a partner on the Walking A fosters trust and safety awareness.

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3. Content-Based Standards (Inhaltsbereiche)

The equipment directly fulfills specific “Erfahrungsfelder” (Fields of Experience) mandated for Grades 1–4.

3.1.4 Bewegen an Geräten

Topic: Moving on Apparatus

The curriculum requires children to balance on various surfaces.

• Standard (Kl. 1/2): “Balancieren auf verschiedenen Geräten… z.B. Pedalo, Wippe, Stelzen” (p. 19).
• Standard (Kl. 3/4): “Komplexe Balancierübungen bewältigen… mit zusätzlichem Material” (p. 34).
• Implementation: The Pedalo Classic and Stelzen are the core tools here. The Rola-Bola serves as the progression for Grade 3/4.

3.1.6 Bewegungskünste

Topic: Movement Arts / Circus Skills

The curriculum requires object manipulation and artistry.

• Standard (Kl. 1/2): “Grundbewegungen des Jonglierens ausführen… mit Tüchern” (p. 22).
• Standard (Kl. 3/4): “Grundlegende Elemente der Jonglage… mit Bällen erweitern” (p. 36).
• Implementation: The Jonglierbälle in the Rucksack are used for exactly this progression (Scarf -> 1 Ball -> 2 Balls -> Cascade).

3.1.8 Fahren, Rollen, Gleiten

Topic: Riding, Rolling, Gliding

• Standard (Kl. 1-4): “Sich auf dem Gerät im dynamischen Gleichgewicht halten” (p. 25/39).
• Implementation: While often associated with bikes/scooters, the Pedalo System falls under “Rolling” devices that train dynamic equilibrium required for traffic safety.

3.1.8.3 Erlebnispädagogik

Topic: Adventure & Experiential Pedagogy

• Standard (Kl. 3/4): “Im Rahmen kooperativer Spiele miteinander kommunizieren und kooperieren” (p. 41).
• Implementation: The Pedalo Teamspiel-Boxen (Pipeline, Rope games) are specifically designed for this standard, creating “wagnis- und freudvolle Bewegungssituationen” (risky and joyful movement situations).

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4. Executive Functions (Exekutive Funktionen)

A unique feature of the Baden-Württemberg Bildungsplan is the explicit requirement to train Executive Functions (Working Memory, Inhibition, Cognitive Flexibility) as a foundation for learning success (Appendix 4.4, p. 48).

“Bewegung, Spiel und Sport bieten… Möglichkeiten, die exekutiven Funktionen zu fördern.” (p. 48)

The Pedalo Concepts target these specifically:

1. Inhibition (Impulse Control):
   • Activity: Bean Bag Freeze. Children must run, but immediately stop and balance the bag on a signal. They must suppress the impulse to keep moving.
2. Working Memory:
   • Activity: Pedalo Pipeline. Students must remember the rule (“Don’t touch the ball”) and the strategy (“Move to the end of the line”) simultaneously while monitoring the ball.
3. Cognitive Flexibility:
   • Activity: Juggling. Crossing the midline with juggling balls forces the brain to switch focus rapidly between hemispheres and adapt to the changing trajectory of objects.

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5. Summary Mapping Table

Use this table for lesson planning documentation to prove curriculum compliance to school administration.

Pedalo Element	BW Curriculum Code	Competency Description
Pedalo Classic	3.1.4 (1)	Balancing on unstable apparatus (explicitly listed).
Stelzen	3.1.4 (1)	Balancing on stilts (explicitly listed).
Juggling Balls	3.1.6 (2)	Executing basic juggling movements.
Sommerski	2.3 (2)	Solving movement tasks together (Social Competence).
Rola-Bola	3.1.8.1 (2)	Maintaining dynamic balance on rolling devices.
Kugelfang	2.2 (4)	Strengthening self-regulation / concentration.
Kreide (Chalk)	3.1.9 (2)	Orientation in space / creating play zones.
Team Games	3.1.8.3 (3)	Experiencing cooperative games / building trust.

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